Cluster a Assessment Final-Revised

Ahmad Bin Hanbal Independent Secondary School for Boys

Grade 12 F Cluster A Assessment

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Cluster Assessment

English

Cluster A

Foundations

2011-2012



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Blueprints: Cluster A

Content English

Number of Items

Foundations Items per Strand or Subheading

# MC Points

# MC Items

# CR Points

#CR Items

Strands or Subheadings in Cluster A

Blueprint Percentages

Speaking 30% 15 points

5.1- 5.4 15 1

5.8

Listening 20% 10 points

3.1 7 7 3 1

3.5

Reading 20% 10 points

6.7 7 7 3 1

7.1 – 7.4

Writing 30% 15points

9.1, 9.6, 9.8 7 7 8 3*

8.1 – 8.4

Total 50 points 21 21 29 6



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Listening Directions Read the questions, then watch and listen to the excerpt of the Golden Fish. Answer the questions as you watch or immediately after. You will be given a second showing of the video and a final opportunity to answer the questions. You will be asked 7 multiple choice questions and 1 constructed response questions.

Resource: The magic fish

1. Why did the old man leave his house? A) because there was nothing to eat at home. B) because he was angry with his wife. C) because his wife asked him to leave. D) because he wanted to bring food to the cat.

2. How would you describe the old man’s reaction when he felt someone touch him in the

forest? A) indifferent B) surprised C) angry D) sad

3. After the old man hid the purse inside the wall clock, he said, “Don’t worry. All will be well!”

Why did he say this utterance in a low voice? A) He felt bored and sleepy. B) He did not want to awaken his neighbours. C) He was uncertain about what to do with the gold. D) He did not want his wife to know about the purse.

4. What did the tree give the old man the second time? A) an empty purse. B) a purse full of gold. C) a purse full of frogs. D) a purse full of dead leaves.

5. What literary device does the writer use when the tree says: “Take this red purse and use it

well!”? A) Metaphor B) Personification C) Foreshadowing D) Flashback

6. Why did the music change at the beginning of the scene where the two fishermen are in the

sea? A) to add an atmosphere of sadness. B) to add an atmosphere suspense. C) to add an atmosphere of happiness. D) to add an atmosphere of confusion.



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7. At what time of day did the two fishermen knock on the old man’s house? A) as the sun sets B) in the middle of the night C) in the afternoon D) in the middle of the day

8. What lesson can we learn from this story? Use details and information from the video extract to support your answer.



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Reading Directions Reading: In this section you will read one passage, then answer 7 multiple choice questions and 1 constructed response question. Answer all question in the space provided.

The narrator of this story lives with his family on an Ojibway reserve in Ontario. His mother has turned part of her kitchen wall into a space for the children of the village to use for their artwork.

Girl Who Loved Her Horses by Drew Hayden Taylor

1 Mom was kind of strange, and as a result she attracted other strange people. 2 And it was through one of Mom’s peculiarities that I met Danielle, so many years ago. As a way of encouraging us kids to expand and develop our artistic nature, Mom set aside part of her beloved kitchen as a private art school. Near the back, beside our antiquated refrigerator, was what she called “The Everything Wall.”

3 That’s how we met Danielle. To us, Danielle was kind of strange. But it was nothing an eleven-year-old could put his finger on. She was quiet, and seemed to be one of those characters you see in the comics with a little cloud over her head. Nobody ever paid much attention to her; she would just come and go. She was from across the railroad tracks, but we all went to the same school.

4 Her maternal instincts in full blossom, Mom knelt down to her. Danielle looked so tiny and frightened, even we felt some sympathy for her and you know how limited eleven-year-olds can be.

5 “And what can we do for you, Danielle?”

6 Danielle stood there, all four feet two inches of her. To us it didn’t sound like that difficult a question, but it looked like Danielle was struggling with some eternal query of life. Finally Danielle, her eyes almost welling up with tears, looked to her right at “The Everything Wall.”

7 Her voice sounded like someone had stepped on a mouse. “I heard that kids could come here and draw.”

8 Mom stood beside us, a warming smile on her face. “I thought so. Well, it took you long enough to come and visit.”

9 She handed the crayons to Danielle, studying her intently. At first it looked like Danielle was going to run, but she held her ground. Something in her wanted to draw.

10 With a slight mumble that might have been a “thank you,” she took the pencils and knelt before the wall. Mom backed off and poured herself a cup of coffee. She smiled as Danielle squinted at the wall and made her tentative marks.

11 The rest of us watched for a moment before we got caught up in our card game. After a while, we forgot that Danielle was even there—that’s how much noise she made, just the occasional squeak of a pencil crayon on the wall.

12 About thirty minutes passed before my mother came back into the kitchen. Mom was standing over us, staring at the forgotten Danielle; her body was hiding the wall. Mom turned to us, with a look of amazement that I’d never seen before on her face. It was a look so few of us get in this world anymore. Below her, in front of Danielle who was putting the finishing touches on it, was the head and neck of a horse. But not just any horse. It was like no horse I had ever seen before, nor had my mother, my sister or my friends. Glowing with colour and energy, it covered a third of the wall. It seemed to radiate everything that Danielle, its creator, wasn’t. The mane flowed in the breeze like flames from a bonfire. The neck was solid and muscular, something that had never seen weakness,



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and the eyes, those eyes flashed freedom and exhilaration. They surveyed a free prairie and a horizon to run to. The picture was breath-taking, not because a ten-year-old had drawn it, but because it was a horse every human being on the planet wanted but could never have. Yet Danielle had captured it in her own way.

13 After adding a few touches to the mane, in just the right places, she calmly handed what remained of the pencil crayons to my mother, who took them silently, her eyes never leaving the horse that seemed to stare back. Danielle uttered another polite “thank you” and was gone out the door. We all were left to stare for what seemed an eternity at that amazing horse. My mother knelt and touched the horse’s neck, never uttering a word

9. Which element of the story contributes most to the development of events? A) Danielle’s love to play with her new friends. B) Danielle’s artistic nature. C) Danielle’s physical appearance. D) Danielle’s feeling of shame.

10. How are Danielle and the narrator’s mother alike? A) They both like the kitchen. B) They are both unusual. C) They are both friendly. D) They are both fond of horses.

11. In paragraph 9, read the following clause:

“but she held her ground” What do the words mean? A) She was disobedient. B) She was amazed. C) She was worried. D) She was determined.

12. What did the other children do while Danielle drew? A) teased her B) ignored her C) watched her D) admired her

13. Why did people stare in amazement at Danielle’s picture of the horse? A) The horse in the drawing was so realistic. B) The drawing was created by such a young girl. C) The horse in the drawing was so unlike a real horse. D) The drawing covered the whole wall.

14. How did Danielle feel after she had completed her painting? A) calm B) upset C) excited D) disappointed



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15. Which of the following best describes the theme of this passage? A) Parents know what’s best. B) Children can be cooperative. C) Appearances can be deceptive. D) Creativity comes from experience.

16. What do you think the most important trait of Danielle’s personality? Use details and

information from the text to support your answer.



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Writing Directions Writing: In this section you will answer 7 multiple choice writing questions and respond to 1 writing prompt. Your writing will receive three scores: idea development, planning, and writing strategies.

17. Read the following paragraph and answer questions 17 to 19 (1)I had a scary experience when I was a young boy. (2)One evening while my parents were eating dinner, I was playing barefoot in the yard with my toys. (3)Even now I still remember the perfume of the flowers and the moisture of the grass. (4)Indeed, my favourite restaurant is in an old house. (5)While I was sitting on the grass and playing with a truck, I looked up at the sky. (6) Then I felt something cold and smooth slide over my feet. (7)____________.

Which of these sentences can be put after sentence 6? A) I stayed perfectly still and looked down at my feet. B) It was really a delicious dinner. C) They captured the snake and took it away. D) I never went outside barefoot again.

18. Which sentence is irrelevant and should be deleted? A) 2 B) 3 C) 4 D) 5

19. Read sentence 6:

Then I felt something cold and smooth slide over my feet.

Which of the following expressions can replace the underlined word?

A) Before B) After that C) Previously D) Earlier

20. Read the sentence:

I was the youngest child in my family, _____my older brothers and sisters left home before I did.

Which word goes in the blank?

A) however B) because C) so D) in addition



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I really liked the couch, and _____ to buy it.

Which verb form goes in the blank? A) wanted B) wants C) want D) wanting


He recieved poor marks at university.

Which underlined word contains a spelling error? A) recieved B) poor C) marks D) university

23. Which sentence is punctuated correctly? A. On the day of my flight; I woke up with a crazy feeling in my stomach. B. On the day of my flight I woke up, with a crazy feeling in my stomach. C. On the day of my flight, I woke up with a crazy feeling in my stomach. D. On the day of my flight I woke up with a crazy feeling in my stomach.



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Writing Prompt

Write a story about an unforgettable event that happened to you or to one of your friends during a holiday. Write an account of what happened using organized ideas and details and a description of general feelings.

Your essay will be evaluated on the basis of clear and organized ideas, strong details,

effective sentences, and correct writing skills.

Use the space below to plan what you are going to write (notes, outline, story map, or

other).



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Test Map

Item # or Task Strand Standard DOK Response Key Points

Oral Presentation Speaking 5.1, 5.8, 5.9 3 Performance -- 15

1 Listening 3.1 1 MC A 1

2 Listening 3.5 2 MC B 1

3 Listening 3.5 2 MC D 1

4 Listening 3.1 1 MC C 1

5 Listening 3.1 2 MC C 1



8 Listening 3.1 3 CR - 3

9 Reading 7.3 2 MC B 1


11 Reading 6.7 2 MC D 1


13 Reading 6.7 2 MC A 1

14 Reading 7.1 1 MC A 1

15 Reading 6.7 2 MC C 1

16 Reading 7.1 3 CR - 3

17 Writing 9.1 1 MC A 1

18 Writing 9.1 1 MC C 1

19 Writing 9.1 1 MC B 1





Writing Prompt

Writing 8.1 2 Planning - 2

Writing 9.2 3 Idea dev. - 4

Writing 8.3,8.4 1 Conventions - 2

50



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Speaking: Scoring guide

The student score is one-half the total based on the 30-point scoring guide. Fractions round up.

Aspect

3

Meets Grade 12

Foundation Standards

2

Approaching Standard

1

Below Standard

Total

Overall Impact

(Content/Ideas)

Engages audience

interest through a

variety of means

Sometimes engages

audience interest

through 1 or 2 means.

Shows limited awareness

of audience.

/6

Overall Impact (Presentation/

style)

Engages audience

interest through a

variety of means

Sometimes engages

audience interest

through 1 or 2 means.

Shows limited awareness of audience.

/9

Time 8- 10 minutes 5 to 7 minutes Less than 5 minutes /3

Organization Uses a consistent

structure appropriate to

topic and audience

Structure is mainly

appropriate to topic

and audience but with

some lapses

Some attempt to

structure the presentation

but with lapses which

affect audience

understanding

/3

Language use Language is mainly

appropriate for topic

and audience

Language is mainly

appropriate to topic

and audience but with

some lapses

Attempts to use language

which is appropriate to

topic and audience but

with intrusive lapses

/3

Feedback Handles anticipated and

unanticipated questions

posed by audience,

engaging in further

dialogue as appropriate.

Attempts to handle

anticipated and

unanticipated

questions posed by

audience

With support, begins to

answer questions from

the audience

/6

TOTAL /30



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Listening: Scoring guide

8. What lesson can we learn from this story? Use details and information from the video

extract to support your answer.

Score Description

3 Response provides a thorough explanation of the moral of the story. Explanation includes specific, relevant details from the extract.

2 Response provides a partial explanation of the moral of the story. Explanation includes specific, relevant details from the extract with some omissions.

1 Response provides a minimal explanation of the moral of the story. Explanation includes few, if any, specific, relevant details from the extract.

0 Response is totally incorrect or off-topic, unintelligible, or written in a language other than English.

Blank No response.

Scoring notes:

We mustn’t hide good things from our family.

We must be hopeful.

People should be patient.

Good people are rewarded at the end. Sample 3-point response: Through The Magic Fish the writer tries to teach us that we should always struggle to survive no

matter how tough life conditions are. Also, we should always adopt a positive attitude and give hope

to people around us, because at the end something good will happen and our patience will certainly

be rewarded. Another important lesson is that we have to share everything with our close family

members; the bad things as well as the good things.



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Reading Scoring guide

What do you think the most important trait of Danielle’s personality? Use details and information

from the text to support your answer.

Score Description

3 Response provides a thorough explanation of the most important trait of Danielle’s personality. Explanation includes specific, relevant details from the lecture.

2 Response provides a partial explanation of the most important trait of Danielle’s personality. Explanation includes specific, relevant details from the lecture with some omissions.

1 Response provides a minimal explanation of the most important trait of Danielle’s personality. Explanation includes few, if any, specific, relevant details from the lecture.

0 Response is totally incorrect or off-topic, unintelligible, or written in a language other than English.

Blank No response.

Scoring notes:

She is an artist.

She is a shy person.

She is quiet.

Delicate personality.

Innocence. Sample 3-point response: Danielle is mainly a quiet and shy person. The writer described her as a “quiet” person and likened her to a comics character with a little cloud over the head as an indicator of her innocence. She has a very thin voice and rarely uttered clear words. These traits contributed to the structure of the story as the reader does not expect such an artistic talent from such a delicate character.



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Writing Rubric—Narrative Writing

Foundations

Idea Development

Standard points Descriptors

9.2 4 The essay tells the story of an experience in the life of the writer. It has an engaging introduction and a series of events which lead logically from one to another, until arriving at a clear conclusion. The details are specific and clear, and the sentences flow smoothly throughout the text. Errors in grammar, usage, and mechanics, if present, do not detract from the meaning of the narrative.

3 The essay tells the story of an experience in the life of the writer. It has a clear beginning, middle, and end, all related to one another and the overall topic. The details are generally specific and clear, and most sentences flow smoothly. Errors in grammar, usage, and mechanics seldom detract from the meaning of the narrative.

2 The essay tells the story of an experience in the life of the writer. It has elements of a beginning, middle, and end. The details vary from specific and clear to general and vague; details may be missing. Frequently the flow of sentences appears disconnected, making it difficult for the reader to connect ideas. Errors in grammar, usage, and mechanics begin to detract from the meaning of the narrative and a fluent reading of the text.

1 The essay is about an experience in the life of the writer. It may be missing some elements of a beginning, middle, and end. The details are general, vague, or missing altogether. The flow of sentences is disconnected and awkward, making it difficult for the reader to connect ideas. Errors in grammar, usage, and mechanics detract from the meaning of the narrative and a fluent reading of the text.

0 Response is missing, irrelevant, or provides too little text for evaluation.

Writing Conventions--GUM

Points Descriptors

2 Solid ability with conventions.

1 Some success with conventions, though meaning suffers at times.

0 Errors are disproportionate to the length or complexity of the writing.

Planning

Points Descriptors

2 Nearly all content of planning space is represented in the student writing.

1 Some content of the planning space is represented in the student writing.

0 Nothing in the planning space is represented in the student writing.

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Cluster a Assessment Final-Revised

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