Fifth Grade Reading: The Anything Art of Jimmie Lee Sudduth by Carolyn W. Ezell

Transcription

1 Fifth Grade Reading: The Anything Art of Jimmie Lee Sudduth by Carolyn W. Ezell M2 Spring 2005 ELA GLCE 5th Grade Assessment 1

2 Sample Informational Reading Assessment for Grade 5 The sample FCAT passages appear by permission of the Florida Department of Education, Assessment and School Performance Office, Tallahassee, Florida Read the article The Anything Art of Jimmie Lee Sudduth before answering Numbers 1-8. The Anything Art of Jimmie Lee Sudduth by Carolyn W. Ezell What would you do if you had a pile of sand, a chunk of clay, a piece of plywood, and a handful of leaves? Perhaps you would build a sandcastle and decorate it with bits of the clay and leaves. Maybe you would use your imagination to create something else wonderful and unique. Jimmie Lee Sudduth is an artist who uses his imagination to paint pictures with the many things he finds in nature. Unlike most artists, Sudduth rarely uses canvases, paints, or brushes. His favorite painting surface is plywood. Instead of using paint, he uses clay, sand, soot, and such things as leaves, pine needles, and berries. Sudduth has been painting since he was young. He is well known as a folk artist. Instead of going to art classes to learn their skills, most folk artists teach themselves their art forms and learn through years of experience. When Jimmie was young, he would sometimes draw pictures in the dirt if he could not find a board or a piece of cardboard to use. When he wanted to make a picture but didn t have any paints, he made his own from the colored materials he saw in his yard and around his hometown of Fayette, Alabama. Many folk artists choose to show rural life through their art, but some also choose subjects from the city. Sudduth paints both kinds of scenes, and portraits, too. But he especially enjoys painting pictures of log cabins, flowers, and animals. I can paint anything I can dream, he says. Painting takes me anywhere my imagination goes. In 1976 Sudduth s paintings took him to Washington, D.C., where he joined in a huge folk art festival during our nation s two-hundredth birthday celebration. While he was there, he was delighted to meet the President of the United States. Sudduth has taught art classes to both grown-ups and children. Usually he begins with a piece of plywood, which he holds in his lap while he works. Sometimes he uses other surfaces. In his studio you can find paintings on cardboard, old wooden shingles, and on pieces of floor tile. When he begins a picture, he surrounds himself with containers holding sands, soils, and clays. He likes to use white, gray, and brown sands as well as brown and black soils. He also uses white, gray, and M2 Spring 2005 ELA GLCE 5th Grade Assessment 2

3 red clays. He prepares these by adding sugar and a little water to the sand, and syrup to the dirt and clay to help them stick to the board. Through the years Sudduth has collected many different colors of sand, dirt, and clay, most of them from the Alabama countryside. But people have also brought him unusual sands and soils from all over the United States. When he finishes a painting, he can point to the different colors in it, as though he were reading a map, explaining where he got each color. Sudduth paints by dipping his fingers into the containers and then skillfully applying nature s paints to the board. He uses one finger to paint thin lines, and two or three fingers to paint wide lines and large areas. He makes the color green for trees, grass, and flower stems by crumpling leaves and rubbing them back and forth in designs across the plywood. In the winter, when it is hard to find leaves, he uses fallen pine needles. To add purples, pinks, and blues to his work, he presses berries against the board. Soot from his fireplace is sometimes used when he needs black. Clouds are made by dabbing white sand or white clay into his skies. Some of the lines are drawn with colored rocks. Sudduth paints every day. As Sudduth works, he experiments with materials he has not used before. But he warns against getting close to poison ivy, poison sumac, or poison oak when collecting materials. Sudduth s bright and colorful paintings are shown in folk art galleries from Washington, D.C., to Berkeley, California. Each fall he takes part in an Alabama folk art festival called Kentuck. During this two-day festival, he shows hundreds of people how to paint using nature. He says the most important parts of painting with nature are to explore the world with our imaginations and to have fun with creativity. His paintings make us aware of many things in nature that we often take for granted. I taught myself to paint with mud, he says. Dirt is free, and it never wears out. Neither, it seems, does Jimmie Lee Sudduth s imagination. The Anything Art of Jimmie Lee Sudduth by Carolyn W. Ezell, copyright (c) 1991 by Highlights for Children, Inc., Columbus, Ohio. M2 Spring 2005 ELA GLCE 5th Grade Assessment 3

4 Questions for the Sample Informational Reading Assessment for Grade 5 DIRECTIONS: Mark only the BEST answer for each multiple-choice question. You may look back at The Anything Art of Jimmie Lee Sudduth. 1. In the selection the author writes, Many folk artists choose to show rural life through their art, but some also choose subjects from the city. Which words have almost the same meaning as rural life? A. An artistic life B. A practical life C. Life in the country D. Life in a foreign land 2. If the article needed a new title, which would be BEST? A. A Brush and a Canvas B. A Typical Artist at Work C. A Visit with the President D. A Little Earth and Imagination 3. What was the author s purpose in writing this article? A. To describe the work of a famous folk artist B. To teach readers how to make their own paints C. To encourage artists to attend folk art festivals D. To inform readers about how art is created 4. Read this sentence from the passage. In the passage, When he finishes a painting, he can point to the different colors in it, as though he were reading a map, explaining where he got each color, what does the author mean when she says that Jimmie Lee Sudduth can read a painting like a map? A. His paintings contain thin and thick lines that look like roads, so that he can trace a route on each painting. B. He uses soils from all over the country, which means that he can identify various locations on each painting. C. He has shown his paintings in several states, which means that he can use his paintings to tell where he has been. D. He paints a variety of subjects, so that he can use his paintings to explain how his imagination travels from one idea to another. M2 Spring 2005 ELA GLCE 5th Grade Assessment 4

5 5. When the author writes that Jimmie Lee Sudduth applies nature s paints, she means that Sudduth is applying A. bright, vibrant colors. B. purchased art supplies. C. sands, soils, and leaves. D. stems of poison ivy and oak. 6. As a boy, Jimmie Lee Sudduth faced a problem in creating his artwork. What was the problem? A. He did not take art lessons when he was young. B. He sometimes ran out of regular painting materials. C. He refused to paint on anything but canvas. D. He did not know how to make his own colors. 7. People send Jimmie Lee Sudduth unusual sand because A. he uses the sand in his paintings. B. there is very little sand where he lives. C. he teaches them how to paint with sand. D. there is only one color of sand where he lives. 8. The author includes the final paragraph in this selection MAINLY in order to A. mention Sudduth s imagination for the first time. B. include a quote from Sudduth before the article was over. C. introduce a new way to look at mud and dirt as art. D. include one final quote from Sudduth and summarize the article. M2 Spring 2005 ELA GLCE 5th Grade Assessment 5

6 Fifth Grade Reading: Who is Patricia Polacco? by Patricia Polacco Selection can be found on Patricia Polacco s website M2 Spring 2005 ELA GLCE 5th Grade Assessment 6

7 READING SELECTION QUESTIONS DIRECTIONS: Grade 5 Mark only the BEST answer for each multiple-choice question. You may look back at Who is Patricia Polacco? at any time. 1. What is the BEST way to describe the structure of this text? A. The author compares and contrasts different stories from her life. B. The author shows causes for things in her life and what effects they had. C. The author states a position about her life and gives evidence to support it. D. The author uses sections to tell the sequential order of her life. 2. What might be the best reason why the author s stories so often show a close relationship between a young and an old person? A. Stories should always include young and old people. B. It makes the stories have more action. C. She spent so much time with her grandparents as a youngster. D. Readers like to hear about grandparents. 3. This story is MOSTLY ABOUT how Patricia Polacco learned how to A. overcome adversity. B. help others. C. become a writer and storyteller. D. live in many places. 4. Which is the BEST summary of this story? A. Good authors bring a variety of experiences to their writing. B. A disability doesn t mean you can t be successful. C. Careers in reading and writing help people become important. D. Authors need to begin writing early in their lives. 5. In the selection, the reader learns that Patricia Polacco A. didn t like the places she moved. B. had a reading disability, dyslexia. C. had no friends when she grew up. D. grew up without grandparents. M2 Spring 2005 ELA GLCE 5th Grade Assessment 7

8 6. Patricia Polacco describes the many people and events in her life in order to A. inspire and encourage other young authors. B. persuade the reader to be like everyone else. C. teach about sharing and kindness. D. inform readers about Union City, Michigan. M2 Spring 2005 ELA GLCE 5th Grade Assessment 8

9 Fifth Grade Reading Cross-Text Questions: Who is Patricia Polacco? by Patricia Polacco and The Anything Art of Jimmie Lee Sudduth by Carolyn W. Ezell M2 Spring 2005 ELA GLCE 5th Grade Assessment 9

10 DIRECTIONS: CROSS-TEXT QUESTIONS Grade 5 The following questions are based upon the two selections that you just read, Who is Patricia Polacco? and The Anything Art of Jimmie Lee Sudduth. For each question, choose the BEST answer. You may look back at the texts at any time. 1. In both reading selections, you read about main characters who A. helped others who were treated badly. B. overcame hardships to succeed. C. lived with both their mother and father. D. liked to spend time visiting others. 2. What important advice would Jimmie Lee Sudduth and Patricia Polacco MOST LIKELY give? A. Follow the crowd. A. Get a good education. B. Use your imagination. C. Do not be afraid to give up. 3. In both texts, the characters actions A. showed determination. B. said they were liked by others. C. explained how to have fun. D. displayed kindness to the elderly. 4. What important lesson can be learned from the two selections? A. Sometimes it s a good idea to fight back. B. Cooperation is the best way to accomplish your goals. C. It takes courage and hard work to get what you want. D. Families are very important. 5. Both selections give information about a person s life and work by A. showing pictures of him/her to give the reader a sense of the person. B. creating a timeline of the person s life to show what has happened. C. describing the products that they would like to sell to others. D. giving examples from the person s life to describe him/her better. M2 Spring 2005 ELA GLCE 5th Grade Assessment 10

11 Reading Assessment Analysis Grade: 5 Selection: "The Anything Art of Jimmie Lee Sudduth" Genre: Informational Item # Answer GLCE Assessed Cognitive Domain 1 C R.WS Comprehension R.WS Application 2 D R.CM Application R.CM Comprehension 3 A R.CS Analysis R.CM Comprehension R.CM Analysis 4 B R.NT Synthesis R.CM Analysis 5 C R.CM Comprehension 6 B R.NT Analysis 7 A R.NT Analysis 8 D R.IT Application R.IT Analysis GLCE Word Recognition and Word Study Students will... R.WS Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning, including multiple meaning words (e.g., letter/sound, rimes, base words, affixes, syllabication) [Core] R.WS Determine the meani ng of words and phrases in context (e.g., symbols, idioms, recently-coined words) using strategies and resources (e.g., analogies, content glossaries, electronic resources) [Core] Narrative Text Students will... R.NT Analyze character traits and setting and how it defines characters/plot, the role of dialogue, how problems are resolved, and the climax of a plot [Core] R.NT Explain how authors use literary devices (e.g., exaggeration, metapho r) to develop characters, themes, plot, and functions of heroes, villains, and narrator across a variety of texts [Core] Informational Text Students will... R.IT Identify and describe informational text patterns (e.g., theory and evidence, compare/contrast, position/support, problem/solution) [Core] R.IT Explain how authors use time lines, graphs, charts, diagrams, tables of contents, indices, introductions, summaries, and conclusions to enhance understanding of supporting and key ideas [Core] Comprehension Students will... R.CM Connect personal knowledge, experience and understanding of the world to themes and perspectives in text through oral and written responses [Core] R.CM Retell and summarize grade level appropriate narrative and informational text [Core] R.CM Analyze oral and written global themes, universal truths, themes and principles within and across text to create a deeper understanding, (e.g., draw conclusions, make inferences, synthesize) [Core] M2 Spring 2005 ELA GLCE 5th Grade Assessment 11

12 Reading Assessment Analysis Grade: 5 Selection: "Who is Patricia Polacco?" Genre: Narrative Item # Answer GLCE Assessed Cognitive Domain GLCE 1 D R.IT Application 2 C R.NT Synthesis R.CM Application R.CM Comprehension R.CM Analysis 3 C R.NT Analysis R.CM Comprehension 4 A R.CM Application R.CM Comprehension 5 B R.NT Analysis R.CM Comprehension 6 A R.NT Synthesis R.NT Analysis R.CM Application Narrative Text Students will... R.NT Analyze how characters and communities reflect life (in positive and negative ways) in classic and contemporary literature recognized for quality and literary merit [Core] R.NT Analyze character traits and setting and how it defines characters/plot, the role of dialogue, how problems are resolved, and the climax of a plot [Core] Informational Text Students will... R.IT Identify and describe informational text patterns (e.g., theory and evidence, compare/contrast, position/support, problem/solution) [Core] Comprehension Students will... R.CM Connect personal knowledge, experience and understanding of the world to themes and perspectives in text through oral and written responses [Core] R.CM Retell and summarize grade level appropriate narrative and informational text [Core] R.CM Analyze oral and written global themes, universal truths, themes and principles within and across text to create a deeper understanding, (e.g., draw conclusions, make inferences, synthesize) [Core] M2 Spring 2005 ELA GLCE 5th Grade Assessment 12

13 Reading Assessment Analysis Grade: 5 Selection: "Who is Patricia Polacco?" and "The Anything Art of Jimmie Lee Sudduth" Genre: Cross-Text Item GLCE Cognitive Answer # Assessed Domain 1 B R.CM Comprehension R.CM Analysis 2 C R.CM Application R.CM Analysis 3 A R.NT Analysis 4 C R.CM Application R.CM Analysis 5 D R.IT Analysis GLCE Narrative Text Students will... R.NT Analyze character traits and setting and how it defines characters/plot, the role of dialogue, how problems are resolved, and the climax of a plot [Core] Informational Text Students will... R.IT Analyze elements and style of informational genres (e.g., advertising, experiments, editorials, atlases) [Core] Comprehension Students will... R.CM Connect personal knowledge, experience and understanding of the world to themes and perspectives in text through oral and written responses [Core] R.CM Retell and summarize grade level appropriate narrative and informational text [Core] R.CM Analyze oral and written global themes, universal truths, themes and principles within and across text to create a deeper understanding, (e.g., draw conclusions, make inferences, synthesize) [Core] M2 Spring 2005 ELA GLCE 5th Grade Assessment 13