NOTE: EVALUATOR, (1) DO NOT ASSIST STUDENTS IN ANSWERING THE EXERCISES IN EITHER SECTION OF THIS EVALUATION. (2) EXPLAIN TO PARENTS AND STUDENTS THAT THIS EVALUATION IS NOT A MEASURE OF THEIR INTELLIGENCE, BUT A MEASURE OF WHAT THEY HAVE LEARNED, HOW WELL THEY HAVE LEARNED, AND THEIR CRITICAL THINKING ABILITY (3) BE SURE STUDENTS UNDERSTAND THE DIRECTIONS FOR EACH SECTION. IF STUDENTS' OVERALL SCORES ARE BELOW LEVEL, HAVE THEM BEGIN AT LEVELS 2 OR 1 OF THE STUDYBOOKS, DEPENDING UPON HOW FAR BELOW LEVEL. IF THEIR OVERALL SCORE IS ON LEVEL, HAVE THEM BEGIN AT LEVELS 3 OR 2 OF THE STUDYBOOKS, DEPENDING UPON HOW MARGINAL THEIR SCORE IS. IF THEIR OVERALL SCORE IS ABOVE LEVEL, HAVE THEM BEGIN AT LEVEL 3 OF THE STUDYBOOKS.

EVALUATOR: (1) If students omit or miss any of the parts of the sentence, then mark a slash (/) in the blank before them as follows: __ COMPLETE SUBJECT, __ SIMPLE SUBJECT, __ COMPLETE PREDICATE, __ SIMPLE SUBJECT (2) Check student's performance as either: __ below level (4 or more errors) __ on level (2 or 3 errors) __ above level (less than 2  errors) Parts of Speech: __ below level (4 or more errors)   __ on level (2 or 3 errors)   __ above level (1 or no errors) Parts of the Sentence: __ below level (3 or more errors)   __ on level ( 1 or 2 errors)   __ above level (no errors) STUDENT: (1) For the sentence below, fill in the blank underneath each word with the correct PART OF SPEECH using the following abbreviations: n = NOUN, pn =PRONOUN, adj. = ADJECTIVE, v = VERB, adv. = ADVERB. (2) For the same sentence, underline with one line the COMPLETE SUBJECT and with two lines the COMPLETE PREDICATE. Also, circle the SIMPLE SUBJECT and the SIMPLE PREDICATE

The	injured	player	quickly	passed	it	to	John.
	______	______	_______	_______	_____		______

EVALUATOR: (1) For each correct answer, have students explain their choice to check understanding. (2) If student does not understand, write n/s for "not sure" in the blank to the right of the sentence. (3) Check student's performance as either: __ below level (4 or more errors) __ on level (2 or 3 errors) __ above level (1 error or none) STUDENT : For each sentence below, fill in the blank in front of the sentence with 'C' for the correctEnglish usage or 'INC' for incorrect English usage.

EVALUATOR: (1) Note that students have to choose carefully the correct synonym (2) Check students' performance as either: __ below level (6 or more errors) __ on level (5 to 7 errors) __ above level (3 or less errors) STUDENT: Mark a check in the blank before the word or phrase that is closest in meaning to the wordin capital letters.

1. RUDE	__ nasty	__ bad	__ impolite	__ mean
2. CAUTIOUS	__ careful	__ nervous	__ scared	__ smart
3. ACCEPT	__ give	__ return	__ take	__ refuse
4. BECAUSE	__ and	__ cause	__ reason why	__ impossibility
5. CHANCE	__ possibility	__ hope	__ happen	__ impossibility
6. SATISFIED	__ happy	__ content	__ pleasure	__ okay
7. INSANE	__ stupid	__ weird	__ crazy	__ exceptional
8. EXCEPT	__ take	__ no other	__ besides	__ other than
9. ADMIRE	__ like	__ care	__ love	__ look up to
10. ENORMOUS	__ big	__ large	__ huge	__ medium size
11. DREADFUL	__ sudden	__ bad	__ fearful	__ surprising
12. EXAMPLE	__ sample	__ idea	__ definition	__ picture
13. GUILTY	__ cheat	__ crime	__ bad	__ at fault

EVALUATOR: (1) Have students read aloud the passage below, and listen for rhythm, articulation, speed, and naturalness. Write your comments in the space below. (2) For the bold lettered words, have students orally define them from their context. Write your comments below. (3) Check students' oral reading ability as either: __ below level __ on level __ above level Evaluator's comments for oral reading: _____________________________________________________________________ _____________________________________________________________________ Evaluator's comments for oral definitions: _____________________________________________________________________ _____________________________________________________________________

EVALUATOR: (1) If students score high on these exercises, yet not high on the critical thinking exercises in test VI then point out to parents the difference between our critical thinking exercises which test students in fine analysis and distinctions, and standard reading comprehension exercises. (2) Check students' performance as either: __ below level (2 or more errors) __ on level (1 error) __ above level (no errors) STUDENT: Read the passage above (exercise III) and place a check in the blank for the correct answer for each numbered exercise.

EVALUATOR: (1) For each correct answer, have students explain their choice . If students do not understand, write n/s for "not sure" in the blank to the right of the second sentence of the pair. (2) For each incorrect answer, if pupils understands their error, write und for "understands"; if not, write n/s for "not sure." (3) Check students' performance as either __ below level (3 or more errors) __ on level (1 or 2 errors) __ above level (no errors) STUDENT: Read each pair of sentences in the following section. If the second sentence AGREES with--(or has the same meaning as) - the first sentence, write A in the blank in front of it; if it DISAGREES, write D in the blank in front of it.

1. People all over the United States are more interested in     baseball than in any other game or sport. ___ People are more interested in baseball than in any other game or                 sport. 2. Chocolate and cocoa are foods made from the fruit of the      cacao tree. ___ Chocolate and cocoa are fruits from the cocoa tree. 3. The story, Cinderella is a fairy tale written by the Frenchman     Charles Perrault about three hundred years ago. ___ Cinderella was written three hundred years ago. 4. Electricity flows through a wire in the same way that water     flows through a pipe or in a river. ___ Electricity moves through wire just as water moves through a pipe. 5. The head is probably the most important part of the human      body. In this one place are gathered a great many of the      things that make the body work. ___ The most important idea in this passage is "An Important                       Part of the Body."

___ ___ ___ ___ ___

EVALUATOR: Check students' performance as either: __ below level (2 or more errors) __ on level (1 error) __ above level (no errors) STUDENT: Read each exercise carefully, and solve it.

EVALUATOR: (1) Check students' writing especially for spelling, punctuation, complete sentences, and sequencing. (2) Do not read the above students' instructions with student, but rather say " Read the instructions and follow them." The reason is that a number of students do not read the instructions carefully enough, and write on both topics. (3) Check students' performance as either: __ below level ___ on level ___ above level STUDENT: Choose one topic below and write a composition on it.