Study Guide
Field 095: Target Language Proficiency—Karen (S'gaw)
Reading Comprehension
Recommendation for individuals using a screenreader: please set karur punctuation
settings to "most."
This study guide contains some Karen. To hear Karen please use a screenreader that has Karen enabled.
Directions for Reading Comprehension Assignment
In this section of the test, karu will read two passages in the target language and respond in writing to multiple questions about each passage. Your responses may be written in English, the target language, or a combination of both.
If karu choose to respond in English, type karur response in the response box presented on-screen. If karu choose to respond in the target language, karur final response must be written on the Response Sheets provided. Please label karur response sheets according to the page count displayed in the upper right corner of each screen (e.g., "1 of 12," "2 of 12," etc.). All response sheets must be scanned using the scanner provided at karur workstation.
Instructions for scanning karur response sheet(s) are available by clicking the "Scanning Help" button at the top of the screen.
Your responses will be evaluated on the basis of the following criteria:
- COMPREHENSION: the understanding of the literal content of a reading passage
- INFERENCE: the inference and interpretation of information implied in a reading passage
- ANALYSIS: the critical analysis of information contained within a reading passage
Be sure to answer all questions for each reading passage. You may not use any reference materials during the test. This should be karur original work and not copied from some other source. Where appropriate, support karur response with reference to the passage. Remember to review karur work and make any changes karu think will improve karur written responses.
A response will be considered unscorable if it is unrelated to the assigned topic; not written in English, the target language, or a combination of both; not of sufficient length to score; or merely a repetition of the assignment.
Any time spent responding to the assignments, including scanning the response sheets, is part of karur testing time. Monitor karur time carefully. When karur testing time expires, a pop-up message will appear on-screen indicating the conclusion of karur test session. Only response sheets that are scanned before karu end karur test or before time has expired will be scored. Any response sheet that is not scanned before testing ends will NOT be scored.
Select the Next button to continue.
Sample Reading Comprehension Passage
Read the passage below, based on an article in a magazine about teaching. Then respond to the questions that follow.
paragraph 1
![]()
တၢ်ဟ့််တအိဂ်နီတမ်ၤလၢနဗှၤကိိဖိတၢ်အင်္ဂဒါလၢကဂ၇့ၤန်တၢ်အဲ်တၢ်ဖးလ်ာ်လဲၢ်နူလီၤ. တၢ်ဖးလ်္လာ်လဲၢ်တမ့ၢ်ဂံ1ခ1၆်သနၢဉ် ထဲတမံ+ၤလၢကိဖိကမၤလိဘဉ်တၢ်ခဲလၢ်အင်္ဂါလၢကိိတၢ်မၤလိနံင်တဖဉ်အင်္ဂါဘဉ်, မ့မ််တခ်ီမံ1စ့်ကီးတၢ်မုဂ်သးဒီးတၢ်မၤလိမၤဒိးလ1တၢ်အိဉ်မူတစိၤသးန့ လီး ကိိသရဉ်ဖဉ်ကီးဂၤနဇဲး, တမ့ၢ်ထဲလ1အသိဉ်လိတၢ်ဖး လံာ်လဲတဖဉ်ဘဉ်, အိဂ်ဒီးမူဒါလီ1ဆီလၢကမၤဂ့ၤထီာ်စၢၤဘဉ်ကၠိဖိတဖဉ်လၢအတၢ်အဲဉ်တၢ်ဖးလ်ာ်လဲဒ်အင်္ဂါန်လီၤ. အအံၤမ့်ကျဲတဖဉ်တနီ+ၤလၢ1နကဓမၤလၢပှဲ+ဘင်မူဒါတဉ်ဝ ~ ဓလ. ဂ န့်လီၤ.
paragraph 2
![]()
ခ်ိ၆်ထံး တၢ, ဒုး :နဉ်ဖျါ ဘဉ်နကိဖိတဖဉ်လၢနသဲ်တၢဖး းလ်္လာ်လဲ1တကၠၢ်. း ဒုးထံဉ်အစဲသူဉ်လ်ာလဲ1တဖဉ်လၢနစိာ်ပဉ်ယုာ်ဒီး နၤထီ ဘိတကၠၢ်. ဟ်ဖျါစ1ၤတၢ်လၢနဖးအီ အီၤီး အဝဲသူ{်တကၠ်. ပး စၢၤလိာ်ကူင်တဖဉ်လၢလံဂ်လဲန်တဖဉ်လၢနသဲ်အီၤတကၠ. ဒု နဲ ဖျါ တၢ်လီၤသူဉ်မိၢသး ဝး လၢနပလၢၢ်ဘဉ်အီၤလၢတၢ်ဖး လံာ်လဲ1တကၠၢ်.
paragraph 3
![]()
နိ်ဂံၢခံ, သံကူၢ်ကၠိဖိတဖဉ်တၢ်သံကွာ်တဖဉ်ဘဉ်ဿးလ်ာလဲ်တဖဉ်လၢ1အဝဲသ့ဉ်ဖးအီၤတကၠ်. ဆီတလဲယာ်ခီယာ်ခီတၢ်သံကွာ်တၢ် ဂ့်လီၤတႆၢ်တဖဂ် ဒီးတၢ်သံကူၢ်ပတီၢ်မုတဖင်လၢကမၤစၢၤနပှမကိိဖိကဟ်ဖျါထီဉ်တၢာ်ဂ့်တဖဉ် လၢအဒုးထိဉ်ဂဲ4ထီ် အသး, တၢ် ကၠ်ဂီၤဒိ+ ဒီးတၢ်ဂ်တက္စီ်တကုၠ်. သံက္ခၢ်တၢ်သံႆကွၢ်တဖဉ် လၢကနဲဉ်ကျဲန့နပကိိဝိတဖဉ်ဒ်သိးကဟ်ဖျါထီဉ်တၢ်လၢ1အနိၢန်ကစၢ် တူၢ်ဘဉ်ဝဲ ဘဉ်ဃးတၢ်က့ၢ်ဂီၤဒိတဖဉ်လၢအ လံ်လဲ်တဖဉ်အဂူ+ၤဒီ းတၢ်အိဉ်သးတဖဉ်လၢ1အထံဉ်ဘဉ်ဇဲလ1အနီကစၢ်တကု်.
paragraph 4
![]()
နီ်ဂံၢ် 1. မၤစၢၤနပှၤကိိ ဖိတဖလၢ1ကယုထံဉ်နတၢ်လၢ1အနီိၢစ်ကစၢ် ဒ်ပုၤဖးလံာလဲ1တဖဉ်အသိးတကၠ်. မၤစၢၤအဝဲသ့ဉ်လၢတၢ် ဃုထံဉ်နူ်တာ်ဂူၢ်နီဉ်ကီၢ်ဒီးတၢ်ဂ့်တမူၢ်နီနကီန1အလံဂ်လဲ1တဖဉ် လၢအဖးဝဲမုဂ်ဘဉ်အီၤကတု်. သံကူၢအီၤဘဃဿးဒီးလ်္လာလဲၢ်တဖဉ့် လၢ1အဃုထၢဝဲတကၠ်. တ်ဖျါ နတၢ်ဘဂ် ည ညြ သးလၢတၢ်ဂူ်တက္စိုဉ်ီီးတၢ် ဂ်ခ်ိ်တီတဖဂ်တမံၤ ဃီတကၠ်. ဖးဘဉ်အလ်္လာ်လဲ်တ ဖဉ်တနီၤဒီးတၢဉ်ပီ်သကိးအဂူၢ်ဒီးနက္ခိဖိတဖဉ်. ပုၤဖးလႆာဖိဆူဝှၤဖးလ်တဂၤစု်စုဂ်တက့ၢ်. တဲဘဂဉ်အဝဲသ့်တၢ်လၢနဘဂ်သး ဒီးတၢလၢနတဘ်သးတကၠ်. ပ်ဖျသကိးတၢ်လၢနသးခ်ီ်ဆၢဒီးမႈလၢအင်ဖျါအနိန်ကစၢ်တာ်ဂူ််စ်ကီးတကၠ်. သံကွာ်အီၤလံာ် ဓ ဓ ရှ ဓ ရှ ပီ ဝ ရှ ဒဆၢ1လၢဖးဇဲလၢအဘင်သူဉ်ဘဉ်သးစဲ, ဒုးသးဆူဉ်ထီဉ်အီၤ, မ့တမ့် ဒုးသးအုးအီၤတကၢ်. မၤတၢ်ဒ်သိးအကတူၢ်ဘဉ်ဇဲလၢ1 ရှ ရှ အ... ၀ ၀ ဓ အဝဲသူဉ်မ့ ကရူ လီၤဆီအံၤ+အကရၢဖိတဂၤလနအိဉ်လၢအပူ+. ဒီးလၢအဝဲသူဉ် မြား ၀ ဝ ကြၢကဲဘင်အကရၢဖိတဂၤအသိးတကၠ်.
paragraph 5
![]()
အကတၢ်တခါ . ဘဂ်ယးဒီးတၢ်ဖးလ်ာလဲ1လ1>အ ဘဉ်ထွဲဒီးနက္ခိဖိဒီးနနိန1ါကစၢ်အတၢ်အိဂ်မူန့ဉ်လီ+. ဒုးနီဉ်ထီ၆တၢ်သးစၢ1ဆၢ1လၢ အတိၱၢ်တဖဉ်, တၢ်မၢသးတဖဂ်. မ့္ဝတမ့် တၢ်တူဘဉ်တဖဉ်လၢအဟ်ဖျါထီဉ်သးလၢလ်ာလဲ်တဖဉ်လၢနၤ မ့္ဝတမူၢ် အဝဲသူဉ် ဖးဘဉ်ဇဲတက္ခၠ်. တ့လီၤတၢ်ဂဲၤ1ဒိက္ခၢ်ဂီ+တဖဉ် လၢင်္လာလဲတဖဉ်ဒီးပှၤတဖငဉ်အတၢ်အိဉ် ကတြဲ႔သးလၢတၢ်ကစီဉ် မတမ် လၢက္တိ တက်. ဃုန့တာ်ခွးတၢ်ယာ်တဖဉ်လၢကဒုးဘျးစဲတၢာ်လၢကိဖိတဖဉ်ဖးဘဉ်ဇဲလအနိၢန်ကစၢ်တာ်အိဉ်မူ. အနီၢကစၢ်တၢ်ဘာ်ထတွဲ. ဒီးအနိန်ကစၢ်တာ်တူ်ဘင်တကၠၢ်. မ့်တဲလၢအဖုဂ်, မၤန့လ်ာ်အနီန်ကီ်တကၠ်.
paragraph 6
![]()
တၢ်မၢအကျဲကွာ်တဖဉ့်အံၤကဲထီဉ်လိာ်ထီဉ်န့ဉ်လီၤ. ဃုသ့ဉ်ညါတၢ်ဖးလ်ာလဲလၢအတ်ဖျါထီဉ်သးခဲအႆၤခဲအံၤလၢတၢ်သးဂဲၤ . တၢ်သးဘျး, ဒီးတၢ်ကၠၢဆၢဉ်ခဲလၢအတုၤထီတၢ်လၢအမၤစၢၤဘဂ်နပှၤကိိဝိတဖဉ် လၢကိခဲလၢ်အင်္ဂါဒီးလၢတီၤကိးတီၤဒဲးက အိး းထီဉ်သး စ္စလၢလၢတာ်ဖးလႆာ်ဖး လဲၢအင်္ဂါါတကၠၢ်. လၢနအဓဲ််ညါ, တၢ်မၤက်္ကျၤကွ််တဖဉ်အံၤကလဲၤ1အသး ကှ်ကၠါဖဲနက္ခိဖိတ ဖဉ်မၤလိတၢ်လၢတီၤဒၢး ပူၤဝံ+ဒဉ်လဲဉ်န်လီၤ. နမ္နၢ်ဒု းနဲဂဖျါစ11နပၤကိိပိတဖဉ်သ့ူ််ည|လ1လၢအမှဂ်ပှၤဖး လံ်ဝိလၢအနီနကစၢ် ဒဉ်ဲန့ဉ်, ကတုၤထီဉ်အတာ်အိဂ်မူအ| န့််လၢ1နဆိကဓိဉ်ဘဉ်အီၤန်လီ+.
Sample Test Questions and Responses for the Reading Comprehension Assignment
Objective 0001
Understand the literal meaning of a variety of materials written in the target language.
1. Summarize the author's argument.
- Sample strong response. Enter to expand or collapse. Sample expanded
-
The author argues that reading is the foundation of all of the skills that children learn at school, and can also be the basis of a lifetime of enjoyment and learning. All teachers have a "special responsibility" to help students develop their love of reading, the greatest gift that a teacher can give a student. There are a variety of strategies that can be employed to accomplish this goal, strategies that will help students at every level both succeed in school and become lifelong readers.
Objective 0001
Understand the literal meaning of a variety of materials written in the target language.
2. What are the four recommendations the author makes in the passage?
- Sample strong response. Enter to expand or collapse. Sample expanded
-
The author recommends that teachers show students that they themselves love to read, ask students questions about the books they are reading, help students define themselves as readers, and relate reading to the lives of their students and themselves.
Objective 0002
Apply skills of inference and interpretation to a variety of materials written in the target language.
3. Describe the relationship between teacher and students that is reflected in the passage.
- Sample strong response. Enter to expand or collapse. Sample expanded
-
First, the teacher is a modeler or demonstrator, showing students the teacher's own love and excitement about reading. The teacher is also a facilitator or coach, helping students find books they will enjoy, relating what students are reading to their own lives, and guiding students to reflect on what they've read. The teacher is an instructor, asking questions and drawing parallels between what the students are reading and things going on around them. Most important, the teacher is a participant in learning, sharing the books the teacher is reading, reading books that their students are interested in, making students feel that teacher and student are all members of "the same special club."
Objective 0002
Apply skills of inference and interpretation to a variety of materials written in the target language.
4. What can be inferred from the passage about the author's attitude toward children?
- Sample strong response. Enter to expand or collapse. Sample expanded
-
There are a number of attitudes concerning children that can be inferred from the passage. Students want to learn. They are looking to teachers and other adults as role models. They have the capacity to reflect about what they read and how that may relate to their lives. Students want to share their ideas and feelings. They deserve to be taken seriously and they are worthy participants in learning.
Objective 0003
Apply skills of critical analysis to a variety of materials written in the target language.
5. What can be concluded from information presented in the passage about the credibility of the author's suggestions?
- Sample strong response. Enter to expand or collapse. Sample expanded
-
There are two things about the passage that make me think the author knows what he or she is talking about. First, the detailed nature of the author's recommended strategies suggests that these approaches have been thought about and worked with over a long period of time. Second, the author's comment at the end of the passage about research into reading suggests that the ideas she or he is promoting are based not only in the author's own experience but also in the experience of many other teachers. While the author does not provide any details about the research, the level of detail and the reference to research both support the credibility of the author's suggestions.
Objective 0003
Apply skills of critical analysis to a variety of materials written in the target language.
6. Does the author provide adequate support for the generalizations made in the first paragraph of the passage? If so, explain why. If not, explain why not.
- Sample strong response. Enter to expand or collapse. Sample expanded
-
I don't think the author provides good support for the generalizations in the first paragraph of the passage. In the opening paragraph the author says that a lasting love for reading is the greatest "gift" that a teacher can give her students, that reading is a foundation for all of the other skills that children learn at school, that reading can provide "a lifetime of enjoyment and learning, and that all teachers have a "special responsibility" to help students develop a "love of reading." While the rest of the passage describes a number of strategies for accomplishing that goal, nowhere in the passage does the author offer any direct support for any of the generalizations in the first paragraph.
Performance Characteristics for Reading Comprehension Assignment
The following characteristics guide the scoring of responses to the Reading Comprehension test questions.
Comprehension | The understanding of the literal content of a reading passage |
---|---|
Inference | The inference and interpretation of information implied in a reading passage |
Analysis | The critical analysis of information contained within a reading passage |
Score Scale for Reading Comprehension Assignment
A score will be assigned to the responses to the Reading Comprehension test questions according to the following score scale.
Score Point | Score Point Description |
---|---|
4 |
The "4" response reflects a thorough understanding of the performance characteristics for the reading comprehension assignment.
|
3 |
The "3" response reflects an adequate understanding of the performance characteristics for the reading comprehension assignment.
|
2 |
The "2" response reflects a partial understanding of the performance characteristics for the reading comprehension assignment.
|
1 |
The "1" response reflects an inadequate understanding of the performance characteristics for the reading comprehension assignment.
|
U | The response is unscorable because it is unrelated to the assigned topic, illegible, not written in the required language, not of sufficient length to score, or merely a repetition of the assignment. |
B | There is no response to the assignment. |