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

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 correct English 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 (4 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 word in capital letters.

1. ABANDON	__ go away	__ leave	__ depart	__ leave for good
2. CHALLENGE	__ dare	__ fight	__ argue	__ win
3. ABSURD	__ silly	__ ridiculous	__ crazy	__ weird
4. ENCOURAGE	__ try	__ help	__ support	__ do
5. MIRACULOUS	__ believable	__ wonder	__ marvelous	__ impossible
6. NOMINATE	__ choose	__ help	__ support	__ do
7. LUXURIOUS	__ pretty	__ wealthy	__ splendid	__ poor
8. GENUINE	__ nice	__ look-alike	__ generous	__ real
9. ORNAMENT	__ thing	__ extra	__ merchandise	__ decoration
10. ACCEPTABLE	__ right	__ take	__ superior	__ satisfactory
11. ACCOMPLICE	__ complete	__ friend	__ helper	__ partner in crime
12. REJECT	__ deny	__ no	__ refuse	__ reconsider
13. HAZARDOUS	__ safe	__ adventurous	__ dangerous	__ spooky
14. BAFFLE	__ confuse	__ worry	__ secure	__ anger
15. OPINION	__ truth	__ falsehood	__ fact	__ point of view

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 below, 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

1. Freedom of the press is often taken for granted in our nation. ___ People in our nation take freedom of the press for granted. 2. On the whole, the Eskimos are a coastal people. ___ For the most part, Eskimos live by the sea. 3. One reason that so many people fail is that they lack confidence in themselves. ___ People usually fail because they lack confidence in themselves. 4. Every spring and summer, Arctic ice drifts southwards in the Atlantic to threaten United States-European shipping ___ The most important idea in this passage is Arctic ice drifts. 5. Scientists use experiments to prove theories. Many people know that Ben Franklin's kite experiment helped prove that lightning is electricity. ___ From these two facts, it can be concluded that Ben Franklin was a           scientist.

___ ___ ___ ___ ___

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 student 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 of the topics below and write a composition on it.