Passage David Copperfield

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					         FCAT Reading Test Answer Key
         Passage “David Copperfield”


    1    The correct answer is D (Is feeling hopeless and shamed)

         Type of Passage: Literary Text

         Benchmark:
         • LA.4-12.1.6.5 The student will relate new vocabulary to familiar words

The correct answer is D. The author describes the bleak conditions that young David will
now be working in and follows the above quote by noting the hopelessness and shame he
was feeling.


    2    The correct answer is G (10–12 hours/day)

         Type of Passage: Literary Text

         Benchmark:
         • LA.4.1.7.3 The student will determine explicit ideas and information in grade-
         level text, including but not limited to main idea, relevant supporting details,
         implied message, inferences, chronological order of events, summarizing, and
         paraphrasing.
         • LA.5-6.1.7.3 The student will determine the main idea or essential message in
         grade-level text through inferring, paraphrasing, summarizing, and identifying
         relevant details
         • LA.7-12.1.7.3 The student will determine the main idea or essential message in
         grade-level or higher texts through inferring, paraphrasing, summarizing, and
         identifying relevant details


The correct answer is G. Although the passage does not state the time the workday began,
it states that David was allowed to leave work at 8 pm. Given the oppressive conditions
and information in the introduction, it would be easy to predict that David had a long
workday.


    3    The correct answer is A (Point out the evils of child labor)

         Type of Passage: Literary Text

         Benchmark:
         • LA.4.1.7.2 The students will identify the author’s purpose (e.g., to inform,
         entertain, explain) in text and how an author’s perspective influences text

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                 • LA.5.1.7.2 The students will identify the author’s purpose (e.g., to persuade,
                 inform, entertain, explain) and how an author’s perspective influences text
                 • LA.6-7.1.7.2 The students will analyze the author’s purpose (e.g., to persuade,
                 inform, entertain, explain) and perspective in a variety of texts and understand
                 how they effect meaning
                 • LA.8-12.1.7.2 The students will analyze the author’s purpose and/or
                 perspective in a variety of texts and understand how they effect meaning

   The correct answer is A. In the introduction to the excerpt of David Copperfield, Charles
   Dickens’ views on child labor and his own experience with child labor were discussed.

          4      Scoring Rubric

                 Type of Passage: Literary Text
       READ
       THINK
       EXPLAIN




                 Benchmark:
                 • LA.4.1.7.3 The student will determine explicit ideas and information in grade-
                 level text, including but not limited to main idea, relevant supporting details,
                 implied message, inferences, chronological order of events, summarizing, and
                 paraphrasing.
                 • LA.5-6.1.7.3 The student will determine the main idea or essential message in
                 grade-level text through inferring, paraphrasing, summarizing, and identifying
                 relevant details
                 • LA.7-12.1.7.3 The student will determine the main idea or essential message in
                 grade-level or higher texts through inferring, paraphrasing, summarizing, and
                 identifying relevant details

                 (Two-point scoring rubric)

                 Top-Score Response
                 A top-score response will include at least one text-based example of details the
                 author provides to support his purpose.

                 Example of a Top-Score Response
                 David was impressed when he first met Mr. Micawber. Even though Mr.
                 Micawber’s clothes were shabby, he tried to be polite and called David “Master
                 Copperfield.” He also smiled and asked David if he was well. In addition, he
                 offered to show David the way to his house, so that David wouldn’t get lost and
                 could learn the shortest way.

          5      Scoring Rubric

                 Type of Passage: Literary Text
       READ
       THINK
       EXPLAIN




                 Benchmark:
                 • LA.4-12.1.7.4 The student will identify cause-and-effect relationships in text
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(Four-point scoring rubric for extended-response questions)

Top-Score Response
A top-score response will use details and information from the article to explain
why Mr. Micawber was mortified and how his problems affected him.

Example of a Top-Score Response
Mr. Micawber was mortified because it had become quite obvious to his
neighbors that he was deeply in debt and was unable to pay his bills. His
creditors were hounding him. They would come to his house at all hours and
try to bully him into paying. Sometimes they would even yell at him from the
street for all of the neighbors to hear how he a swindler. One way that Mr.
Micawber and his wife responded to their financial problems is by taking in a
lodger. This would give them a little extra money. They also sold some of their
possessions. However, although being in debt embarrassed Mr. Micawber, he
remained cheerful and genteel.




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