6th grade sample oaks test

Vocabulary

Read to Perform a Task

Demonstrate General Understanding

Develop an Interpretation

Examine Content and Structure: Informational Text

Examine Content and Structure: Literary Text

SAMPLE TEST

2009-2011GRADE 6

Reading/Literature

It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age or handicap in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education.

Office of Assessment and Information Services

Oregon Department of Education 255 Capitol Street NE

Salem, Oregon 97310-0203 (503) 947-5600

A product of the Oregon Statewide Assessment Program, Oregon Department of Education

Susan Castillo State Superintendent of Public Instruction

Ken Hermens Language Arts Assessment Specialist

Doug Kosty Assistant Superintendent

Leslie Phillips Science and Social Sciences Assessment Specialist

Tony Alpert Director, Assessment and Evaluation

James Leigh Mathematics Assessment Specialist

Steve Slater Manager, Scoring, Psychometrics and Validity

Guillaume Gendre Education Program Specialist

Kathleen Vanderwall Manager, Test Design and Administration

Sheila Somerville Electronic Publishing Specialist

Holly Carter Assessment Operations and Policy Analyst

Kathy Busby Project Manager

“The Great Catch” From MANIAC MAGEE by JERRY SPINELLI. Copyright © 1990 by Jerry Spinelli. By permission of Little, Brown and Company. All rights reserved. “The PetsPal Project” Copyright © 2001 by HIGHLIGHTS for Children, Inc., Columbus, Ohio. “A Dog and a Half Long…” From ODYSSEY's February 2003 issue: THE NATURE OF SMELL, © 2003, Carus Publishing Company, published by Cobblestone Publishing, 30 Grove Street, Suite C, Peterborough, NH 03458. All Rights Reserved. Used by permission of the publisher. “Fire!” From FIRE ON THE WIND by Linda Crew, copyright © 1995 by Linda Crew. Used by permission of Random House Children's Books, a division of Random House, Inc. “The Cast Iron Kings” Used by Permission of the Zoological Society of San Diego.

Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6 Oregon Department of Education i August 2009

INTRODUCTION TO READING AND LITERATURE SAMPLE TESTS

The Oregon Department of Education provides sample tests to demonstrate the types of reading selections and questions students at grades 3 through 8 and grade 10 might encounter on the Oregon Statewide Assessment administered each year. Passages on the test represent literary, informative and practical reading selections students might see both in school and other daily reading activities. These sample questions were taken from previous years’ tests. They were designed to assess students’ abilities to:

understand vocabulary meaning within the context of a selection;

locate information in common resources (Read to Perform a Task);

understand information that is directly stated (Demonstrate General Understanding);

understand ideas which are not directly stated but are implied (Develop an Interpretation);

analyze informative reading selections and form conclusions about the information (Examine Content and Structure of Informational Text)

analyze literary selections and form conclusions about them (Examine Content and Structure of Literary Text).

WHY PROVIDE STUDENTS WITH A SAMPLE TEST?

Most students feel some anxiety when they approach a test. The more confident students feel about their knowledge of the topic, the less anxious they will feel. It also may help students feel less anxious if they are familiar with the types of reading selections and questions they will encounter on the test. It is important that students feel comfortable with the test format and have some test-taking strategies to help them achieve the best possible score.

HOW TO USE THE SAMPLE TEST

The Oregon Department of Education has provided sample tests periodically beginning in 1997. The latest—Sample Test 2009-2011—appears in the student test booklet here. Students my take this sample test as a practice activity to prepare for the actual test.

A list of test-taking strategies and tips follows this introduction. Teachers may use the tips to:

generate individual and class discussion; call attention to helpful strategies students can use to

prepare for and take the test; and share ideas with parents of ways to help reduce test

anxiety and promote good study habits at home. In addition to gaining practice in reading and answering test questions in a paper and pencil format, students also may benefit from taking an online practice test. An online practice test is available on the OAKS online system. For this paper opportunity, an answer sheet for students to mark is provided at the end of each student test booklet. An answer key for each test is provided at the end of each of the sample tests. In addition to the correct answer, the key also identifies which reporting category each question is designed to assess (Vocabulary, Read to Perform a Task, Demonstrate General Understanding, Develop an Interpretation, and Examine Content and Structure: Informational and Literary Text). A table below the answer key converts the number of items correct on the sample test to a score similar to the scores students will receive on the Oregon Statewide Assessment (called a RIT score). However, this test is only a practice test. Scores on this sample test may not be substituted for the actual Oregon Statewide Assessment. In using the sample test, teachers may wish to have students take the entire sample test, or complete a passage and its questions and then discuss it in class before proceeding to the next selection. Students may benefit from re-reading the passages and analyzing both the correct and incorrect answers. Sample tests also may be shared with parents to help them understand the types of questions their child will encounter on the test and to practice with their child. Sample questions may be reprinted in newsletters or shared at community meetings to help constituents better understand the state assessment system. Although the sample tests are not as comprehensive as the actual tests, they do provide examples of the subject area content and difficulty level students will encounter as part of Oregon’s high academic standards.

ii

August 2009

Test-Taking Tips Students: Use these tips to help you prepare for the test.

Before the test

Develop a positive attitude. Tell yourself, “I will do my best on this test.”

Get a good night’s sleep the night before the test.

Get up early enough to avoid hurrying to get ready for school.

Eat a good breakfast (and lunch, if your test is in the afternoon).

During the test Stay calm.

Listen carefully to the directions the teacher gives.

Ask questions if you don’t understand what to do.

Before you read a selection on the test, preview the questions that follow it to help focus your reading.

After reading a selection, read the entire question and all the answer choices. Stop and think of an answer. Look to see if your answer is similar to one of the choices given.

Read each test question carefully. Try to analyze what the question is really asking.

Slow down and check your answers.

Pace yourself. If you come to a difficult passage or set of questions, it may be better to skip it and go on, then come back and really focus on the difficult section.

This is not a timed test. If you need more time to finish the test, notify your teacher.

If you are not sure of an answer to a question try these tips:

- Get rid of the answers that you know are not correct and choose among the rest.

- Read through all the answers very carefully, and then go back to the question. Sometimes you can pick up clues just by thinking about the different answers you have been given to choose from.

- Go back and skim the story or article to see if you can find information to answer the question. (Sometimes a word or sentence will be underlined to help you.)

- If you get stuck on a question, skip it and come back later.

- It is OK to guess on this test. Try to make your best guess, but make sure you answer all questions.

After the test Before you turn your test in, check it

over. Change an answer only if you have a good reason. Generally it is better to stick with your first choice.

Make sure you have marked an answer for every question, even if you had to guess.

Make sure your answer sheet is clearly marked with dark pencil. Erase any stray marks.

Don’t worry about the test once it is finished. Go on to do your best work on your other school assignments.

Reading and Literature

Office of Assessment and Information Services 2009-2011 Sample Test, Grade 6 Oregon Department of Education 1 August 2009

DIRECTIONS Read each of the passages. Then read the questions that follow and decide on the BEST answer. There are a lot of different kinds of questions, so read each question carefully before marking an answer on your answer sheet.

THE GREAT CATCH! Maniac Magee was a legend in Two Mills. It all began when Jeffrey (later known as Maniac) showed up in town and began doing some amazing things. Read this excerpt from Jerry Spinelli’s MANIAC MAGEE to learn more about this interesting character.

JEFFREY MADE THREE OTHER appearances that first day. The first came at one of the high school fields, during eleventh-

grade gym class. Most of the students were playing soccer. But about a dozen were playing football, because they were on the varsity, and the gym teacher happened to be the football coach. The star quarterback, Brian Denehy, wound up and threw a sixty-yarder to his favorite receiver, James “Hands” Down, who was streaking a fly pattern down the sideline.

But the ball never quite reached Hands. Just as he was about to cradle it in his big brown loving mitts, it vanished. By the time he recovered from the shock, a little kid was weaving upfield through the varsity football players. Nobody laid a paw on him. When the kid got down to the soccer field, he turned and punted the ball. It sailed back over the up-looking gym-classers, spiraling more perfectly than anything Brian Denehy had ever thrown, and landed in the outstretched

hands of still stunned Hands Down. Then the kid ran off. There was one other thing, something that all of them

saw but no one believed until they compared notes after school that day: up until the punt, the kid had done everything with one hand. He had to, because in his other hand was a book.

1 What was the most amazing part of Jeffrey catching the ball and running to the soccer field?

A. Brian Denehy was the star quarterback. B. Jeffrey was carrying a book the whole time. C. He caught the ball before James Down could. D. It was the first time Jeffrey had ever played football.



2 Why does the author save the detail about Jeffrey having a book in his hand until the last sentence?

A. It lets the reader enjoy a surprise ending. B. It is the least important detail in the story. C. It would confuse the reader to put it in sooner. D. It was the first chance to put in this detail.

3 Why does the author say, “Nobody laid a paw on him”?

A. He wanted Jeffrey to seem like an animal. B. He had already used “hands” too many times. C. He wanted to create an informal feeling in the story. D. He thought “Hands” Down should have tackled Jeffrey.

4 In the phrase, “he was about to cradle it in his big brown loving mitts,” the author uses figurative language to

A. show how easy it is to catch a football pass. B. describe the ball floating gently toward the player. C. explain why Jeffrey was able to steal the football so easily. D. make it seem like Jeffrey is a baby compared to the other players.

5 Why were some of the 11th grade students playing football at this time?

A. The gym teacher was also the football coach. B. Some students wanted to see Jeffrey play football. C. The gym teacher wanted Jeffrey to try out for the team. D. Some students wanted to play soccer while others played football.

6 What is the last thing Jeffrey did in this selection?

A. He ran back to get his school book. B. He punted the ball to Hands Down. C. He weaved upfield through the players. D. He stopped at the soccer field.



THE “PETSPAL” PROJECT Read this selection by Cyndy Hall to find out how a young girl’s determination led to a very successful program that benefits animals.

WHEN SHE WAS TEN, Lindsey Walker found her purpose in a letter addressed to “occupant.”

“My mom and I were sorting mail,” Lindsey remembers. “I don’t know why I opened that one envelope, but I did.”

Inside the envelope was a photo of a starving puppy cringing against the wall of a wire kennel. “You could see every bone in his body,” Lindsey says. “I knew I had to do something.”

Lindsey investigated volunteer opportunities at area animal shelters. “They’d look at me and say, ‘Oh sure, what’s this kid really going to do?’” she recalls. “Nobody took me seriously.”

So Lindsey wrote her local newspaper proposing an “Adopt a Pet” column. A different homeless animal would be featured in every issue, along with the address and hours of the animal shelter that was offering that pet for adoption.

To her surprise, the newspaper editor called Lindsey a few days later to ask if she’d be interested in submitting a sample column herself. “He wanted the first one finished by the next afternoon,” Lindsey remembers. “I think it really surprised him when I walked in with a finished column and pictures.”

The column was a start, but Lindsey knew there was more to do. “There were so many animals needing

homes. I had to find a better way.” Lindsey found her “better way” four months later via the

Internet. A family friend helped her set up a web site featuring pictures and brief descriptions of homeless animals from area shelters. “PetsPal” was launched in July of 1998. Since then, twenty-one different municipal, private, and humane society shelters have signed up for Lindsey’s free service. Almost three hundred cats, dogs, rabbits, and birds featured on the PetsPal site have been adopted into new homes.

One of Lindsey’s many honors was being named the American Humane Society’s 1999 “Be Kind to Animals Kid.” But



Animal Control Officer Donna Phillbrick doesn’t believe the awards mean as much to Lindsey as the adoption of one more homeless pet. “She’s a non-stop miracle worker,” says Phillbrick. “That fifteen-year-old has done more for animals than most people accomplish in their whole lives.”

Lindsey Walker started with a dream. “No matter what anyone says, if you believe in your dreams, you can do it,” she says. “Your age might make it harder, but you have to keep on trying. It will happen if you believe.”

7 The article says that PetsPal was launched in July of 1998. In this sentence, launched means

A. scheduled. B. started. C. released. D. stopped.

8 What was the “better way” that Lindsey found to help animals?

A. Starting an Internet web site B. Volunteering at the animal shelter C. Using pictures along with her column D. Adopting more animals into her own home

9 Why was the newspaper editor surprised when Lindsey brought in her first column?

A. He wanted the animal control officer to write the column. B. He didn’t think stray animals would be an interesting topic. C. He wanted Lindsey to use the Internet instead of the newspaper. D. He didn’t think Lindsey would be able to finish the column on time.

10 Based on the article, with which of these statements would Lindsey most likely agree?

A. Kids should receive more awards for the things they do. B. Animal shelters should try harder to save homeless pets. C. Kids of almost any age can make a difference if they try. D. Pets whose pictures are in the newspaper get adopted first.



11 According to the article, what was the result of Lindsey’s efforts?

A. A pet store decided to donate food for the animals. B. Hundreds of families have adopted homeless animals. C. The newspaper editor decided to adopt some animals. D. Animal shelters around the country have helped animals.

12 Which of these sentences from the article is most clearly an opinion?

A. “Lindsey investigated volunteer opportunities at area animal shelters.” B. “There were so many animals needing homes. I had to find a better way.” C. “The column was a start, but Lindsey knew there was more to do.” D. “No matter what anyone says, if you believe in your dreams, you can do it.”

13 Based on this article, the author most likely wants the reader to

A. follow his or her dreams. B. understand the life of a busy teenager. C. adopt a pet from a shelter. D. worry about the problems of stray animals.

CONTINUE ON TO THE NEXT PAGE



A DOG AND A HALF LONG AND HALF A DOG HIGH Who could blame you for wanting to know more about Dachshunds? They’re such characters, and so comically cute to look at, both in their physical proportions and spirited behavior. No wonder they’re so popular.

DID YOU KNOW THE DACHSHUND was developed in Germany more than 300 years ago to hunt badgers? Today’s Dachshunds make good companions whether you live in the city or the country. Dachshunds are loyal, excellent watchdogs, and make great family pets. Look at this Internet search page about Dachshunds to answer the questions.

The Dachshund Club of America, Inc. Licensed by and Member of the American Kennel Club since 1895 . . . http://www.dachshund-dca.org/

A “Paws” for Art Dachshunds, Powered by CafePress.com SHOPKEEPER BIO Paws for Art Member since: 2001 Learn More . . . Shopping in our store is safe and secure http://www.cafeshops.com/pawsforart/43367

Di’s Dachshunds — puppies, Dachshunds, litters, breeder, . . . breeder, dachshunds, puppies, kennel, dachshund, breeders, kennels, registered, dogs for sale, dachshunds for sale, puppies for sale http://www.members.wnonline.net/~dserwin/

Welcome to www.sausage-dog.net - Here you will find information, photographs and lot of Dachshund related links . . . http://www.sausage-dog.net/

Airedale Pictures . . . Chihuahuas. Chows. Cocker Spaniels. Collies. Welsh Corgis. Dachshunds. Dalmatians. Great Danes. Dobermans. English Spaniels. German Shepherds. German Shorthairs . . . http://www.puppypoopy.com/dc1.html

About Dachshunds you’re thinking about getting a dachshund and want to know whether this is the dog for you, check out the information on our pages that are all about dachshunds http://www.almosthomerescue.org/about_dach/about_dach.htm

Dachshunds to Love – BARKING DOG KENNELS. Dachshunds To Love. Healthy puppies for loving homes. New litters born: 3/1, 3/9, 3/28, and 4/4 . . . http://www.barkingdogkennels.com/



14 If you wanted to gather pictures to make a Dachshund calendar, you should use the Website that begins

A. A “Paws” for Art. B. Welcome to www.sausage-dog.net. C. About Dachshunds. D. Dachshunds To Love.

15 Which Website would be most useful to someone who was interested in buying art work of a Dachshund?

A. www.sausage-dog.net B. www.puppypoopy.com C. www.cafeshops.com D. www.almosthomerescue.org

16 If you did not find the Website you were looking for, which site offers additional web pages?

A. www.puppypoopy.com B. www.sausage-dog.net C. www.barkingdogkennels.com D. www.dachshund-dca.org

FIRE! Read the following selection from Oregon author Linda Crew about a dangerous situation in a Northwest forest.

“FIRE!” THE LOGGERS GRABBED SHOVELS and scrambled toward the smoke as the cry wailed through Gales Creek canyon. “Fire!”

The log boss’s son fought his way down over crisscrossed slash, his heart pounding. Last log they were dragging must have shot sparks. Of all the lousy, rotten breaks…

But it wasn’t so big yet. Don’t panic. Still campfire size and they were right on it, good men. They’d lick this quick. Come on, come on. Sweat stung his eyes as he shoveled.

The blaze became a bonfire.



“Trail the upper side!” he yelled, and nobody hacked at the fire line more furiously than he, for this Crossett-Western contract had been their little outfit’s big break, the one they’d hoped might mean enough work to ride out the Depression.

Raw-throated, he shouted directions to the crew against the fire’s gathering roar. Under his breath he cursed the flames, cursed the so-and-so who was late with the official shutdown order. Cursed himself too. He’d worked the woods since he was fourteen. Didn’t need some fancy forester toy to know dynamite weather, and hadn’t he had a gut hunch they ought to be shutting down?

The fire crackled through tinder-dry needles, spreading low along the ground. A hopeless fuel box, a cutover like this. Sparks were popping out, igniting splinters right and left. Six guys just couldn’t cover it.

“Keep it away from those engines!” They’d scraped pennies for every haywire chunk of equipment they owned. If they lost it all now…

Squinting through smoke toward the draw, he saw help coming. Alarm must have sounded down at the mill. At the railroad tracks, men were jumping off a couple of gas-powered speeder cars, huffing up the steep slope with their tools. Looked like forty or so. That was more like it. Maybe they’d whip this thing yet.

The men threw themselves at the fire, each knowing now was the time to fight, now when a crew had a chance. If the fire got away, there’d be plenty of time later to sit on their behinds and hash over the what-ifs. No, if they were ever going to stop it by the power of sweat and blood, shovels and axes, they had to give their best to stop it now.

17 “The fire crackled through tinder-dry needles, spreading low along the ground. A hopeless fuel box.” Why does the author use this statement?

A. To help us realize the fire is spreading out of control B. To tell us it is safe because the fire is low to the ground C. To show that the fire has reached the fuel in their camp D. To give hope since the fire has not reached any trees



18 The author develops a mood in this passage of

A. anger and confusion. B. sadness and despair. C. tension and suspense. D. confidence and control.

19 What caused the fire?

A. A lightning strike B. A lit match C. A dragged log D. An unattended campfire

20 The passage doesn’t exactly tell, but why should they have “shut down”?

A. It was getting dark and too dangerous to work. B. The men were tired and needed food and rest. C. The forests were so dry that fires would start easily. D. They were ready to move to a new location.

21 Which word BEST describes the main character’s emotions at the end of this passage?

A. Determined B. Panicked C. Angry D. Relieved

22 In this passage, dynamite weather is weather that is

A. good for using dynamite. B. high in terms of fire danger. C. beautiful and sunny. D. filled with thunder and lightning.

23 A fire is always dangerous, but this one is particularly bad for this logging company because

A. they don't know how to fight fires. B. they had borrowed most of their equipment. C. they didn't have a contract allowing them to cut these trees. D. they were a small company having money problems.



THE CAST-IRON KINGS R02107 R02ABL Some people cringe when they hear the word snake. But after reading this passage from THE KING OF CALIFORNIA by Stephen W. Steward, you may have a new opinion of these scaly creatures.

IF YOU’VE LIVED IN CALIFORNIA for awhile, chances are good

that you’ve encountered a king—a California kingsnake, that is. California kingsnakes are one of the most widespread snake species in the United States. Found throughout the southern half of the country, kingsnakes were given their regal name because they consume other snakes, even venomous ones. Known for their “cast-iron” stomachs, kings not only constrict and consume rattlers and other snakes but also lizards, birds, and rodents. They also swallow bird and reptile eggs, counting on their strong stomach acids to dissolve them.

Medium-sized compared to other kings, California kingsnakes are rarely longer than four feet. They live in a wide variety of habitats, from coastal sage scrub to extremely arid deserts, and just about everywhere in between. This extensive range is a testament to their adaptability. In spite of the

common name, these snakes are not confined to California. They are found from the coast of Oregon to the tip of Baja California, as well as into southern Utah and western Arizona.

The California kingsnake has a number of pattern and color variations. The most common and easily recognized pattern is banding, usually light bands on a dark background. This pattern breaks up the snake’s body outline so it is less detectable to predators like raptors, coyotes, bobcats, and even other kingsnakes. The bands vary in number and width, depending on where the snake lives.

Currently, California kingsnake populations are stable. However, the great diversity in their color patterns is linked to the wide variety of their habitats. As these habitats disappear, so do some of the magnificent kingsnake varieties. Locally, coastal California kingsnakes were once a common sight. Now as development in San Diego County pushes forward and the endangered coastal sage scrub disappears, these snakes are seen less and less, along with many other threatened and endangered



animals native to this habitat. On their behalf, it is important to protect remaining areas of sage and grassland in California.

Apart from habitat loss and collection for the pet trade, snakes always seem to be under attack just for being snakes. Too many people think all snakes are dangerous and should be killed on sight. This kind of thinking promotes the destruction of beneficial backyard snakes and encourages harmful events such as the rattlesnake roundups in the South. Nothing could be more devastating to populations of these misunderstood animals. All snakes, especially our local kingsnakes and gopher snakes, are extremely important to the environment in controlling rodent populations. Only when people see the wonderful diversity and environmental benefit that snakes provide will these extraordinary reptiles be safe from threats and persecution.

The California kingsnake has been a quiet backyard companion to California residents ever since this state was first inhabited. So if you see one of these beautiful creatures while out jogging, hiking, or just relaxing in your garden, enjoy it. Consider yourself lucky to be in the presence of a king!

24 Another word for confined as it is used in this passage would be

A. hunted. B. limited. C. extinct. D. found.

25 What is a cause of some kingsnake varieties disappearing?

A. Areas of San Diego County are being developed. B. Raptor, coyote and bobcat populations are increasing. C. Rattlesnake roundups are happening in the South. D. There is a shortage of bird and reptile eggs.



26 Why were kingsnakes given their name?

A. They have markings on their heads that look like crowns. B. They eat other snakes, even poisonous ones. C. They are bigger than all other snakes. D. There are more of them than any other kind of snake.

27 The kingsnake’s coloring

A. changes as the snake gets older. B. is in contrast to its surroundings. C. allows it to hide from its enemies. D. is the same on all kingsnakes.

28 This story has some facts and some opinions. Which sentence from this story is a FACT?

A. “Consider yourself lucky to be in the presence of a king!” B. “These bands vary in number and width, depending on where the snake lives.” C. “Too many people think all snakes are dangerous and should be killed on sight.” D. “Snakes always seem to be under attack just for being snakes.”

29 The main purpose of this story is to

A. help people identify different kinds of snakes. B. help people understand and appreciate snakes. C. show that snakes are not at all dangerous. D. get people to protect grasslands in California.

30 The author uses the pronoun “you” in the beginning and ending sentences to

A. make readers feel involved in the story. B. add more variety in his word choice. C. persuade readers to buy a snake. D. make the information sound more factual.

Grade 6 Reading/Literature SAMPLE TEST KEY 2009-1011


Item Key Score Reporting Category 1 B Develop an Interpretation 2 A Examine Content/Structure Literary Text 3 C Examine Content/Structure Literary Text 4 B Vocabulary 5 A Demonstrate General Understanding 6 B Demonstrate General Understanding 7 B Vocabulary 8 A Demonstrate General Understanding 9 D Develop an Interpretation

10 C Develop an Interpretation 11 B Demonstrate General Understanding 12 D Examine Content/Structure Informational Text 13 A Examine Content/Structure Informational Text 14 B Read to Perform a Task 15 C Read to Perform a Task 16 B Read to Perform a Task 17 A Vocabulary 18 C Examine Content/Structure Literary Text 19 C Demonstrate General Understanding 20 C Develop an Interpretation 21 A Develop an Interpretation 22 B Vocabulary 23 D Develop an Interpretation 24 B Vocabulary 25 A Develop an Interpretation 26 B Demonstrate General Understanding 27 C Demonstrate General Understanding 28 B Examine Content/Structure Informational Text 29 B Examine Content/Structure Informational Text 30 A Examine Content/Structure Informational Text

CONVERTING TO A RIT SCORE Number correct RIT Score Number Correct RIT Score

1 184.3 16 220.6 2 191.6 17 222.1* 3 196.1 18 223.5 4 199.5 19 225.1 5 202.2 20 226.2 6 204.5 21 228.3 7 206.5 22 230.0 8 208.4 23 231.9 9 210.1 24 234.0**

10 211.8 25 236.3 11 213.3 26 239.1 12 214.8 27 242.4 13 216.3 28 247.0 14 217.7 29 254.4 15 219.2 30 261.6

*Likely to meet the grade 6 standard **Likely to exceed the grade 6 standard

Oregon Department of Education

255 Capitol St NE, Salem, Oregon 97310 (503) 947-5600

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6th grade sample oaks test