NAEP Reading Grade 8

NAEP Reading Grade 8 Sample Assessment Block Literary Text Poetry West Virginia Department of Education

West Virginia Board of Education 2011-2012 L. Wade Linger Jr., President Gayle C. Manchin, Vice President Robert W. Dunlevy, Secretary Michael I. Green, Member Priscilla M. Haden, Member Burma Hatfield, Member Lowell E. Johnson, Member Jenny N. Phillips, Member William M. White, Member Brian E. Noland, Ex Officio Chancellor West Virginia Higher Education Policy Commission James L. Skidmore, Ex Officio Chancellor West Virginia Council for Community and Technical College Education Jorea M. Marple, Ex Officio State Superintendent of Schools West Virginia Department of Education

Table of Contents Sample Assessment...3 Framework Overview...12 Individual Item Analysis...14

This is a released block of from the NAEP 2009 Reading Assessment. NAEP s expectation is for students to complete these questions in 25 minutes. 2 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

ALLIGATOR POEM by Mary Oliver I knelt down at the edge of the water, and if the white birds standing in the tops of the trees whistled any warning I didn t understand, I drank up to the very moment it came crashing toward me, its tail flailing like a bundle of swords, slashing the grass, and the inside of its cradle-shaped mouth gaping, and rimmed with teeth and that s how I almost died of foolishness in beautiful Florida. But I didn t. I leaped aside, and fell, and it streamed past me, crushing everything in its path as it swept down to the water and threw itself in, and, in the end, this isn t a poem about foolishness but about how I rose from the ground and saw the world as if for the second time, the way it really is. 3 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

The water, that circle of shattered glass, healed itself with a slow whisper and lay back with the back-lit light of polished steel, and the birds, in the endless waterfalls of the trees, shook open the snowy pleats of their wings, and drifted away while, for a keepsake, and to steady myself, I reached out, I picked the wild flowers from the grass around me blue stars and blood-red trumpets on long green stems for hours in my trembling hands they glittered like fire.. From New and Selected Poem by mary Oliver Copyright 1992 by Mary Oliver Reprinted by permission of Beacon Press, Boston 4 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

1. What does the poem mainly describe? A. A personal experience B. An unusual dream C. The danger of alligators D. Traveling in Florida 2. What is the speaker doing at the beginning of the poem? A. Watching the birds B. Wading in a stream C. Drinking the water D. Picking wildflowers 5 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

3. The following lines are from the poem: I drank up to the very moment it came crashing toward me, its tail flailing like a bundle of swords, slashing the grass, and the inside of its cradle-shaped mouth gaping, and rimmed with teeth Choose an image from these lines and explain what it shows about the speaker s experience with the allligator. 6 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

4. After the alligator has gone, the speaker says: The water, that circle of shattered glass, healed itself with a slow whisper and lay back with the back-lit light of polished steel, and the birds, in the endless waterfalls of the trees, shook open the snowy pleats of their wings, and drifted away Explain what these lines show about how the speaker views nature at this point in the poem. 5. On page 3, the speaker says, and, in the end, this isn t a poem about foolishness. What is the purpose of these lines in relation to the rest of the poem? A. To signal a turning point in the poem B. To emphasize the speaker s confusion C. To focus the reader on the first part of the poem D. To show the speaker was embarrassed 7 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

6. Describe what happens to the speaker of the poem and explain what this experience makes the speaker realize. 8 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

7. Do you think the alligator was trying to attack the speaker of the poem? Support your answer with reference to the poem. 9 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

8. Explain how Alligator Poem could be seen as both a good title and a bad title for the poem. Support your answer with reference to what happens in the poem. 9. The speaker s description of flowers at the end of the poem is mainly meant to emphasize that the speaker A. believes nature is unpredictable B. does not understand what is happening C. is reliving a frightening experience D. is seeing the world with a new intensity 10 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

NAEP Reading Framework Overview Information The National Assessment of Educational Progress (NAEP) assesses reading comprehension in English at grade 4, 8, and 12. Reading assessment uses two distinct types of text: literary text and informational text. Literary text fiction literary nonfiction poetry Informational text exposition argumentation and persuasive text procedural text and documents The percentage of passages varies by grade level with literary text decreasing from grade 4 to grade 12 while informational text increases from grade 4 to grade 12, as shown in the table below Grade Literary Informational 4 50 50 8 45 55 12 30 70 Passage lengths vary by grade level and are determined by the specifications in the NAEP Reading Framework. Grade Passage Length 4 200-800 8 400-1000 12 500-1500 NAEP Reading Assessment in conducted using three specific item types: multiple choice, short constructed response and extended constructed response. The percentage of time anticipated to be spent on each item type varies by grade level, as shown in the table below. Grade Multiple Choice Short Constructed Response Extended Constructed Response 4 50 40 10 8 40 45 15 12 40 45 15 12 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Cognitive Targets Locate/Recall Integrate/Interpret Critique/Evaluate Both Literary and Informational Text Identify textually explicit information and make simple inferences within and across texts, such as: Definitions Facts Supporting details Make complex inferences within and across texts to describe problem and solution, cause and effect: Compare or connect ideas, problems, or situations. Determine unstated assumptions in an argument. Describe how an author used literary devices and text features. Consider text(s) critically to: Judge author s craft and technique. Evaluate the author s perspective or point of view within or across texts. Take different perspectives in relation to a text. Specific to Literary Text Identify textually explicit information within and across texts, such as: Character traits Sequence of events or actions Setting Identify figurative language Make complex inferences within and across texts to Infer mood or tone. Integrate ideas to determine theme. Identify or interpret a character s motivations or decisions. Examine relations between them and setting or characters. Explain how rhythm, rhyme, or form in poetry contributes to meaning. Consider text(s) critically to: Evaluate the role of literary devices in conveying meaning. Determine the degree to which literary devices enhance a literary work. Evaluate a character s motivations and decisions. Analyze the point of view used by the author. Specific to Informational Text Identify textually explicit information within and across texts, such as: Topic sentence or main idea Author s purpose Causal relations Locate specific information in text or graphic Make complex inferences within and across texts to: Summarize major ideas. Draw conclusions and provide supporting information. Find evidence in support of an argument. Distinguish facts from opinions. Determine the importance of information within and across text. Consider text(s) critically to: Analyze the presentation of information. Evaluate the way the author selects language to influence readers. Evaluate the strength and quality of evidence used by the author to support his or her position. Determine the quality of counterarguments within and across texts. Judge the coherence, logic, or credibility of an argument. 13 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Individual Item Analysis For each question in the sample block related to the poem Alligator Poem by Mary Oliver, the cognitive target is given. In addition the percentage of students selecting each answer choice for multiple choice or scoring at each score point are indicated for public school students in West Virginia and the nation. The correct multiple choice answer is indicated with an asterisk. In order for a question to be considered omitted, the student did not answer the question but answered a question or questions after it. 1. Integrate/Interpret West Virginia National Public A* 75% 79% B 6% 5% C 10% 11% D 7% 5% Omitted 1% Rounds to Zero What does the poem mainly describe? A. A personal experience B. An unusual dream C. The danger of alligators D. Traveling in Florida 2. Locate/Recall West Virginia National Public A 29% 25% B 4% 8% C* 65% 65% D Rounds to Zero 1% Omitted 2% Rounds to Zero What is the speaker doing at the beginning of the poem? A. Watching the birds B. Wading in a stream C. Drinking the water D. Picking wildflowers 14 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

3. Integrate/Interpret West Virginia National Public Little or No Comprehension 26% 21% Partial Comprehension 53% 48% Full Comprehension 19% 29% Omitted 1% 1% Off Task Rounds to Zero Rounds to Zero The following lines are from the poem: I drank up to the very moment it came crashing toward me, its tail flailing like a bundle of swords, slashing the grass, and the inside of its cradle-shaped mouth gaping, and rimmed with teeth. Choose an image from these lines and explain what it shows about the speaker s experience with the alligator. 15 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Scoring Rubric Score & Description Full Comprehension Responses at this level choose an image from the lines and explain what it shows about the speaker s experience with the alligator. Such responses may relate the image chosen to the speaker s feelings or to the overall experience with the alligator. From the lines, the reader can tell that the speaker was scared of the alligator. Crashing toward me, like a bundle of swords, and the description of the tooth-filled mouth, tell the reader about the fretful dangers the scary alligator possessed. Crashing toward me. This says that the alligator came quickly at him and how scared the speaker was. She says the alligator had a mouth gaping and rimmed with teeth, which means the alligator was trying to attack the speaker. The description of the cradle-shaped mouth gaping and rimmed with teeth shows how up close the speaker was with the alligator. She says the alligator was crashing towards me, with its mouth full of scary teeth, which shows the speaker had a bad experience with the alligator. Partial Comprehension a) Responses at this level focus only on the alligator. Such responses may choose an image and explain what it means on its own, or they may simply describe the alligator and provide no image. Its tail flailing like a bundle of swords shows that the alligator was in no pleasant mood. Mouth gaping and rimmed with teeth shows how vicious the alligator was. Its tail flailing like a bundle of swords shows that the alligator s tail was full of spines. [An interpretation of the simile in the line.] The alligator was mean. The alligator was vicious. OR b) Responses explain the speaker s experience or a lesson to be learned from the lines but do not choose an image to go along with this explanation. Little or No Comprehension Responses at this level provide irrelevant and/or unexplained details or personal opinions or may simply repeat the question. Or, responses choose an image, but the explanation merely repeats or rewords the lines chosen. The speaker was drinking the water but stopped and got up. The speaker was watching the alligator down by the stream. The inside of its cradle-shaped mouth rimmed with teeth shows the alligator s mouth was full of teeth. [This response is not an interpretation of the comparison presented in the line ( cradle-shaped ) it merely shows that the student understands that the word rimmed indicates that there are a lot of teeth in the alligator s mouth.] Cradle shaped mouth gaping shows the alligator s mouth was wide open. [ Wide open merely shows that the student understands the meaning of the word gaping. ] 16 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Full Comprehension - Student Response Exemplar 1 The following lines are from the poem: I drank up to the very moment it came crashing toward me, its tail flailing like a bundle of swords, slashing the grass, and the inside of its cradle-shaped mouth gaping, and rimmed with teeth. Choose an image from these lines and explain what it shows about the speaker s experience with the alligator. Exemplar 2 Choose an image from these lines and explain what it shows about the speaker s experience with the alligator. Scorer Comments: Both responses provide an image from these lines and explain what it shows about the speaker s experience with the alligator. The first response uses two images that show the proximity of the alligator. The second response uses an image to explain how bad the experience was. 17 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Partial Comprehension - Student Response Exemplar 1 Choose an image from these lines and explain what it shows about the speaker s experience with the alligator. Exemplar 2 Choose an image from these lines and explain what it shows about the speaker s experience with the alligator. Scorer Comments: The first response provides an image and explains what it means but makes no connection to the speaker s experience. The second response explains the speaker s experience but does not choose an image to support this explanation. 18 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

4. Integrate/Interpret Scoring Rubric West Virginia National Public Little or No Comprehension 37% 31% Partial Comprehension 32% 32% Full Comprehension 29% 35% Omitted 1% 2% Off Task Rounds to Zero Rounds to Zero Score & Description Full Comprehension Responses at this level explain what the lines show about how the speaker views nature at this point in the poem. The lines show that the speaker sees nature as healing itself after the alligator s attack. It shows the speaker sees nature as calming down and recovering. The speaker at this point thinks nature is very beautiful, with the birds leaving the trees and the water looking calm and peaceful. Partical Comprehension a) Responses at this level explain what the lines show about how the speaker views nature at this point in the poem, but the explanation is general. The speaker sees that nature is calm and peaceful. [Though nature is calm and peaceful in this part of the poem, the speaker s realization is more specifically that nature has become calm and peaceful following a state of agitation that nature is recovering.] OR b) Responses provide an interpretation of the lines but do not explain what they show about how the speaker views nature at this point in the poem. The lines are showing that the water was just smooth like polished steel and the birds just floated up out of the trees. The lines show that the water returned to the way it had been before. [This response does not get to the more general idea of nature returning to the way it had been before.] Little or No Comprehension Responses at this level provide irrelevant details or personal opinions or may simply repeat the question. Or, responses may repeat lines from the poem without explaining them. She s describing what the water looks like. It s showing you how the water healed itself and how the birds drifted away. Nature is calm is scored a 2 because it oversimplifies what is happening in the lines. However, Nature is calming down is scored a 3 because it is another way of saying that nature is healing or repairing itself, which does accurately represent the lines. 19 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Full Comprehension - Student Response Exemplar 1 After the alligator has gone, the speaker says: The water, that circle of shattered glass, healed itself with a slow whisper and lay back with the back-lit light of polished steel, and the birds, in the endless waterfalls of the trees, shook open the snowy pleats of their wings, and drifted away Explain what these lines show about how the speaker views nature at this point in the poem. Exemplar 2 Explain what these lines show about how the speaker views nature at this point in the poem. Scorer Comments: Both responses use these lines to explain how the speaker views nature at this point in the poem. The first response focuses on nature healing itself. The second response focuses on the speaker s appreciation of nature s beauty. 20 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Partial Comprehension - Student Response Exemplar 1 Explain what these lines show about how the speaker views nature at this point in the poem. Exemplar 2 Explain what these lines show about how the speaker views nature at this point in the poem. Scorer Comments: The first response focuses on the peacefulness of nature, but the explanation is general. The second response interprets these lines but does not explain what they show about the speaker s view of nature. 21 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

5. Critique/Evaluate West Virginia National Public A* 58% 65% B 19% 13% C 20% 17% D 4% 5% Omitted Rounds to Zero 1% On page 3, the speaker says, and, in the end, this isn t a poem about foolishness. What is the purpose of these lines in relation to the rest of the poem? A. To signal a turning point in the poem B. To emphasize the speaker s confusion C. To focus the reader on the first part of the poem D. To show the speaker was embarrassed 6. Integrate/Interpret West Virginia National Public Unsatisfactory 11% 8% Partial 58% 56% Essential 21% 19% Extensive 9% 15% Omitted 1% 2% Off Task Rounds to Zero Rounds to Zero Do you think the poem is meant to be serious or funny? Use an example from the poem to explain your answer. Scoring Rubric Score & Description Extensive Responses at this level describe what happens to the speaker of the poem and explain what this experience makes the speaker realize. The speaker is rushed at by a large alligator and after this experience she realized the intensity of the world. An alligator almost attacks the speaker and it makes the speaker take time to focus on the beauty in nature. The speaker has an experience where she is charged at by an alligator in Florida and this makes her realize that nature is beautiful. 22 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Essential a) Responses at this level describe what happens to the speaker of the poem, but the explanation of what this experience makes the speaker realize is general. Or, the explanation may simply repeat lines from the poem without interpreting them. The speaker narrowly escapes the attack of an alligator, and because of that she starts to see everything in a different way. The speaker is drinking water when suddenly an alligator comes straight for her. This experience makes her see the world as if for the second time. OR b) Responses explain what the speaker realizes in the poem but do not describe what happens to the speaker. The speaker realizes that nature is beautiful. Partial a) Responses at this level describe what happens to the speaker of the poem but do not explain what the experience makes the speaker realize.. The speaker is rushed at by a horrible monster with gaping jaws and rows of teeth. The speaker sees an alligator. The speaker picks flowers. OR b) Responses attempt to explain what the experience makes the speaker realize, but the explanation is not text based [such responses typically explain what the reader might have realized]. Such responses may or may not include a description of what happens to the speaker in the poem. The alligator was trying to kill her but she escaped death. The experience makes the speaker realize that anything can happen to anyone at any point in time. The speaker realizes she needs to be more careful around alligators and the dangerous Floridian water. The speaker realizes you should be thankful for each new day. The speaker realizes she takes life for granted. OR c) Responses explain what the speaker realizes, but the explanation is general. Responses do not describe what happens to the speaker in the poem. The speaker sees the world in a new way, the way things really are. The speaker looks at the world in a new light. Unsatisfactory Responses at this level provide irrelevant details or personal opinions or may simply repeat the question. The speaker realizes that alligators can hurt you very badly. She was just dreaming. Nothing really happens to the speaker. 23 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Extensive- Student Response Exemplar 1 Describe what happens to the speaker of the poem and explain what this experience makes the speaker realize. Exemplar 2 Describe what happens to the speaker of the poem and explain what this experience makes the speaker realize.. Scorer Comments: The first response provides narrative details to describe the speaker s experience and how it leads to her realization about luck and appreciation of nature. The second response summarizes events in the poem to explain the speaker s realization about the duality of nature. 24 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Essential Student Response Exemplar 1 Describe what happens to the speaker of the poem and explain what this experience makes the speaker realize. Exemplar 2 Describe what happens to the speaker of the poem and explain what this experience makes the speaker realize. Scorer Comments: The first response describes what happens to the speaker of the poem, but the explanation of what the speaker realizes afterward is general. The second response explains what the speaker realizes but makes only an indirect reference to what happens to the speaker. 25 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Partial Student Response Exemplar 1 Describe what happens to the speaker of the poem and explain what this experience makes the speaker realize. Exemplar 2 Describe what happens to the speaker of the poem and explain what this experience makes the speaker realize. Scorer Comments: The first response describes what happens to the speaker of the poem but does not explain what the experience makes her realize. The second response describes what the speaker might have realized, but the explanation is not text-based. 26 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

7. Integrate/Interpret West Virginia National Public Little or No Comprehension 17% 15% Partial Comprehension 35% 27% Full Comprehension 48% 56% Omitted Rounds to Zero 2% Off Task Rounds to Zero Rounds to Zero Do you think the alligator was trying to attack the speaker of the poem? Support your answer with reference to the poem. Scoring Rubric Score & Description Full Comprehension Responses at this level provide an opinion about whether the alligator was trying to attack the speaker and support the opinion with reference to the poem. If it were trying to attack her, it would have come back again, not just gone into the water and stayed there. Yes. The alligator has a gaping mouth, rimmed with teeth, which means it was going for a big meal. Partial Comprehension Responses at this level provide an opinion about whether the alligator tries to attack the speaker, but the support is related to the poem only in a general way. No, it s not an attack. I think the alligator was just trying to defend itself because the speaker was in its territory. Yes, I think the alligator was trying to attack, because the way the speaker describes it, it sounds like it was really intense moment. Little or No Comprehension Responses at this level provide irrelevant details or unsupported personal opinions or may simply repeat the question. I don t think it was trying to attack because alligators can t see so well. I think the alligator thinks there s an animal like maybe a deer and he was trying to attack that animal. 27 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Full Comprehension - Student Response Exemplar 1 Do you think the alligator was trying to attack the speaker of the poem? Support your answer with reference to the poem. Exemplar 2 Do you think the alligator was trying to attack the speaker of the poem? Support your answer with reference to the poem. Scorer Comments: Both responses provide an opinion about whether the alligator was trying to attack the speaker and use references to the poem as support. The first response uses relevant descriptive phrases that indicate attack. The second response describes the action of the opening lines to support the opinion. 28 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Partial Comprehension - Student Response Exemplar 1 Do you think the alligator was trying to attack the speaker of the poem? Support your answer with reference to the poem. Exemplar 2 Do you think the alligator was trying to attack the speaker of the poem? Support your answer with reference to the poem. Scorer Comments: The first response provides an opinion that is generally connected to what happens in the poem. The second response provides a general reference to the alligator s appearance but does not explain the opinion. 29 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

8. Critique/Evaluate West Virginia National Public Little or No Comprehension 25% 20% Partial Comprehension 65% 63% Full Comprehension 9% 14% Omitted 1% 3% Off Task Rounds to Zero 1% Explain how Alligator Poem could be seen as both a good title and a bad title for the poem. Support your answer with reference to what happens in the poem. Scoring Rubric Score & Description Extensive a) Responses at this level explain how the title could be seen as either a good title or a bad title but not both. Such responses may or may not include a reference to what happens in the poem. This is a good title because the poem is about an alligator who tries to attack a speaker. [A reference to what happens in the poem, but explains only how title can be seen as good.] Yes, because the poem is about an alligator. [ About an alligator does not count as a reference to what happens in the poem.] I think Alligator Poem is a bad name for the poem because I do not think it emphasizes what is really going on in the poem. It s not a very creative title. Partial Comprehension b) Responses explain how the title could be seen as both good and bad, but only half of the answer (or neither half) is supported with reference to what happens in the poem Good: It s about an alligator. Bad: It s more about the girl. [ About an alligator is not a reference to what happens in the poem; It s more about a girl does count as a reference.] Alligator Poem can be a good title because the poem does talk about an alligator. But Alligator Poem can also not be such a good title because it doesn t draw the reader into the poem. OR c) Responses provide an appropriate alternate title for the poem that relates to the major events in the poem or to the theme of the poem. Such responses may or may not explain the alternate title and/or comment on the original title. Responses that comment on the original title may attempt to explain why it is bad, but those that do so do not contain reference to what happens in the poem. The poem should be called, The Unforgettable Drink. The poem could be called, Alligator Attack. The poem should be called, Seeing the World Anew. The original title is not creative enough. 30 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Little or No Comprehension Responses at this level provide irrelevant details or unsupported personal opinions or may simply repeat the question. It could be seen as a good title because something good could have happened and not all alligators do bad things. It also could have been seen as a bad title because most alligators eat people or try to and that s what this alligator did in this poem. This poem was not about an alligator at all. Full Comprehension - Student Response Exemplar 1 Explain how Alligator Poem could be seen as both a good title and a bad title for the poem. Support your answer with reference to what happens in the poem. Exemplar 2 Do you think the alligator was trying to attack the speaker of the poem? Support your answer with reference to the poem. Scorer Comments: Both responses explain how Alligator Poem can be seen as both a good and bad title and refer to what happens in the poem to support each part of the answer. 31 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

Partial Comprehension - Student Response Exemplar 1 Explain how Alligator Poem could be seen as both a good title and a bad title for the poem. Support your answer with reference to what happens in the poem Exemplar 2 Explain how Alligator Poem could be seen as both a good title and a bad title for the poem. Support your answer with reference to what happens in the poem Scorer Comments: The first response explains how Alligator Poem is a good title but does not discuss how it could be seen as a bad title. The second response provides general statements as to how the title could be seen as both good and bad, but neither statement is supported with references to what happens in the poem. 32 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

9. Integrate/Interpret West Virginia National Public A 21% 21% B 5% 3% C 15% 14% D* 59% 61% Omitted Rounds to Zero Rounds to Zero The speaker s description of flowers at the end of the poem is mainly meant to emphasize that the speaker A. believes nature is unpredictable B. does not understand what is happening C. is reliving a frightening experience D. is seeing the world with a new intensity 33 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

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33 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,

NAEP Reading Grade 8 Jorea M. Marple, Ed.D. State Superintendent of Schools