COMPASS Reading Skills Sample Test Questions COMPASS/ESL Reading Placement Test The reading comprehension items are of two general categories: referring and reasoning. Within each of these two general categories are several content categories that further specify the skills and knowledge assessed by each item. Referring items pose questions about material explicitly stated in a passage. Reasoning items assess proficiency at making appropriate inferences, developing a critical understanding of the text, and determining the specific meanings of difficult, unfamiliar, or ambiguous words based on the surrounding context. Samples of items in the primary content categories of the COMPASS Reading Placement Test are provided on the following pages. Reading Placement Sample Questions • Following are 17 sample Reading Placement Test Questions (3 reading passages) taken from the ACT COMPASS website. • First you will see the question, then the following slide will have the answer. • If you need some additional refreshers, the remainder of the slides cover the content from the Reading section. Sample Passage 1 Reading Placement Test Sample Items What Methods Do Andean Farmers Use? Public debate around climate change and its effects on agriculture tends to focus on the large-scale industrial farms of the North. Farmers who work on a small scale and use traditional methods have largely been ignored. However, as the world slowly comes to terms with the threat of climate change, Native farming traditions will warrant greater attention. In the industrial model of agriculture, one or two crop varieties are grown over vast areas. Instead of trying to use local resources of soil and water optimally and sustainably, the natural environment is all but ignored and uniform growing conditions are fabricated through large-scale irrigation and the intensive use of artificial fertilizers and pesticides. For example, a handful of basically similar potato varieties, all of which require nearly identical soil conditions, temperature, rainfall, and growing seasons, account for almost all global production. When these global crops are no longer suited to the environment in which they are grown, when their resistance to disease and pests begins to fail, or the climate itself changes, the best way to rejuvenate the breeding stock will be to introduce new genetic material from the vast diversity of crop varieties still maintained by indigenous peoples. Sample Passage 1 (cont.) Reading Placement Test Sample Items In contrast to the industrial model, Andean potatoes and other Andean crops such as squash and beans grown by Quechuan farmers exhibit extraordinary genetic diversity, driven by the need to adapt crops to the extraordinary climatic diversity of the region. Along the two axes of latitude and altitude, the Andes encompasses fully two-thirds of all possible combinations of climate and geography found on Earth. The Andean potato has been adapted to every environment except the depth of the rainforest or the frozen peaks of the mountains. Today, facing the likelihood of major disruptions to the climatic conditions for agriculture worldwide, indigenous farmers provide a dramatic example of crop adaptation in an increasingly extreme environment. More importantly, Native farmers have also safeguarded the crop diversity essential for the future adaptations. Adapted from Craig Benjamin, “The Machu Picchu Model: Climate Change and Agricultural Diversity.” © 1999 by Craig Benjamin. This is an example of Recognizing the Main Idea of a Paragraph. The correct answer is D. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Showing How Details are Related to the Main Idea. The correct answer is A. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Recognizing Significant Details. The correct answer is B. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Vocabulary. The correct answer is D. See Vocabulary slides for additional information on this topic. Answer: This is an example of Recognizing Several Points of View. The correct answer is E. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Drawing Conclusions from Facts Given. The correct answer is B. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Recognizing Significant Details. The correct answer is C. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Inferring Cause-Effect Relationships. The correct answer is A. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Inferring the Main Idea of a Passage with More than One Paragraph. The correct answer is E. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Recognizing Significant Details. The correct answer is B. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Drawing Conclusions from Facts Given. The correct answer is E. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Vocabulary. The correct answer is C. See Vocabulary slides for additional information on this topic. Answer: This is an example of Drawing Conclusions from Facts Given. The correct answer is A. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Drawing Conclusions from Facts Given. The correct answer is D. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Drawing Conclusions from Facts Given. The correct answer is B. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Recognizing Significant Details. The correct answer is C. See Reading Comprehension slides for additional information on this topic. Answer: This is an example of Recognizing Significant Details. The correct answer is A. See Reading Comprehension slides for additional information on this topic. Answer: Reading Review • The following slides review the concepts found on the COMPASS Reading Placement Test. Reading Comprehension The defendant’s cause is not having the desired effect on the judge. Patterns of Organization • Cause and Effect – An organization structure in which there is a description of events and their causes or consequences. Often, a single cause will have more than one effect, and a single event may have more than one cause. • Signal that there is a cause/effect relationship: accordingly, as a result, consequently, for this reason, hence, in order that, then, therefore, thus, because, since, so that, if…then, due to Patterns of Organization • Compare and Contrast – An organization structure of text in which events are placed in order they occur in time. NOTE: If it says compare and contrast, you need to do BOTH! • Signal for Compare/Contrast: likewise, similarly, but, even if, however, despite, instead, nevertheless, on the contrary, although, on the other hand, like/unlike, as well as, either…or, yet, unless, whereas Patterns of Organization • Problem and Solution – An organization structure of text that is similar to cause and effect, except that outcomes are a result or solution of a perceived need or problem. • Signal for Problem/Solution: is resolved, the cause, the problem, the effect, one solution, the result, question Patterns of Organization • Sequence – An arrangement in which things follow in a logical order or a recurrent pattern; a following of one thing after another in time. • Signal for Sequence: first, second, third, last, at last, before, later, meanwhile, next, soon, as soon as, then, after, afterward, finally, during, now, when, then, eventually, again, while Figurative Language Language that goes beyond the normal meaning of words is called figurative language (i.e. words that stir the imagination, convey a special feeling or idea, or persuade you to do something). When you call someone a slug to imply that the person is lazy, unmotivated and lacks ambition, you are using figurative language! Figurative Language DIALECT - language used by a particular group of people. People who live in an area often speak with the same dialect. · Example: A sandwich served on a long, tube shaped roll has many different names depending on where in the United States you live. Common names for the sandwich served at Subway are heroes, grinders, hoagies, submarines, zeppelins and po'boys. Ex 2: Mountain Dew may be called pop, soda, soda pop, or coke. RHYME - the repetition of the same or similar sounds in words. Many times writers and poets repeat vowel sounds and ending sounds that appear close together. · Example: Whose woods these are, I think I know. His house is in the village, though. (from Stopping by Woods on a Snowy Evening, Robert Frost) Ex 2: He was a poet and didn’t know it. METER is the rhythm created in a poem by emphasizing certain sounds. Meter gives a line of poetry a predictable flow. Meter is generally a pattern of stressed and unstressed syllables. The poem below shows a pattern of stressed and unstressed syllables. · Example: Nail to the mast her holy flag, Set every threadbare sail, And give her to the god of storms, From Old Ironsides, The lightening and the gale Oliver Wendell Holmes These scientists apparently don’t know about figurative language! Figurative Language IRONY - the difference between reality and appearance; including situational (intended or expected vs. what actually occurs); verbal (what is said vs. what is meant); and dramatic (actions are understood by audience, but not the characters). Example 1 : In the movie Home Alone a young boy's parents leave for vacation and accidentally forget to bring the boy along. He is left home all alone. Reality would suggest we worry about his safety. It is ironic that while we worry about him, he is able to stop two adults from robbing his house. We should worry about the robbers. Example 2: Artist: ALANIS MORISSETTE Song: Ironic Album: Alanis Unplugged An old man, turned 98 He one the lottery, and died the next day It's a black fly in your chardonnay It's a death row pardon, two minutes too late And isn't it ironic? Don't you think? It's like rain, on your wedding day It's a free ride, when you've already paid It's the good advice, that you just didn't take And who would've thought? It figures Figurative Language SIMILE is a figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like or as (e.g., sly as a fox). · Example: “How like the winter hath my absence been" or "So are you to my thoughts as food to life" From: Shakespeare “Sick as a dog” is a simile. A simile uses like or as to compare to unlike things. Figurative Language METAPHOR is a figure of speech in which a word or phrase that ordinarily designates one thing is used to designate another, thus making an implicit comparison (e.g., she’s a fox, he’s a hunk). · Example: “A sea of troubles" or "All the world's a stage" From: Shakespeare SYMBOLISM is the practice of representing things by means of symbols or of attributing symbolic meanings or significance to objects, events, or relationships. Symbols can also have different, but equally valid, meanings to different people (e.g., an American flag may bring about patriotic feelings). · Example: A movie about the history of the United States might show a bald eagle flying overhead. The eagle serves as a symbol for freedom. PERSONIFICATION is the technique of presenting things that are not human as if they were human or giving human characteristics, such as speech or personality, to animals, objects or ideas · Example: “The oak trees whispered softly in the night breeze.” – John Steinbeck). Figurative Language HYPERBOLE - uses deliberate exaggeration (e.g., I’ve told you a million times). OXYMORON - opposite or contradictory words are combined together (e.g., bitter sweet, jumbo shrimp) IDIOM - combination of words that often posses a meaning other than its grammatical one (e.g., “a piece of cake” often means really easy). “Break a leg” is an idiom used to tell someone to do a good job during a performance. Writing Purpose Describe - Some writing describes something or how to do something. For example, the directions that come with a new toy have the purpose of describing how to put the toy together. Inform - Some writing has the purpose of informing. Most news articles in the newspaper are written to inform. A biography (a book written about the life of a person) usually has the purpose of informing the reader about the person's life. Persuade - Some writing is written for the purpose of persuasion. A good example of persuasive writing is the writing found in advertisements. Advertisements are designed to persuade you to buy a certain product. Speeches by politicians are also examples of persuasive writing. Narrate - Narration has the purpose of telling a story. The narrator relates a series of events. Entertain - Some writing has the purpose of entertaining. The comic strips in the newspaper are there to entertain the readers with humor. A mystery novel and a fairy tale are also good examples of writing that has the purpose of entertaining. Elements of Fiction LT: A Plot – sequencing of events in a story generally built around a conflict. Stages of plot include exposition (background), rising action, climax, falling action and denouement (resolution). Setting – the time and place of the action of a literary work. Characters – people (or animals) characterized by physical appearance, personality, manner of speech, thought, feelings, and actions. Point of view – the perspective or attitude of a narrator of a piece of literature. Theme – topic of discussion or writing; a major idea that broad enough to cover the entire scope of a literary work. The theme may be stated or implied. Characters, Setting, and Plot There are several things to consider when analyzing characters. In order to better understand the characters in a story, analyze the characters with respect to the following items. Trait - a distinguishing feature or personality characteristic Examples: hair color, eye color, height, weight, age, beliefs, likes, dislikes, opinions, typical behaviors Motivation - an impulse or incentive which causes one to act in a certain way. Can be an emotion, desire, need, etc. A motivation is simply the reason we do something. Example: "Sara was motivated to win the game because she was very competitive and had lost the last round to the other team." Conflict - a disharmony or opposition between incompatible interests or goals. Can be the result of innumerable circumstances Example: "My mom and I had a fight because I put a dent in the car and didn't tell her. Now I feel uncomfortable when I come home from school." Characters, Setting, and Plot Point of View - the perspective from which a story is told. It can have a great effect on how facts are presented, and with whom we sympathize. Example: "Because Tina told the teacher her version of the story first, I got punished even though it really wasn't my fault." Relationships - the connection of people through friendship, family, work, school, or other activities Examples: mother, sister, friend, teacher, neighbor, father, boss, etc. Think about how all these character aspects affect the story. A character's traits or relationships might affect his or her point of view. Motivation affects action and changes. When we understand all of these elements, a character becomes easy to understand. When writing your own characters, think about all these parts. You'll be on your way to creating an interesting and deep character! His point of view is he is a DOG person; therefore, he cannot identify a CAT burglar. Evaluating Characters 1. Narrator: Who’s telling the story? 2. Protagonist: Who’s the main character? 3. Antagonist: Who is the main opponent or source of conflict for the main character? 4. Other characters: Are there any other major characters? 5. Conflict: What is the problem, danger, difficulty, or decision facing the main character? 6. Subplot: Is there a secondary (less important) story line? Evaluating characters would be very important in this scenario!...Trust me!! Point of View When reading a text, it is important to keep the writer's point of view in mind. Everyone has certain biases, opinions, or prejudices. These things affect the meaning and language of their communication. We must also think about beliefs, ages, and roles. Bias: Bias is a preference that prevents objectivity. A person can only be objective when he or she is uninfluenced by emotions, personal prejudices, or bias. This includes the relationships he or she might have with other people. Example: Think about how a family member might describe you. Now think about how your teacher, a friend, or a stranger might describe you. They will all have different things to say based on their perspective. I think she is just a little biased! Plot 1. Exposition – introduces the time and place of the story, as well as, the main characters. May introduce the conflict (problem to overcome). 2. Rising Action – occurs when the conflict deepens and the story’s climax approaches. 3. Climax – when a decision is made about the conflict that determines the outcome of the story. The point of highest interest (suspense) is developed. 4. Falling Action – what happens after the climax. 5. Resolution – provides closure to the problem. Stages of plot include exposition (background), rising action, climax, falling action and denouement (resolution). Recurring Theme The theme is the most important idea of a story. It is more than just the subject of the passage. It has a larger meaning that may include a short lesson about life. It may tell how the author feels about life or human nature. It may make a statement about society or moral values. The author may repeat the idea more than one time. Most of the time the author doesn't tell you what the theme is in a single sentence. You may have to figure it out from what the author does write. Tips for identifying theme: 1. Look closely at the title. Sometimes you will find a clue about the theme. 2. Are there ideas that are repeated more than once? 3. Look for hints or references within the story. 4. Pay attention to the details in the story. Could they have a greater or deeper meaning? 5. The characters, setting, and plot may also give you clues about the theme. Using Genres •Genre – An established class or category of literature (e.g., poetry, fiction, drama, or nonfiction (letters, directions, instructions, biographies, movie reviews, recipes, or newspaper/magazine articles). •Every genre has unique characteristics. For example, when you read a poem, you should be conscious of the line breaks and why a poet has chosen to end the line a certain way, the poetic devices being used (simile, metaphor, meter), and the speaker of the poem (is it the author or another person or character speaking). •The same thing can be said for fiction. With fiction, some things to keep in mind are the setting, plot, and characters. You should also pay attention to the conflict and actions between characters. •In drama, elements of dialogue, character actions, and scenes are important. •Fiction, poetry, drama, and nonfiction (letters, directions, instructions) can share the same literary devices, purposes, and audiences. Sound Devices in Poetry • Rhythm – pattern of stressed and unstressed sounds. In poetry, meter, is determined by the number of beats or syllables in line • Rhyme – the repetition of sounds at the ends of words or at the ends of lines (e.g. Jill & hill, Jack and Jill … went up the hill) • Alliteration – repetition of consonant sounds at the beginning of words (e.g., Peter Piper picked a peck of pickled peppers • Assonance – stressed vowel sounds are alike, but consonant sounds are different (e.g., late and make) • Onomatopoeia – words whose sounds imitates their suggested meaning (e.g., buzz, hiss, bang) Alliteration: Tip Toe Vocabulary Context Clues AV: A Context Clues - Context clues refer to using information in the sentence or paragraph surrounding an unfamiliar word to help you understand that word. There are several key things to look for when searching for context clues: 1. A punctuation mark, such as a comma or dash, may signal that information is being presented about the new term. Example: A ceiling fan uses the same amount of energy as a 40 watt incandescent bulb, the normal screw-in type light bulb. 2. Key words, such as "or", and "that is" may signal that a definition is to follow. Example: Proper ventilation or air flow can help the occupants of the room feel cooler. Ceiling fans improve indoor ventilation. 3. Sometimes the definition of a new term may be made clear by reading the entire paragraph in which it appears. Context Clues 1. Read the sentence, then read the entire paragraph again (if applicable). 2. Notice how the word is used. 3. Look for clues in the sentence/paragraph. 4. Decide what you think the word means. 5. Look for your answer choice matching your definition. Infer Meanings • An inference is an educated guess based on information presented to you combined with your personal knowledge and experience. • Example: If your mom tells you to put your rain coat on before leaving the house, you can infer (or make an educated guess) that it is raining outside. Note: Remember that an inference is NOT directly stated but can be inferred from the evidence (observation). Roots and Affixes • When you are trying to figure out the meaning of an unfamiliar word, it helps to try to break the word down into parts. • Root is the most basic part of a word; the foundation of a word’s meaning. • Prefixes (beginning of word) and suffixes (end of word), collectively known as affixes, often provide valuable clues as to the meaning of words. Anti=against, Dote=given, to give Antidote - anything that works against an evil or unwanted condition; a remedy to counteract a poison An=not, Ek=out, Dote=given, to give Anecdote – little known, entertaining facts of history or biography. Prefixes Prefix: A word or part of a word that is placed at the beginning of a word to change its meaning. Prefix Meaning Example anti- against anti-war (against war) auto- self automobile (self driven vehicle) bi- two bicycle (a cycle with two wheels) de- remove deodorant (removes odor) dis- not dishonest (not honest) multi- many multicolor (many colors) post- after post-war (after the war) pre- before preheat (heat before) Suffixes Suffix: A word or part of a word that is placed at the end of a word to change its meaning. Suffix Meaning Example -able capable of fixable (capable of being fixed) -ful full of beautiful (full of beauty) -ous having qualities of joyous (having the qualities of joy) -less without hopeless (without hope)