c2 Ny Testprep Ate

TEACHERS ANNOTATED EDITION
Aligned with the New York

English Language Arts
Core Curriculum Standards
GLENCOE LANGUAGE ARTS

GRADE 7
This helpful workbook provides
Test-taking strategies and tips for the New York English
ISBN-13: 978-0-07-877126-2
ISBN-10: 0-07-877126-9 Language Arts Test
Practice lessons with multiple-choice and short-response items
A full-length English Language Arts practice test
www.glencoe.com

GRADE 7
Acknowledgments
Grateful acknowledgment is given to authors, publishers, and agents for permission to reprint the copyrighted material in this
program. Every effort has been made to determine copyright owners. In case of any omissions, the Publisher will be pleased to
make suitable acknowledgments in future editions.
Copyright by The McGraw-Hill Companies, Inc.

All rights reserved. Except as permitted under the United States Copyright Act of 1976,
no part of this publication may be reproduced or distributed in any form or by any means,
or stored in a database or retrieval system, without prior written permission of the publisher.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN-13: 978-0-07-877126-2
ISBN-10: 0-07-877126-9
Printed in the United States of America
1 2 3 4 5 6 7 8 9 021 13 12 11 10 09 08 07 06
Contents
About the Student and Teacher Editions .......................................................................... iv
Teacher Introduction .......................................................................................................... v
Administering and Scoring the Practice Test ................................................................... vi
Letter to Parents and Guardians ....................................................................................... vii
Multiple Choice Answer Sheet .......................................................................................... viii
Answer Key ......................................................................................................................... ix
Introduction to the Test ...................................................................................................... 1
Student Scoring Rubrics .................................................................................................... 2
Test-Taking Tips and Techniques ...................................................................................... 3
Lesson 1: Note Taking with Reading Passages ............................................................... 6
Lesson 2: Main Idea, Authors Purpose, and Authors Point of View .............................. 9
Lesson 3: Drawing Conclusions and Making Inferences ................................................. 12
Lesson 4: Analyzing Literature .......................................................................................... 15
Lesson 5: Note Taking with Listening Passages .............................................................. 18

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Lesson 6: Completing Charts ............................................................................................ 22
Lesson 7: Written Responses ............................................................................................ 27
Lesson 8: Writing About Two Passages ........................................................................... 31
Lesson 9: Maintaining Focus ............................................................................................. 34
Lesson 10: Editing .............................................................................................................. 37
Practice Test: Book 1 ........................................................................................................ 39
Practice Test: Book 2 ........................................................................................................ 53
Listening Passages ........................................................................................................... 61

About the Student and Teacher Editions
The Student Edition of this workbook reviews the skills students will need to successfully
complete the New York English Language Arts (ELA) Test. It prepares students by providing
lessons, practice questions, and writing prompts to familiarize students with the test and to
teach test-taking skills.
The Student Edition contains the following three sections:
The Student Introduction describes the overall structure of the test and gives tips on
how to prepare for the test. The Test-Taking Tips and Techniques section, outlines
general test-taking strategies that students will apply as they complete the lessons.
The Lessons provide a systematic approach to preparing for the test. Each lesson
introduces a skill or concept, then provides an exercise in which students apply what
they have learned. Test tips are also included in each lesson to help students with
general test-taking techniques.
The Practice Test provides a simulation of the test-taking experience. It is directly

modeled on the ELA Test, both in length and content, and should be administered
under actual test conditions.
The Teachers Annotated Edition of this workbook includes the Student Edition along with
the following resources:

A Teacher Introduction, which provides guidance on how to use the workbook,
scoring rubrics, and the Practice Test.
An Answer Key to the Practice Test with correlations to the New York State learning
standards that were tested.
Listening passages for the teacher to read aloud to students during the Lessons
and the Practice Test. These appear on pages 6163.
Before your class begins using this workbook, you may wish to send out a letter to parents
that describes the ELA Test and explains the purpose of this workbook. Such a letter
appears on page vii of this workbook for reproduction and distribution to parents.
iv New York Grade 7 English Language Arts Test Preparation and Practice
Teacher Introduction
About the New York English Language Arts Test
The New York English Language Arts (ELA) Test measures individual student achievement
relative to the New York State Learning Standards. It evaluates students skills in reading,
listening, and writing, and uses a variety of literature genres.
The ELA Test for seventh grade is administered in two sessions on two consecutive days.
Students are asked to demonstrate their comprehension of a listening selection and several
reading selections. The test includes multiple-choice and short-response questions.
Students also edit a passage to test their understanding of grammar and mechanics.
Each multiple-choice question will be followed by four choices. Students record their
responses on a separate answer sheet.
The short-response questions require students to provide a written response. Students write
their answers directly in their test books.
The test is divided and administered in two books. The test sessions are structured
as follows:
GRADE 7 ENGLISH LANGUAGE ARTS TEST

Day 1 Reading selections 50 minutes, plus an additional
Book 1 26 multiple-choice questions 10 minutes prep time
(students fill in circles on answer sheet)

2 short-response questions
(students write answers directly in Book 1)
Day 2 Listening selection 30 minutes (includes 5 minutes to
Book 2 4 multiple-choice questions administer the sample editing
(students fill in circles on answer sheet) paragraph), plus an additional 15
2 short-response questions minutes prep time and time to read
(students write answer directly in Book 2) the listening selection aloud
Editing Paragraph
(students write answers directly in Book 2)
New York Grade 7 English Language Arts Test Preparation and Practice v
Administering the Practice Test
Ideally, students should take the Practice Test two or three weeks before the actual ELA
Test. Be sure to follow the directions outlined in the Teachers Edition. This will help to
simulate actual testing conditions.
Because the ELA Test for seventh grade is given over the course of two days, the Practice
Test should be similarly administered. Have students take Book 1 on the first day and
Book 2 on the second day. After students complete the test, take time to gather student
feedback. Ask them what they found challenging, and discuss which test-taking
techniques were most useful.
Scoring the Practice Test

You can use the following Rubrics to score the short-response questions and editing task
on the Practice Test.
Student Scoring Rubrics

2-point holistic rubric for short-response questions for Grade 7
Score Criteria
The response is accurate and complete, and it fulfills all the requirements of the task. Necessary support and/or examples are
2 included, and the information given is clearly text-based. Any extensions beyond the text are relevant to the task.
The response includes some correct information, but may be too general or overly specific. Some of the support and/or examples may
1 be incomplete or omitted.

0 The response is inaccurate, confused, and/or irrelevant, or the student failed to respond to the task.
3-point editing task rubric for Grade 7

Score Criteria
3 No more than one error, either introduced or not corrected, remains after the student has corrected the paragraph.
2 Two to three errors, either introduced or not corrected, remain after the student has corrected the paragraph.
1 Four to five errors, either introduced or not corrected, remain after the student has corrected the paragraph.
0 Six or more errors, either introduced or not corrected, remain after the student has corrected the paragraph.
Source: http://www.emsc.nysed.gov
Answers to more specific questions about scoring can be found on the New York State
Education Department Web site, at http://www.emsc.nysed.gov/3-8/faq/ela-scoring06.htm
vi New York Grade 7 English Language Arts Test Preparation and Practice
__________________ ___________________
Letter to Parents and Guardians
Dear Parent or Guardian:
This year your child will take the New York English Language Arts Test. This test assesses
students mastery of skills covered in the intermediate standards, such as the ability to read
critically and write responses to constructed and extended questions.
As a parent, you can become involved in the test-preparation process. Encourage your
child to read on a regular basis, to look up unfamiliar words, and to engage in discussions
about books, stories, and movies. Review written assignments and encourage your child to
revise his or her work.
Most importantly, try to make your child feel at ease with taking tests. Listen for any
hints of test-taking apprehension and respond with positive reinforcement. Assure your
child that he or she can improve with practice.
If you have any questions about the ELA Test or how we are preparing for it, feel free to
contact me.
Sincerely,
New York Grade 7 English Language Arts Test Preparation and Practice vii
Multiple-Choice Answer Sheet
D irections
Fill in the bubble that corresponds to the answer choice you think is best.
Book 1
1 A B C D 9 A B C D 17 A B C D 25 A B C D
2 A B C D 10 A B C D 18 A B C D 26 A B C D
3 A B C D 11 A B C D 19 A B C D
4 A B C D 12 A B C D 20 A B C D
5 A B C D 13 A B C D 21 A B C D
6 A B C D 14 A B C D 22 A B C D
7 A B C D 15 A B C D 23 A B C D
8 A B C D 16 A B C D 24 A B C D
Book 2

29 A B C D
30 A B C D
31 A B C D
32 A B C D
viii New York Grade 7 English Language Arts Test Preparation and Practice
Answer Key
Item
Answer Standard
Number
Book 1
1 A LC R5 Use knowledge of word roots and word parts to determine word meaning
2 J R2b Interpret characters, plot, setting, and theme, using evidence from the text
3 C R2f Recognize how the authors use of language creates images or feelings
4 G LC R6 Determine the meaning of unfamiliar vocabulary and idioms by using prior
knowledge and context clues
5 A R2b Interpret characters, plot, setting, and theme, using evidence from the text
6 F R2c Identify the authors point of view, such as first-person narrator and
omniscient narrator
7 C R2a Recognize that one text may generate multiple interpretations
8 H LC R6 Determine the meaning of unfamiliar vocabulary and idioms by using prior
9 B R2b Interpret characters, plot, setting, and theme, using evidence from the text
10 J R2e Determine how the use and meaning of literary devices convey the authors
message or intent
11 A R2e Determine how the use and meaning of literary devices convey the authors
message or intent
12 H LC R6 Determine the meaning of unfamiliar vocabulary and idioms by using prior
13 C R2e Determine how the use and meaning of literary devices convey the authors
message or intent
14 G R1k Draw conclusions and make inferences on the basis of explicit and implied
information
message or intent
16 G R2e Determine how the use and meaning of literary devices convey the authors
message or intent
message or intent
18 G R2e Determine how the use and meaning of literary devices convey the authors
message or intent
19 D R2a Recognize that one text may generate multiple interpretations
20 H R2j Compare motives of characters, causes of events, and importance of setting in
literature to people, events, and places in their own lives
21 C LC R7 Use a variety of resources, such as dictionaries, glossaries, and other print
and electronic references, to determine the meaning of unfamiliar vocabulary
New York Grade 7 English Language Arts Test Preparation and Practice ix
Answer Key (continued)
Item
Answer Standard
Number
22 H LC R2 Use a variety of word-recognition strategies, such as letter-sound
correspondence, syllable patterns, decoding by analogy, word structure, use
of syntactic cues, and use of semantic cues, to read unfamiliar words quickly
and accurately
23 B R2g Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in
order to interpret poetry
24 J R2f Recognize how the authors use of language creates images or feelings
25 C R2b Interpret characters, plot, setting, and theme, using evidence from the text
26 F LC R10 Use a variety of comprehension strategies to support understanding and
response to reading
27 Short R2g Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in
Response order to interpret poetry
28 Short R2f Recognize how the authors use of language creates images or feelings
Response
Book 2
29 B L2a Interpret and respond to texts on a variety of themes from different genres
and authors
30 J L2a Interpret and respond to texts on a variety of themes from different genres
and authors
31 C L2a Interpret and respond to texts on a variety of themes from different genres

and authors
32 H L2a Interpret and respond to texts on a variety of themes from different genres
and authors
33 Short L2a Interpret and respond to texts on a variety of themes from different genres
Response and authors
34 Short L2a Interpret and respond to texts on a variety of themes from different genres
Response and authors
35 Editing LC W11 Edit writing to adhere to conventions of written English
Passage
Please note: The numbering system for the New York English Language Arts Core Curriculum
has been created by Glencoe/McGraw-Hill for the readers ease of reference. It is not intended
to indicate any order of importance to the standards.
x New York Grade 7 English Language Arts Test Preparation and Practice
Introduction to the Test
In seventh grade, you will take the New York English Language Arts (ELA) Test. This exam
will test your knowledge in reading/language arts, listening, and writing.
There are three types of test items on the ELA Test. All items are aligned with the New York
State Learning Standards.
Multiple-choice questions ask you to read, to reflect, and then to select the best answer.
Short-response questions ask you to show understanding of a passage. You do so by
explaining key ideas using examples from the text. You may also be asked to draw
conclusions or make connections to other situations.
The editing task asks you to show your skills in writing mechanics by editing a paragraph.
It requires you to read a paragraph, correct errors, and make improvements to the text.
The ELA Test is divided into two books for grade 7. Reading Selections with multiple-choice
questions are in Book 1. A listening selection with multiple-choice and short-response
questions, and an editing paragraph are in Book 2.
You will answer the multiple-choice questions by filling in circles on your answer sheet. You
will write your answers to these questions directly in your test book.
New York Grade 7 English Language Arts Test Preparation and Practice 1
Student Scoring Rubrics
You can use these rubrics to learn how your short-response questions and your editing task
will be scored.
2-point rubric for short-response questions at Grade 7
Score Criteria
2 Your response is correct and complete. You support your ideas with examples from the text.
Your response is partly correct. Some of your support for your ideas may be too general or too specific. Some of the support may be
1 incomplete or missing.
0 Your response is incorrect and shows that you did not follow directions.
3-point editing task rubric for Grade 7

Score Criteria
3 Your corrected paragraph has no more than one error.
2 Your corrected paragraph has two to three errors.
1 Your corrected paragraph has four to five errors.

0 Your corrected paragraph has six or more errors.
Source: http://www.emsc.nysed.gov
2 New York Grade 7 English Language Arts Test Preparation and Practice
Test-Taking Tips and Techniques
You have two days to complete the ELA Test. On Day 1, you will have 50 minutes to
complete the test. On Day 2, you will have 25 minutes. That means you need to keep track
of the time and to pace yourself as you take each part of the test. Apply the following pacing
strategies as you complete the lessons in this book so that, by testing day, you will have
developed good habits:
Wear a watch. Do not become so preoccupied with time that you cannot focus on the
test, but be aware that you are under time constraints.
Do not get stuck on one question. If you cannot answer a multiple choice question
after a few minutes, mark your best guess, circle the question number, and move on
to the next question. If you have time later, you can go back to the questions you have
circled and think more about them. You are not penalized for guessing, so rather than
leave an answer blank, choose one of the answer choices.
Be systematic. Some of the lessons in this book suggest steps for you to take so that
your short responses are complete and thorough. Make a mental checklist of these
steps and keep a steady rhythm while you complete the test.
Short-response questions ask you to think about what you have learned and to write
about it in a paragraph. Be sure to leave yourself enough time to answer these questions.
Decide what the question is asking you and what information is needed to answer it. Be
sure to provide details. Reread your response and make corrections as needed.
Test-Taking Techniques: Process of Elimination

One useful technique for answering a multiple-choice question is the process of elimination.
The multiple-choice questions on the ELA Test give you four answer choices, but only one
of the choices is the best answer. Figuring out which three answer choices are wrong is just
as good as figuring out which one answer choice is correct. This is when the process of
elimination can help. Here is an example.
What is the capital of Illinois? You are given the following answer choices:
Springfield Austin Dover Phoenix

Do you know the capital of Illinois? Even if you dont, you can still figure it out! Use the
process of elimination. First eliminate the answer choices that you KNOW are wrong. Then
choose from the remaining answers. The fewer the answer choices you have to choose
from, the better chance you have of picking the correct answer.
Take a look at how it works. Which cities do you know are NOT the capital of Illinois? You
may know that Austin is the capital of Texas, Dover is the capital of Delaware, and Phoenix
is the capital of Arizona, so none of those can be the correct answer. That leaves you with
only Springfield. Springfield must be the capital of Illinois. Even if you didnt know the capital
of Illinois, the process of elimination helped you get the right answer!
To use the process of elimination for multiple-choice questions on the test, cross out all the
answers you KNOW are wrong. Then take your best guess from those choices that are left.
Here is another example.
Laura stormed up the stairs and through the front door. She slammed the door behind
her and threw her backpack on the living room sofa. Her mother put down her newspaper
and looked up in surprise. That Roberta is so irksome! Laura proclaimed in a loud voice.
1 Do you know what the word irksome

means? If not, use the process of
The word irksome means
elimination to increase your chances of
choosing the correct answer.
A kind
B mean In the passage, Laura is obviously upset.
C annoying You read that she stormed up
D friendly the stairs and slammed the door.
Obviously Roberta has done something

that Laura doesnt like, so it is unlikely
that Laura would describe Roberta as kind or friendly. Answer choices (A) and (D)
must be wrong.
That leaves only answer choices (B) and (C), mean and annoying. Now pick between the
two answers. Even if you still dont know what irksome means, you have a better chance of
picking the correct answer.
The answer to the question is (C), annoying.
Remember to use the process of elimination on every multiple-choice question you dont know
the answer to right away. Even getting rid of one answer will help in the process of elimination.
C\jjfej
Lesson
Note Taking with 1
Reading Passages
When taking the ELA Test, you will read passages and then answer multiple-
choice questions based on those passages. Note taking can make your job of
answering questions easier.
The reading passages in the ELA Test differ in length and subject matter. It can
be difficult to keep track of the main ideas, plot, and details while you read,
especially when you are reading several passages one after the other. Instead
of memorizing details, keep track of the main idea by taking
notes. When you read a passage, stop after each paragraph and
write a labela word or phrase that summarizes the main ideas Tip
of that paragraph. Keep notes and labels
short and to the point.
Read the passage below to see how to label paragraphs.
Having a fire emergency plan in place is something
every family should do. A good first step is to have a create emergency plan
family meeting to talk about what to do if there is a
fire in your home. Talking about what to do to stay
safe and get out of a burning house is much easier to
do before it happens!
Then you should practice the plan you create. After
you practice, meet again to talk about what worked with practice plan

the plan, and what might need to be changed. You may
want to practice the plan more than once, and even have
a surprise fire drill!
Once you have read the passage use the paragraph labels to write a summary
statement that expresses the main idea of the entire passage.
Discuss...
How can you use labels to help keep track of main ideas?
How do notes help you to write a summary?
Apply It
DRead
irections
the passage below and make notes on the lines next to each paragraph as you do so.
Then answer the questions that follow.
from On the Court with Michael Jordan

by Matt Chistopher
When the Jordans first returned to North Carolina, they lived in a

small rented house. But James Jordan wanted better for his family.
He and his wife saved their money and purchased a six-and-a-half-
acre plot of land in Wilmington, North Carolina. James decided to
build a home for his family. He spent evenings and weekends
constructing a small but comfortable brick house. Sometimes he took
his children with him. The young Jordans helped their father carry
bricks and mortar and learned the value of hard work firsthand.
Brick by brick, they saw the result of their labor.
James Jordan taught his children to play hard, too. When he was in
high school, he had played guard on his schools basketball team, and
he loved many sports. So James encouraged his children to play sports
and games of all kinds. He thought it was much safer for the boys to be
playing sports than running around Wilmington looking for trouble.
There was always some kind of game going on at the Jordan house.
If James, Ronald and Larry werent in the yard playing football or
throwing a baseball back and forth, they were crowded around the
kitchen table playing checkers or a board game. Deloris Jordan later
told people that the only time the boys stopped competing against
each other was when they ate dinner.
Everyone in the family loved competition. When James Jordan
played with his sons, he didnt ease off and allow them to win. The
boys had to earn their success on their own. As the youngest son in
the Jordan household, Michael was usually on the losing end when
playing against his brothers.
At first, baseball was Michael Jordans favorite sport. James Jordan
was a big fan and he taught Michael to throw and hit. In Little
League, Michael pitched, and played shortstop and outfield. He threw
several no-hitters, and his team won the championship.
Then Larry fell in love with the game of basketball. To help his
son, James Jordan built something very special in the backyard. At
opposite ends of the yard, he put up two wooden backboards and two
baskets. Then he gave the boys a basketball.
Apply It (continued)
In only a few days, the Jordan boys played so much they wore
down the grass in the yard between the two baskets. The dirt became
as hard and smooth as concrete. Although they knew it was no
Chicago Stadium, the Jordan boys thought their backyard court was
the best in the world. They called it The Rack.
1 Which statement best expresses the main 4 Which of these is the best label for the
idea of the passage? LC R9 information in the fifth paragraph?
LC R9
A Michael Jordan loved to play baseball. F baseball champions
B The Jordan boys loved to play G Michael loved baseball
basketball in their backyard. H Michael played shortstop
C James Jordan taught his sons to work J James played baseball
hard and play hard.
D The Jordans lived in a house built by
James Jordan.
5 Which sentence could best end this
passage? LC R10
2 What is the main idea of the first A The Jordan family enjoyed becoming
paragraph? LC R9 involved in their community.

B The Jordan family enjoyed their new
F The Jordans returned to North home in North Carolina.
Carolina and lived in a rented house. C The Jordan boys liked playing games
G James Jordan and his wife saved to with their father.
buy a plot of land for their home. D The Jordan boys love of competition
H Michael Jordan and his family lived allowed them to excel at sports.
in Wilmington, North Carolina.
J The Jordans worked together to build
their own home in North Carolina.
3 Which of these is the best label for the

information in the second paragraph?
LC R9
A loved basketball
B taught to work hard
C worried about trouble
D encouraged kids play
Lesson
Main Idea, Authors Purpose, 2
and Authors Point of View
Not all questions on the ELA Test ask you about specific details from a
passage. Some of the questions ask you about general ideas that apply to the
passage as a whole. Such questions may ask you to identify the main idea of
the passage, the authors purpose for writing the passage, or the authors point
of view.
The main idea is what the passage is mostly about. Tip
The authors purpose is the reason why the author When answering
wrote the passage. these questions,
take the whole
The authors point of view is the authors attitude passage into account,
toward the subject of the passage. not just part of it.
Each paragraph in a passage will also have a main idea, usually

expressed in that paragraphs topic sentence. The topic sentence expresses
the main idea of that paragraph alone, although the topic sentence of the first
paragraph in a passage often expresses the main idea of the entire passage.
The main ideas of each paragraph serve as supporting ideas for the main
idea of the passage as a whole.
Read the paragraphs below. As you read, think about what the main idea, the
authors purpose, and the authors point of view might be. See if you can find
the topic sentence for each paragraph.
From spring until late fall, my neighbor Hank is engaged in a tireless battle of wits
with his lawn. He pokes at it, he pulls things out of it, he drops several tons of fertilizer
on it, and he waters itevery day, whether or not it needs watering.
In the end, for all of Hanks work, he is never really satisfied with the results. He
stands on his driveway, scanning his lawn and shaking his head in disgust. He may have
discovered a tiny weed or maybe some strange root-devouring pests. I jokingly suggest
that he simply pour cement on his lawn and paint it green. Hank is not amused.
Discuss...
What is the main idea of this passage?
What is the authors purpose in writing this passage?
What clues in the passage hint at the authors point of view?
Apply It
DRead
irections
the article below and make notes as you go along. Then answer the questions
that follow.
To Explore Is Human
by Michael Griffin
from USA Today, 7/07/2005
Within the lifetime of a baby born this Fourth of Julythe day NASAs Deep Impact spacecraft
collided with the comet Tempel 1 (late on July 3 in the western USA), and also the 1,705th
consecutive day of human occupancy onboard the International Space Stationhuman pioneers
will build outposts on the moon and Mars, extract minerals from large asteroids and construct
huge space telescopes to map the details of continents on distant planets.
premise = argument
This is the space program NASA will pursue, based on the premise that a
robust program of human and robotic space exploration will help fuel
American creativity, innovation, technology development and leadership.
If history demonstrates anything, it is that those nations that make a
commitment to exploration invariably benefit. Because of Britains centuries-
primacy = being best long primacy in the maritime arts, variations on British systems of culture and
government thrive across the globe. I believe that America, through its
mastery of human spaceflight, can shape the cultures and societies of the

future, in space and here on Earth, as the great nations of the past have shaped
the cultures of today. The future is being purchased for the 15 cents per day
that the average taxpayer currently provides for space exploration.
Spaceflight is a continuation of the ancient human imperative to explore,
imperative = strong
discover and understand; to settle new territory and to develop new ways to live
and work. We need both robotic pathfinders and people in our space journeys.
As capable as our robots are, a human explorer can move over new territory far
more quickly than a robot, assess and interpret the local environment, and make
supplant = replace
unexpected discoveries. In all other human activities, we complement, but do not
supplant, ourselves with our machines. Why should it be any different in space?
As with all pioneering journeys into the unknown, spaceflight is risky. Next week, if all goes
well, we will launch seven courageous astronauts on the Space Shuttle Discovery. A successful
mission would give us greater confidence we can fly the shuttle safely through its planned 2010
retirement, then move on into a new era of exploration.
It is inconceivable to me that this nation will ever abandon space exploration, either human or
robotic. If this is so, then the proper debate in a world of limited resources is over which goals to
pursue. I have little doubt that the huge majority of Americans would prefer to invest their 15
cents per day in the exciting, outward-focused, destination-oriented program we are pursuing.
1 What is the authors point of view toward robotics? R3a
A Some day, robots will likely be able to interpret the environment.

B Robots will replace humans on flights to distant planets.
C Robots have changed a great deal over the life of the space program.
D Robots are an important tool in space exploration.
2 Which sentence best states the main idea of this article? LC R9
F Before long, human pioneers will build outposts on the moon and Mars.
G As with all pioneering journeys into the unknown, spaceflight is risky.
H A human explorer can move over new territory far more quickly than a robot.
J Space exploration helps fuel creativity, innovation, technology, and leadership.
3 The authors purpose in writing this article is to LC R11
A describe the benefits of space exploration

B honor the astronauts who engage in exploration
C argue that more money should be spent on robotics
D discuss why it is natural for humans to explore
4 What does the author believe about Americans attitude toward space exploration? R3a
F Most Americans see the benefits of space exploration.

G Most Americans do not understand the purpose of exploring space.
H Most Americans would rather that more money be spent on education.
J Most Americans are disappointed in the results of space exploration.
5 What is the main idea of the third paragraph? LC R9
A Britain became a global power because of its exploration.

B The average taxpayer spends 15 cents per day for space exploration.
C Nations that engage in exploration always benefit.
D America must spend more money in order to have the best space program.
Lesson
Drawing Conclusions and 3
Making Inferences
Some questions on the ELA Test ask you to draw conclusions from facts
stated in the passage or to make inferences about information that is not
stated directly but is implied. To answer these questions, you must interpret
information from a passage.
Remember that when you draw conclusions or make inferences, you are
not stating your opinion. You must base your PDF decision on information in
the passage.
Here is how to approach these questions.
Review the section in the passage that may contain clues to the
correct answer.
Reread any sections that may hint at or provide evidence of the answer
to the question.
Look at the question and read ALL the answer choices. Eliminate the
answers that you know are wrong. Then choose the best answer from the
remaining choices.
Sometimes this type of question will ask you to figure out the meaning of a
vocabulary word in the passage. When answering these questions, you should

use clues from the passage to help you make inferences about the meaning of
the word. These clues are called context clues.
Context clues are words in the text that help you figure out the Tip
meaning of words you dont know. Here is how to use context
Questions that ask you
clues to answer inference questions.
to draw conclusions and
Go back and find the word in the passage. make inferences require
you to interpret
Read a few sentences before and a few sentences after information in the
the word. Look for clues that hint at the words meaning. passage.
Even if you think you know what the word means, go

back and check the context clues to be sure you are right.
Discuss
What are some conclusions you can draw after reading the passage on
page 13, titled Zlateh the Goat?
What facts led you to draw these conclusions?
Apply It
DRead
irections
the passage below from the story Zlateh the Goat and make notes as you go
along. Then answer the questions that follow.
from Zlateh the Goat

by Issac Bashevis Singer
At Hanukkah time the road from the village to the town is Hanukkah = a Jewish holiday
usually covered with snow, but this year the winter had been a
mild one. Hanukkah had almost come, yet little snow had fallen.
The sun shone most of the time. The peasants complained that
because of the dry weather there would be a poor harvest of
winter grain. New grass sprouted, and the peasants sent their
cattle out to pasture.
For Reuven the furrier it was a bad year, and after long hesitation furrier = person who sells fur
he decided to sell Zlateh the goat. She was old and gave little milk.
Feyvel the town butcher had offered eight gulden for her. Such a
sum would buy Hanukkah candles, potatoes and oil for pancakes,
gifts for the children, and other holiday necessaries for the house.
Reuven told his oldest boy Aaron to take the goat to town.
Aaron understood what taking the goat to Feyvel meant, but he had to obey his father. Leah, his
mother, wiped the tears from her eyes when she heard the news. Aarons younger sisters, Anna and
Miriam, cried loudly. Aaron put on his quilted jacket and a cap with earmuffs, bound a rope
around Zlatehs neck, and took along two slices of bread with cheese to eat on the road. Aaron was
supposed to deliver the goat by evening, spend the night at the butchers, and return the next day
with the money.
While the family said goodbye to the goat, and Aaron placed the rope around her neck, Zlateh
stood as patiently and good-naturedly as ever. She licked Reuvens hand. She shook her small white
beard. Zlateh trusted human beings. She knew that they always fed her and never did her any harm.
When Aaron brought her out on the road to town, she seemed somewhat astonished. Shed
never been led in that direction before. She looked back at him questioningly, as if to say, Where
are you taking me? But after a while she seemed to come to the conclusion that a goat shouldnt
ask questions. Still, the road was different. They passed new fields, pastures, and huts with
thatched roofs. Here and there a dog barked and came running after them, but Aaron chased it
away with his stick.
1 Read this sentence from the story. 4 Read this sentence from the story.
Feyvel the town butcher had offered Reuven told his oldest boy Aaron to
eight gulden for her. take the goat to town.
In this sentence, gulden means LC R6 What conclusion can you draw from this
sentence? R1k
A small animal
B type of mineral F Aaron has an older brother.
G Aaron has two younger sisters.
C meat pie
H Aaron has an older sister.
D unit of money
J Aaron has a younger brother.
2 Based on the passage, which of these is

5 Which of the following inferences can
the most likely ending of the story?
you make based on the information in
LC R10
F Aaron will spend the day playing the story? R1k
with his friends.
A Aaron was angry with Reuven.
G Aaron will return to his family the
B Anna and Miriam loved Zlateh.
next day without the goat.
C Reuven had always been poor.
H Aaron will give the goat to a
stranger in return for a dog. D Feyvel and Reuven did not get
along.
J Aaron will sell the goats milk and

buy a sack of potatoes.
3 Which detail does not support the

conclusion that it was a bad year for
Reuven the furrier? R2b
A Zlateh was old and gave little milk.

B The peasants sent their cows out
to pasture.
C There would be a poor harvest of
winter grain.
D There was no money for Hanukkah.
Lesson
Analyzing Literature 4
Some questions on the ELA Test ask about literary elements. Literary
elements are those aspects of a passage that relate directly to the way the
ideas and events are presented.
Literary elements include the following:
mood: The mood of a passage is its general feeling, or tone. The mood
may be happy, sad, mysterious, or suspenseful.
setting: The setting is the location in which the passage takes place.
point of view: A passage may be narrated from any of several points of

view. If the narrator is a character in the passage, the point of view is first
person. If the narrator is not a character in the passage, the point of view is
third person.
The way a passage reads is also the result of the authors

literary technique, which may include the use of figurative Tip
language. Authors use figurative language to make their Remember the following
writing more descriptive and more memorable. Examples of important literary
figurative language include the following: elements and
techniques:
simile: A simile uses the word like or as to compare
mood, setting, and
two things.
point of view
metaphor: Like a simile, a metaphor compares two simile and metaphor

things, but it does not use the word like or as.
Underline the figurative language in the paragraphs below.

A cold, biting wind rushed through the trees, leaving us both feeling as though we
had just been submerged in ice water.
Why hadnt we been more careful about keeping track of our location? When we left
our campsite in the afternoon, it hadnt even occurred to us that we might get lost.
Even when it was clear that we had lost our bearings, neither of us panicked. But now
the dark blanket of night had fallen, and the sunlight was gone.
Dont worry, I said to Deanna. Well be all right. But I dont think she believed
me any more than I believed myself. Just then we saw a flashlight up ahead and heard
our parents voices calling our names. Thank goodness they had found us!
Discuss
What is the mood, setting, and point of view of this passage?
What does figurative language add to the passage?
Apply It
DRead
irections
the passage below from the novel Treasure Island and make notes as you go along.
Then answer the questions that follow.
from Treasure Island

by Robert Louis Stevenson
It was not very long after this that there occurred the first of the mysterious events that rid us
at last of the captain, though not, as you will see, of his affairs. It was a bitter cold winter, with long,
hard frosts and heavy gales; and it was plain from the first that my poor father was little likely to
see the spring. He sank daily, and my mother and I had all the inn upon our hands; and were kept
busy enough, without paying much regard to our unpleasant guest.
It was one January morning, very earlya pinching, frosty morningthe
hoarfrost = frozen dew cove all gray with hoarfrost, the ripple lapping softly on the stones, the sun
still low and only touching the hilltops and shining far to seaward. The
captain had risen earlier than usual, and set out down the beach, his cutlass
cutlass = sword
swinging under the broad skirts of the old blue coat, his brass telescope
under his arm, his hat tilted back upon his head. I remember his breath
hanging like smoke in his wake as he strode off, and the last sound I heard
of him, as he turned the big rock, was a loud snort of indignation, as
though his mind was still running upon Dr. Livesey.

Well, mother was upstairs with father; and I was laying the breakfast table
against the captains return, when the parlor door opened and a man
tallowy = colorless stepped in on whom I had never set my eyes before. He was a pale, tallowy
creature, wanting two fingers of the left hand; and, though he wore a
cutlass, he did not look much like a fighter. I had always my eye open for
seafaring men, with one leg or two, and I remember this one puzzled me.
He was not sailorly, and yet he had a smack of the sea about him too.
1 Which words in the first paragraph 4 Read this line from the passage.
contribute least to the mood of the . . . his breath hanging like smoke in his
passage? R2f wake as he strode off . . .
A . . . the first of the mysterious events . . . Which literary device is used in the line?
B . . . a bitter cold winter, with long, hard R2e
F mood
frosts. . .
G simile
C . . . poor father was little likely to see
H metaphor
the spring.
J point of view
D . . . and were kept busy enough. . .
5 Read this line from the passage.

2 The setting of the passage is R2b
. . . the ripple lapping softly on the
F on a ship stones . . .
G on a beach In this metaphor, the ripple is compared
H at an inn to a R2e
J at a dock
A ship
B tongue
C sailor
3 How can you tell that the point of view D breeze
of this passage is first person? R2c
A The narrator is a character in the story.

B There is more than one character in
the story.
C The narrator is not a character in
the story.
D There is more than one narrator in
the story.
Lesson
Note Taking with 5
Listening Passages
The ELA Test requires you to listen to a selection that your teacher reads to
you. The selection could be one long passage, or it might be two shorter
passages that are related. Your teacher will read the passage to you twice. The
first time your teacher reads the passage, you may want to just listen carefully,
although you can take notes, too. When your teacher reads the passage a
second time, you should take notes.
It is important for you to take notes, since the passage will NOT appear in your
test booklet. Your notes will help you answer questions based on the passage.
Here are some pointers for taking good notes.
Your notes should only be words or short phrases. Dont write complete
sentences.
Your notes should remind you of characters, events, and important details
from the passage.
Your notes should be more detailed than if you were simply labeling
paragraphs in a reading passage. Remember, you cannot reread a listening
passage when you answer questions.
Your notes do not have to be written neatly. You are the only person who

will read them.
Your teacher will now read you a short passage. Listen carefully
to the passage. As you are listening, write notes in the blank Tip
space on the next page.
Your notes will
not be scored!
Apply It
DListen
irections
as your teacher reads an article called Staying Up There in Space, or How to Fall
Without Hitting the Ground from Space Station Science: Life in Free Fall by Marianne J.
Dyson. Your teacher will read the passage twice. After the second reading, use your notes
to answer the questions on page 21.
You may take notes on page 20 at any time during the reading. Some notes have been
provided for you. Article appears on page 6 1.
Notes
gravity in space
space station moves forwardgravity pulls it
DUse
irections
the notes you made on the previous page to complete the chart and answer the question.
1 Use the chart below to distinguish between free fall and weightlessness. Fill in the chart using
specific details from the article. L1d
Weightlessness Free Fall
zero gravity (zero-g) balance between speed and gravity

orbit
falling without hitting the ground
2 Explain why the space station does not fall to Earth. Use details from the article to support
your answer. L1d
The space station does not fall to Earth because the space station is in orbit. It is in free fall,
which means that the speed at which it is moving forward is balanced by the force of gravity. It
is moving forward as quickly as the Earths gravity is pulling it back and so it orbits the Earth. It
is falling without hitting the ground.
Lesson
Completing Charts 6
Some questions on the ELA Test ask you to complete a chart using the
information from a passage. All the information you need will be in the passage.
Some charts will be filled out based on notes you took while listening to a
passage read aloud. At other times, you will be able to go back to the written
passage to find information you need to complete a chart.
On both types of charts, you will only have to write phrases. Your answers do
not have to be written in complete sentences. However, they will have to be
thorough. Include all relevant information from the passage.
Look at the completed chart below. It is based on a passage about the Motts, a
family that moved to the United States from Yugoslavia.
Problem How the Motts Overcame the Problem
didnt speak English enrolled in an English language program

studied hard
only spoke English at home
had very little money accepted help from other Yugoslavians already in
the United States
father took two jobs, driving taxi cab and working
as a security guard

mother took a job cleaning houses
economized at the grocery store
homesick wrote letters to friends in Yugoslavia

had long talks remembering both the good and
bad times in Yugoslavia
took long walks to discover things to love about
their new home
Discuss
How is a chart like the summary of a passage? Tip
Carefully read the
instructions and the
headings of the chart
carefully before you start
working.
Apply It
DRead
irections
the journal excerpt below. Write notes on page 25 as you read. Then answer the
questions and complete the chart that follows the passage.
from Captain Scotts Last Expedition

by Captain Robert Scott
Captain Robert Scott, the famous Antarctic explorer, was the embodiment of courage in the face of
hardship and bitter disappointment. In 1910 he sailed from New Zealand in an attempt to reach the
South Pole. The selection below, from Captain Scotts diary, tells of the last days of the expedition.
Sunday, March 11 (1912).The sky completely overcast when we started this morning. We
could see nothing, lost the tracks, and doubtless have been swaying a good deal since3.1 miles
for the forenoonterribly heavy draggingexpected it. Know that 6 miles is about limit of our
endurance now, if we get no help from wind or surfaces. We have 7 days food and should be
about 55 miles from One Ton Camp to-night, 6 x 7, = 42, leaving us 13 miles short of our
distance, even if things get no worse. Meanwhile the season rapidly advances. . . .
Friday, March 16, or Saturday, 17.Lost track of dates, but think the last is correct. Tragedy all
along the line. At lunch, the day before yesterday, poor Titus Oates said he couldnt go on; he
proposed we should leave him in his sleeping bag. That we could not do, and we induced him to
come on, on the afternoon march. In spite of its awful nature for him he struggled on and we
made a few miles. At night he was worse and we knew the end had come.
Should this be found I want these facts recorded. Oates last thoughts were of his Mother, but
immediately before he took pride in thinking that his regiment would be pleased with the bold
way in which he met his death. We can testify to his bravery. He has borne intense suffering for
weeks without complaint, and to the very last was able and willing to discuss outside objects. He
did notwould notgive up hope till the very end. He was a brave soul. This was the end. He
slept through the night before last, hoping not to awake; but he woke in the morningyesterday.
It was blowing a blizzard. He said, I am just going outside and may be some-time. He went out
into the blizzard and we have not seen him since.
I take this opportunity of saying that we have stuck to our sick companions to the last. In case
of Edgar Evans, when absolutely out of food and he lay insensible, the safety of the remainder
seemed to demand his abandonment, but Providence mercifully removed him at this critical
moment. He died a natural death, and we did not leave him till two hours after his death. We
knew that poor Oates was walking to his death, but though we tried to dissuade him, we knew it
was the act of a brave man and an English gentleman. We all hope to meet the end with a similar
spirit, and assuredly the end is not far.
I can only write at lunch and then only occasionally. The cold is intense, -40 at midday. My
companions are unendingly cheerful, but we are all on the verge of serious frostbites, and though
we constantly talk of fetching through I dont think any of us believes it in his heart.
We are cold on the march, now, and at all times except meals. Yesterday we had
to lay up for a blizzard and to-day we move dreadfully slowly. We are at No. 14
pony camp, only two pony marches from One Ton Depot. We leave here our
theodolite, a camera, and Oates sleeping bags. Diaries, etc., and geological
theodolite = tool
specimens carried at Wilsons special request, will be found with or on our sledge.
Sunday, March 18.To-day, lunch, we are 21 miles from the depot. Ill fortune presses, but
better may come. We have had more wind and drift from ahead yesterday; had to stop marching;
wind N.W., force 4. temp. -35. No human being could face it, and we are worn out nearly.
My right foot has gone, nearly all the toestwo days ago I was proud
possessor of best feet. These are the steps of my downfall. Like an ass I
pemmican = dried meat
mixed a small spoonful of curry powder with my melted pemmicanit
gave me violent indigestion. I lay awake and in pain all night; woke and
felt done on the march; foot went and I didnt know it. A very small
measure of neglect and have a foot which is not pleasant to contemplate.
Bowers takes first place in condition, but there is not much to choose after
all. The others are still confident of getting throughor pretend to beI
dont know! We have the last half fill of oil in our primus, and a very small
quantity of spiritthis alone between us and thirst. The wind is fair for
the moment, and that is perhaps a fact to help. The mileage would have

seemed ridiculously small on our outward journey.
Thursday, March 22 and 23.Blizzard bad as ever.Wilson and Bowers unable to start
to-morrow last chanceno fuel and only one or two of food leftmust be near the end. Have
decided it shall be naturalwe shall march for the depot with or without our effects and die in
our tracks.
Thursday, March 29.Since the 21st we have had a continuous gale from W.S.W. and S.W. We
had fuel to make two cups of tea apiece and bare food for two days on the 20th. Every day we have
been ready to start for our depot 11 miles away, but outside the door of the tent it remains a scene
of whirling drift. I do not think we can hope for any better things now. We shall stick it out to the
end, but we are getting weaker, of course, and the end cannot be far.
It seems a pity, but I do not think I can write more.R. Scott.
For Gods sake, look after our people.
R. Scott.
DUse
irections
this page to take notes on the passage. You will use these notes to answer the
questions on the next page.
Notes
1 What kind of man was Captain Scott? Use specific details from the passage to support
your answer. R3a
Captain Scott was a fighter who refused to give up until the very end. He took good care of the
others. He kept track of the events of the last days of the expedition, and he held out hope until
the last day. He vowed that he and his men would continue to march until they died doing so.
2 Use the notes you took while reading the passage and skim back over the passage to complete
the following chart. R1j
Journal
Entry Weather Captain Scotts Attitude
Date
overcast Hopeful. He counts number of miles an
March days it will take to get to safety and
11 the amount of food they have left.

blizzard Concerned. He realizes he and the
March crew are in trouble.
16 or 17
wind and snow Resigned. Knows they cannot go on

March and will die there. Writes that they
29 were running out of fuel and food on
March 20th.
Lesson
Written Responses 7
The ELA Test includes several questions that require you to write your answer
in paragraph form. The test scorers will be checking to make sure that your
answer includes certain basic features.
The following are some ideas to keep in mind when you answer this kind
of question:
Write neatly so that the scorer can read your answer.
Read the question carefully. Make sure your paragraph answers the
question directly.
Support your answer with details from the passage.

Write in complete sentences that flow together logically.
If your answer is too general, it will receive a low score. Your answer must
include specific details from the passage. Dont just list details from the story.
Make a general statement first and then explain how details from the story
support it. Craft your answer so that it makes sense to the reader, not just to
yourself. Discuss, as a class, the following answer, which responds to a
question about the fairy tale Snow White and Rose Red.
1
What lesson might the tale Snow White and Rose Red be trying to teach
readers? Use details from the story to support your answer.
The tale Snow White and Rose Red could have a variety of Tip
different lessons that it is trying to express. One possible lesson
Your answer to short-
could be that acts of kindness are often rewarded. Another could response questions
be that some things and people are different than they first should include relevant
appear. The children thought the bear would hurt them, but he details from the
was gentle and friendly and became friends with them. passage, not just your
own opinions.
Discuss
Does the answer directly address the question?
Are there any ways that this answer could be improved?

If so, how?
Apply It
DThe
irections
following selection is the first part of The Cloud written by Percy Bysshe Shelley.
Read this portion of the poem and then answer the questions that follow.
from The Cloud

by Percy Bysshe Shelley
I bring fresh showers for the thirsting flowers,

From the seas and the streams;
I bear light shade for the leaves when laid
In their noonday dreams.
From my wings are shaken the dews that waken
The sweet buds every one,
When rocked to rest on their mothers breast,
As she dances about the sun.
flail = tool for I wield the flail of the lashing hail,
separating grain
And whiten the green plains under,

from husk
And then again I dissolve it in rain,
And laugh as I pass in thunder.
I sift the snow on the mountains below,

And their great pines groan aghast;
And all the night tis my pillow white,
While I sleep in the arms of the blast.
Sublime on the towers of my skiey bowers,
Lightning my pilot sits,
fretted = disturbed In a cavern under is fretted the thunder,
It struggles and howls at fits;
Over earth and ocean, with gentle motion,
This pilot is guiding me,
Lured by the love of the genii that move genii = legendary beings
In the depths of the purple sea;

Over the rills, and the crags, and the hills,
Over the lakes and the plains,
Wherever he dream, under mountain or stream
The Spirit he loves remains;
And I all the while bask in heavens blue smile,
Whilst he is dissolving in rains.
The sanguine sunrise, with his meteor eyes,

And his burning plumes outspread,
Leaps on the back of my sailing rack,
When the morning star shines dead,
As on the jag of a mountain crag, jag = sharp point
Which an earthquake rocks and swings,

An eagle alit one moment may sit
In the light of its golden wings.
And when sunset may breathe from the lit sea beneath,
Its ardours of rest and of love, ardours = intense feelings
And the crimson pall of eve may fall

From the depth of heaven above,
With wings folded I rest, on mine airy nest,
As still as a brooding dove.
1 How does Shelley use personification to enhance the images in this poem? Use details from the
poem to support your answer. W3a
Shelley uses personification in several places in the poem. The speaker is a cloud that explains
each thing it does for the flowers. The flower buds are rocked to sleep by Mother Earth. The
pine trees groan. Lightning is a pilot that guides the cloud. This personification brings the images
to life, and the reader sees them clearly. The reader can almost hear the giant pine trees
groaning, or see the flower buds being rocked to sleep.
2 Describe two instances in The Cloud in which Shelley uses internal rhyme. Explain how these
instances of internal rhyme give the poem a strong rhythm. W1h
Shelley uses internal rhyme several times in the poem. One line in which Shelly uses internal
rhyme is in stanza two, where he writes, And all the night tis my pillow white. These similar

sounds in one line make the words move along quickly and with a bounce. Internal rhyme also
happens in the line, Wherever he dream, under mountain or stream. The rhyme puts emphasis on
the words dream and stream, which makes the rhythm stronger.
Lesson
Writing About Two Passages 8
Some questions on the ELA Test will ask you to write a response to two
different passages. You will be asked to either read or listen to the paired texts.
Then you will write a response to the paired texts.
Often you will be asked to compare and contrast two passages. To compare
passages, you should focus on their similarities. To contrast them, you should
focus on their differences.
Read the two paragraphs below. They are from two different essays about
the desert.
The desert is a spectacular and mysterious place. The barren landscape envelops you
with its jagged rocks and towering cacti. Curious animalsfrom rattlesnakes to
roadrunnersscurry across the flat land, hiding behind stones, peeking into holes,
and dashing along ravines. Everything feels still and peaceful in the desert. The air
smells fresh, and at night it feels cool. The desert is a perfect place to relax.
Is there any place more boring than the desert? There is so little to look at
everything is flat and empty. And its boiling hot. The sun beats down on you and its
impossible to find any shade. There are so few trees, because they need water to
survive. At least there are some interesting animals in the desert. These critters are
unique but hard to find. Otherwise, theres nothing to do in the desertexcept suffer
and sweat.
Discuss
In what ways are the two authors attitudes similar? Tip

In what ways are they different? Pay attention to the
details when you
compare and contrast
two passages.
Apply It
DRead
irections
the two poems, and then answer the question that follows.
Neither Out Far Song for Going

Nor In Deep to the Water
by Robert Frost (a Cherokee poem)
The people along the sand If your heart is not well,

All turn and look one way. If your spirit is not well,
They turn their back on the land. These words may help you.
They look at the sea all day. Wake in the hour
As long as it takes to pass Just before dawn.
A ship keeps raising its hull; Wake in the hours
The wetter ground like glass Before first light.
Reflects a standing gull. Wake when the animals of the night

The land may vary more; Have ended their songs,
But wherever the truth may be When the animals of the day
The water comes ashore, Have not yet begun their songs.
And the people look at the sea. Walk without words.
They cannot look out far. Follow the path
They cannot look in deep. That leads to the stream.
But when was that Then, as the first light
ever a bar bar = barrier
Touches the stream,
To any watch they keep?
Bend to the water,
Speak these words:
Long Person, I come to ask your help.
Then hold up
A cup of that water
And drink the dawn.
1 Here is an example of a question about two different passages. Read the question.
What are some ways in which Frosts poem and the Cherokee poem are similar? What are
some ways in which they are different? Write about the similarities and differences of the
two poems.
In your response, be sure to include:
details about how the two poems are similar and different
specific details from both poems
Below is the first paragraph of a response to this question. Read the paragraph and then finish
the response. W3a
Both poems are set near water. Both poems talk about peoples needs and how the water might
comfort them. But the hopefulness conjured by the water differs greatly. Frosts poem concludes
that people will never look deep enough, while the Cherokee poem offers the hope of help.
The setting of Frosts poem is the seashore. The point of view is third person. Frost
writes about people who want to turn away from everyday experience, but who cant quite go
deep enough into themselves. They gaze at the sea, but they hardly see the ship passing by.
The Cherokee poem is also set near water, but this time it is a stream. The speaker talks
directly to someone and tells that person to walk toward the stream. Unlike Frosts poem, this
one offers readers the hope that paying attention to the water will help them.
So, while each poem is set near water and deals with a hope of self-reflection, only the
Cherokee poem offers a sense that this is possible.
Lesson
Maintaining Focus 9
Your written responses to the ELA Test questions should be focused and clear.
Keeping your responses focused and clear means that
each paragraph you write addresses the question you were asked
each paragraph you write has a topic sentence
all the details you include support that topic sentence
Eliminate unrelated details. As you plan your response, ask yourself the
following questions:
Does my topic sentence support the main idea?
Do my details and examples support my topic sentence?
Is my response free of irrelevant details?
As you write your response, remember

to include relevant details
to leave out details that do not directly relate to the topic
to keep the response focused on the question you were asked
Read the paragraph below, paying close attention to how the

writer keeps it focused.
Of all the animals in the world, rats make the best pets. Rats are Tip
intelligent animals that can learn how to run through mazes. In a well-focused
Unlike dogs, which need to be walked every day, rats are easy to response, only relevant
care for. All they need is a cage, water, food, and some love and details are included.
attention. Rats are clean and, unlike cats, they dont shed their hair.
Rats are smart, easy to keep, and neat; they are perfect pets.
The paragraph above is a written response to the question, What animals

make the best pets? The first sentence in the paragraph, the topic sentence,
directly answers the question.
Discuss
What are the supporting details in the paragraph above?
How does each sentence support the topic sentence?
Apply It
DRead
irections
the following letter, paying close attention to how well the author stays focused.
Then answer the questions on the following page.
Letter from Louis Pasteur

It is only Thursday, and I am already writing to you; it is because a
great result is now acquired. A wire from Melun has just announced it. inoculated = injected
On Tuesday last, 31st May, we inoculated all the sheep, vaccinated and a disease into
non-vaccinated with very virulent splenic fever. It is not forty-
eight hours ago. Well, the telegram tells me that, when we arrive splenic fever = deadly disease
at two oclock this afternoon, all the non-vaccinated subjects will
be dead; eighteen were already dead this morning, and the
others dying. As to the vaccinated ones, they are all well; the
telegram ends by the words stunning success, it is from the
veterinary surgeon, M. Rossignol.
It is too early yet for a PDF judgement; the vaccinated sheep might
yet fall ill. But when I write to you on Sunday, if all goes well, it may
be taken for granted that they will henceforth preserve their good henceforth = from now on
health, and that the success will indeed have been startling. On
Tuesday, we had a foretaste of the PDF results. On Saturday and
Sunday, two sheep had been abstracted from the lot of twenty-five abstracted = taken out of
vaccinated sheep, and two from the lot of twenty-five non-vaccinated

ones, and inoculated with a very virulent virus. Now, when on
Tuesday all the visitors arrived, amongst whom were M. Tisserand,
M. Patinot, the Prefect of Seine et Marne, M. Foucher de Careil,
Senator, etc., we found the two unvaccinated sheep dead, and two
others in good health. . . . Joy reigns in the laboratory and in the
house. Rejoice, my dear children.
1 What is the main idea of the letter? LC R9
This letter is mostly about the fact that Pasteur has tested his vaccine on sheep and the vaccine
was successful. Those sheep receiving the vaccine are doing well, while the others that did not
receive the vaccine have died.
2 How does the topic sentence of each paragraph keep the focus of the letter? W3a
The first paragraphs topic sentence explains that Pasteur is writing because he has the results
of an experiment to share. The second paragraphs topic sentence states that the experiment was
a success. So both paragraphs are about how he tested his vaccine on sheep.

3 How does Louis Pasteur feel about the experiment he has described? Use details from the letter
to support your answer. Be sure that your answer is focused and clear. W3a
Pasteur is thrilled with the results of the experiment. He states that a great result has been
acquired. He says the experiment has been described as a stunning success. He urges the reader
of the letter to rejoice.
Lesson
Editing 10
On the ELA Test, you will be asked to edit a paragraph or passage. You will need
to check if the grammar, punctuation, and spelling in each sentence is correct. To
edit a sentence, you may need to add or delete words or punctuation marks. You
may also need to break the sentence into smaller sentences.
Below is a series of sentences, each containing one or more errors. On the
lines following each sentence, rewrite the sentence correctly.
1 Shirley, the tallest kid in the class.

Shirley is the tallest kid in the class.
2 Madeline ran to school, she woke up late.

Madeline ran to school. She woke up late.
3 Lydia had a bad couph, so she went to see dr. lopez.

Lydia had a bad cough, so she went to see Dr. Lopez.
4 My sister bought cereal sugar and syrup at the store.

Tip
My sister bought sugar, cereal, and syrup at the store.
Listen to how the
sentence sounds when
you say it in your head.
5 Yesterday Jude went to the park and bumps into his teacher. If it sounds odd, it
probably needs editing.
Yesterday, Jude went to the park and bumped into his teacher.
Discuss
Which of the sentences above contained grammar errors?
Which of them contained punctuation errors?
Which of them contained spelling errors?
Apply It
DThis
irections
is the draft of an essay written by a seventh-grade student. It responds to the question,
What is your favorite time of year and why? This students essay contains a number of
errors. As you read the essay, cross out errors you find in grammar, punctuation, or
spelling. Write the corrections to those errors in the space above the errors. LC W11
Autumn at My House
orange, red, and brown
Autumn means orange red and brown leaves falling from trees. I get to wear my warm, green
I got it two years ago, when I turned eleven. My cake was
hooded sweatshirt when I go outside. My uncle bought me that sweatshirt two years ago, that is
shaped like a football that year.
when I turned eleven and my cake was shaped like a football. At our house, however, autumn
really is the time for college football.
My mom goes crazy every Saturday morning during the autumn months. When her college
my brother and I
team appears on television, we all have to watch. Mom has me and my brother wear green and
teams to

white, her teams colors. We have too cheer loudly whenever her team scores a touchdown. If
will take
her teams wins, she took us out to get ice cream to celebrate. We watch the games at our house
or at a neighborhood restaurant with many televisions. The restaurant has video games, which
Mom
is nice in case I get bored with the game. (Sorry, mom!)
In autumn, my family drives to Michigan for the college homecoming game. If the team
time to attend the
doesnt win that game, the alumni feel extremely disappointed that they took the time to attend
game when they could have watched it from the sofa at home.
the game. When they could have watched it from the sofa at home. My favorite part of
homecoming is tailgating. Tailgating is eating great food from your truck tailgate or at your car
before the game. Sometimes we meet at a friends car with a group of people. We toss the football
listen
and listens to the college band. It all makes for a very long and tiring day. My mom thinks its
Dad says if she is happy, we all are happy.
great fun. Dad says if she is happy we all are happy.
9ffb(
GiXZk`Z\K\jk
Book 1
Reading
DInirections
this part of the test, you will do some reading and answer questions about what you
have read. For questions 126, mark your answers on the answer sheet. For questions 27
and 28, write your answers in the test booklet.
Go On
DInirections
20,000 Leagues Under the Sea, Professor Pierre Aronnax, his assistant Conseil, and the
seaman Ned Land harpoon a strange submarine after mistaking it for a sea monster they
were hunting. The submarine then sinks their boat, and they are taken aboard the sub.
Read the passage from the novel. Then answer the questions that follow.
from 20,000 Leagues Under the Sea

by Jules Verne
This forcible abduction, so roughly carried out, was accomplished with the rapidity of
lightning. I shivered all over. Whom had we to deal with? No doubt some new sort of pirates, who
explored the sea in their own way. Hardly had the narrow panel closed upon me, when I was
enveloped in darkness. My eyes, dazzled with the outer light, could distinguish nothing. I felt my
naked feet cling to the rungs of an iron ladder. Ned Land and Conseil, firmly seized, followed me.
At the bottom of the ladder, a door opened, and shut after us immediately with a bang.
We were alone. Where, I could not say, hardly imagine. All was black,
discern = distinguish and such a dense black that, after some minutes, my eyes had not been
able to discern even the faintest glimmer.
Meanwhile, Ned Land, furious at these proceedings, gave free vent to his indignation.
Confound it! cried he, here are people who come up to the Scotch for hospitality. They
only just miss being cannibals. I should not be surprised at it, but I declare that they shall not eat
me without my protesting.

Calm yourself, friend Ned, calm yourself, replied Conseil, quietly. Do not cry out before
you are hurt. We are not quite done for yet.
Not quite, sharply replied the Canadian, but pretty near, at all
bowie knife = long knife events. Things look black. Happily, my bowie knife I have still, and I
used as a weapon can always see well enough to use it. The first of these pirates who lays
a hand on me;
Do not excite yourself, Ned, I said to the harpooner, and do not compromise us by useless
violence. Who knows that they will not listen to us? Let us rather try to find out where we are.
I groped about. In five steps I came to an iron wall, made of plates bolted together. Then
turning back I struck against a wooden table, near which were ranged several stools. The boards of
this prison were concealed under a thick mat, which deadened the noise of the feet. The bare walls
revealed no trace of window or door. Conseil, going round the reverse way, met me, and we went
back to the middle of the cabin, which measured about twenty feet by ten. As to its height, Ned
Land, in spite of his own great height, could not measure it.
Go On
Half an hour had already passed without our situation being
bettered, when the dense darkness suddenly gave way to extreme light.
Our prison was suddenly lighted, that is to say, it became filled with a
luminous matter, so strong that I could not bear it at first. In its
whiteness and intensity I recognized that electric light which played intensity = strength
round the submarine boat like a magnificent phenomenon of
phosphorescence. After shutting my eyes involuntarily, I opened them,
and saw that this luminous agent came from a half globe, unpolished,
placed in the roof of the cabin.
At last one can see, cried Ned Land, who, knife in hand, stood on the defensive.
Yes, said I; but we are still in the dark about ourselves.
1 In the word abduction, the word part 3 Read these sentences from the passage:
ab- most likely means LC R5 This forcible abduction, so roughly
A away carried out, was accomplished with the
B under rapidity of lightening. I shivered all
C before over. Whom had we to deal with?
D against The feeling the author creates in these
first sentences can best be described as
R2f
A hopeful
2 Read this sentence from the passage. B sentimental

Yes, said I; but we are still in the C suspenseful
dark about ourselves. D dreamy
Which statement best expresses the

meaning of this sentence? R2b
F We will always be unaware of our 4 Near the end of the passage, the words
problems. luminous and phosphorescence
G We still do not really know one refer to LC R6
another.
H No matter how much light, we will F sound
remain in the dark. G light
J Although there is light, we still do H size
not know where we are. J weight
Go On
5 Ned Land can best be described as R2b
A rash
B brooding
C sensible
D calm
6 From which point of view is this passage written? R2c

F first-person
G second-person
H third-person
J omniscient
7 Read these sentences from the passage.

Do not cry out before you are hurt. We are not quite done for yet.
Which sentence best summarizes the meaning of these sentences? R2a
A Dont cry over spilled milk.

B All that glitters is not gold.

C Avoid jumping to conclusions.
D What goes around comes around.
Go On
DRead
irections
this passage from a story about the youngest of three daughters. Then answer the
questions that follow.
from The Apple of Contentment

by Howard Pyle
As for Christinethat was the name of the youngest girlas for Christine, she dressed in
nothing but rags, and had to drive the geese to the hills in the morning and home again in the
evening, so that they might feed on the young grass all day and grow fat.
The first sister and the second sister had white bread (and butter beside) and as much fresh
milk as they could drink; but Christine had to eat cheese-parings and bread-crusts, and had
hardly enough of them to keep Goodman Hunger from whispering in her ear.
This was how the churn clacked in that house!
Well, one morning Christine started off to the hills with her flock of geese, and in her hands
she carried her knitting, at which she worked to save time. So she went along the dusty road until,
by-and-by, she came to a place where a bridge crossed the brook, and what should she see there
but a little red cap, with a silver bell at the point of it, hanging from the alder branch. It was such a
nice, pretty little red cap that Christine thought that she would take it home with her, for she had
never seen the like of it in all of her life before.
So she put it in her pocket, and then off she went with her geese again. But she had hardly
gone two-score of paces when she heard a voice calling her, Christine! Christine!
She looked, and who should she see but a queer little gray man, with a great head as big as a
cabbage and little legs as thin as young radishes.
What do you want? said Christine, when the little man had come to where she was.
Oh, the little man only wanted his cap again, for without it he could not go back home into
the hillthat was where he belonged.
But how did the cap come to be hanging from the bush? Yes, Christine would like to know
that before she gave it back again.
Well, the little hill-man was fishing by the brook over yonder when a puff of wind blew his
cap into the water, and he just hung it up to dry. That was all that there was about it; and now
would Christine please give it to him?
Christine did not know how about that; perhaps she would and perhaps she would not. It was a
nice, pretty little cap; what would the little underground man give her for it? that was the question.
Oh, the little man would give her five thalers for it, and gladly.
Go On
No; five thalers was not enough for such a pretty little capsee, there was a silver bell
hanging to it too.
Well, the little man did not want to be hard at a bargain; he would give her a hundred thalers
for it.
No; Christine did not care for money. What else would he give for this nice, dear little cap?
See, Christine, said the little man, I will give you this for the cap; and he showed her
something in his hand that looked just like a bean, only it was as black as a lump of coal.
Yes, good; but what is that? said Christine.
That, said the little man, is a seed from the apple of contentment. Plant it, and from it will
grow a tree, and from the tree an apple. Everybody in the world that sees the apple will long for it,
but nobody in the world can pluck it but you. It will always be meat and drink to you when you
are hungry, and warm clothes to your back when you are cold. Moreover, as soon as you pluck it
from the tree, another as good will grow in its place. Now, will you give me my hat?
Oh yes; Christine would give the little man his cap for such a seed as that, and gladly enough.
So the little man gave Christine the seed, and Christine gave the little man his cap again. He put
the cap on his head,andpuff!away he was gone, as suddenly as the light of a candle when
you blow it out.
8 It is most likely that two-score of paces 10 Read this phrase from the story.
is about LC R6 . . . to keep Goodman Hunger from

F 20 inches whispering in her ear.
G 40 inches Which literary device does the author
H 40 yards use in the phrase to convey Christines
J 2 miles feelings of hunger? R2e
F simile
G symbolism
9 Why did the little man want his hat H alliteration
back? R2b J personification
A because his head was cold

B so that he could go back home
C to carry his cabbage and radishes
D it had special powers
Go On
11 Read this sentence from the story.
This was how the churn clacked in that house!
What best expresses the meaning of the sentence? R2e
A This is the way it is.
B Nothing works properly.
C Things are always changing.
D This is how they make butter.
12 Based on Christines conversation with the little man, the reader can determine that thalers
means LC R6
F gifts
G fish
H coins
J wishes
13 Which of these lines from the story is not an example of a simile? R2e
A black as a lump of coal

B a great head as big as a cabbage
C a seed from the apple of contentment
D as suddenly as the light of a candle
14 What conclusion can the reader draw about Christine? R1k
F She enjoyed her life.

G She was an unhappy person.
H She was well cared for.
J She wanted a lot of money.
Go On
DRead
irections
this passage from a poem by William Blake. Then answer the questions that follow.
A Poison Tree
by William Blake
1 I was angry with my friend:
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.
5 And I waterd it in fears

Night & morning with my tears;
And I sunned it with smiles,
And with soft deceitful wiles.
And it grew both day and night,

10 Till it bore an apple bright;

And my foe beheld it shine,
And he knew that it was mine,
And into my garden stole

When the night had veild the pole:
15 In the morning glad I see
My foe outstretchd beneath the tree.
Go On
15 Which literary device is used in lines 18 In this poem, the poison tree is
11 and 12? R2e a symbol for R2a
A simile
F fear
B personification
G anger
C foreshadowing
H greed
D metaphor
J trickery
16 Read this line from the poem. 19 In line 10, the apple most likely
And I waterd it in fears refers to R2a
Which literary device does the author A joy
use in this line? R2e
B lies
F simile C confusion
G metaphor D hatred
H alliteration
J personification
20 Why did the authors anger grow? R2j
F He refused to name his enemy.

17 What can the reader infer from the last G He refused to face his enemy.
line of the poem? R2e

H He didnt tell his enemy why he
A The narrator stopped being angry. was angry.
B The narrator asked for forgiveness. J He realized that his friend had
C The narrator wished his enemy become his foe.
ill will.
D The narrator chopped down
the tree.
Go On
DRead
irections
this passage from The Bells. Then answer the questions that follow.
The Bells
By Edgar Allan Poe
I
1 Hear the sledges with the bells
Silver bells!
What a world of merriment their melody foretells!
How they tinkle, tinkle, tinkle,
5 In the icy air of night!
While the stars that oversprinkle
All the heavens, seem to twinkle
With a crystalline delight;
Keeping time, time, time,
10 In a sort of Runic rhyme,
To the tintinnabulation that so musically wells
From the bells, bells, bells, bells,

Bells, bells, bells
From the jingling and the tinkling of the bells.
II
15 Hear the mellow wedding bells
Golden bells!
What a world of happiness their harmony foretells!
Through the balmy air of night
How they ring out their delight!
20 From the molten-golden notes,
And all in tune,
What a liquid ditty floats
To the turtle-dove that listens, while she gloats
On the moon!
Go On
25 Oh, from out the sounding cells,
What a gush of euphony voluminously wells!
How it swells!
How it dwells
On the Future!how it tells
30 Of the rapture that impels
To the swinging and the ringing
Of the bells, bells, bells
Of the bells, bells, bells, bells,
Bells, bells, bells
35 To the rhyming and the chiming of the bells!
21 Which would be the best resource to 23 Read these lines from the poem.
find the meaning of the word Runic in While the stars that oversprinkle
line 10? LC R7 All the heavens, seem to twinkle
A thesaurus What does the author use to enhance the
B writing handbook readers experience in these lines? R2g

C dictionary A metaphor
D literary journal B rhyming patterns
C symbolism
D personification
22 The word tintinnabulation in this
poem most likely means LC R2
F stars twinkling 24 The phrase Through the balmy air of

G a woman singing night suggests a R2f
H the ringing of bells F quiet night
J tin cans banging together G rainy night
H cool, crisp night
J pleasantly mild night
Go On
25 What is most likely the season in the 26 Which is the best summary of the
first stanza of the poem? R2b second stanza? LC R10
A fall F Weddings are joyful celebrations.

B spring G Weddings are solemn and heavy
C winter experiences.
D summer H Weddings can be noisy and chaotic.
J Weddings are happier than
marriages.
27 The poet uses repetition throughout the poem as a literary device. Explain why this is an
appropriate device to use in the poem and what effect the repetition produces. Support your
answer with details from the poem. R2g
Poe uses repetition as a literary device throughout the poem to mimic the ringing of bells. Often,
bells, such as church bells, ring out repeatedly, so it is appropriate that Poe uses the same effect
in the poem. The effect of the repetition can be calming, because it reminds me of the chiming of

church bells. It can also be exciting as when Poe is describing the ringing of sleigh bells.
28 What other types of bells and their resulting emotions could Poe have described?
Write your answer in the chart below.
Type of Bell Emotional Effect

funeral bells sadness
alarm bells panic, surprise
school bells excitement
STOP
9ffb)
GiXZk`Z\K\jk
Book 2
Part I: Listening
DInirections
this part of the test, you will listen to a story called Papa Johns Tall Tale. Then you
will answer some questions to show how well you understand what was read.
You will listen to the story twice. As you listen carefully, you may take notes on the story
anytime you wish. You may use these notes to answer the questions that follow. Use the
space on page 56 for your notes.
For the multiple-choice questions, you will mark your answers on the answer sheet. For
questions 31 and 34, you will write your answers directly in the test book.
Story appears on pages 6263.
Go On
Notes
Go On
29 Why did Jake need a very fast horse? L2a
A so he could look back when he rode

B so he could outrun the pumpkin vines
C so he could plant the seed quickly
D so he could spread manure on the turnip
30 Papa Johns turnip tale tells the story of a man who is L2a
F lazy
G sick
H generous
J determined
31 Which conclusion is best supported by details from the story? L2a
A Papa John owns his own farm.

B Jake no longer likes turnips.
C Missus horse is the fastest.
D Papa John still grows turnips.
32 Which feature of the story helps the listener know that this story is a tall tale? L2a
F The story has a surprise ending.

G There is more than one story within the story.
H The story has a lot of exaggeration.
J The story teaches an important lesson.
Go On
33 Complete the graphic organizer below to show the sequence of events in this story. L2a
Papa John told Jake to get a horse.
Jake got Missus horse.
Papa John told Jake to plant the pumpkin seed.
Jake looked back when he shouldnt have.

Jake had to climb across the leaves to get past the pumpkin vines.
Papa John soothed Jake by telling the story about the turnip.
Go On
34 Do you think Papa Johns story about the turnip is the truth or just a tale? Support your
opinion with details from the story. L2a
I think Papa John is telling a tale about the turnip cooking for a year. I have
never heard of anyone cooking something for a year. He also says he cooked the
turnip in a pot as high as a hill. I have never seen a pot that big and think it sounds
ridiculous! Papa John tells Jake this happened when he was a young boy. However,
he says Jake just had some of the turnip for dinner. I cant believe a turnip could
last that long or taste that good.

STOP
Book 2
Part 2: Writing
35 Below is a paragraph written by a student. There are some mistakes in the paragraph.
Some sentences may have more than one mistake, and other sentences may contain no
mistakes at all. There are no mistakes in spelling.
Read the paragraph and find the mistakes. Draw a line through each error in the
paragraph. Then write the correction above it. LC W11
summer
Every Summer Jamie and Nick go fishing at Bellas Pond. It was June, and Jamie was
,
ready to go fishing with his new fishing pole the one his dad bought him last February.
He asks himself, Should I go fishing without Nick? Nick had gone to basketball camp at
Greys Field for a week. Jamie had told Nick that he would not go to Bellas Pond until
He and I

Nick returned. Me and him always have a good time fishing, Jamie thought. However,
had
Nick had been gone for three days, and the days have been sunny. There was not much to
do if he couldnt fish. Jamie held his new fishing pole and examined the fine reel. Oh, he
!
could almost feel the tug of a fish on that line. He was very ready for Nick to come home
on Saturday.
STOP
This listening selection is to be used in administering Lesson 5 of the Grade 7 English Language
Arts Test preparation workbook. The entire selection is to be read aloud twice to the students.
from Space Station Science:

Life in Free Fall
by Marianne J. Dyson
Staying Up There in Space, or How to Fall Without Hitting the Ground

When you see astronauts floating in space on TV, it is easy to think there is no gravity there.
But really there is. In fact, if you built a tower over 200 miles (322 km) tall, as high as the space
stations orbit, gravity would be almost as strong at the top of the tower as on the ground. If you
stepped off the top of the tower, you would drop to Earth. So why doesnt the space station fall to
Earth? Well, in a way it does.
Lets go back to that tower. While you were falling from the tower, you would not be pushing
against anything, so you would be weightless. Of course, weight would painfully return when you
smacked into Earth at high speed.
But instead of just stepping off the tower in space, suppose you took a running leap. Like a
long jumper, your forward energy would carry you away from the tower at the same time that
gravity pulled you down. Instead of hitting the ground at the base, you would land a distance
away. If you ran faster, you could jump farther from the tower before you hit the ground. If you
could run fast enough, about 18,000 mph (29,000 km/h), the arc of your jump would make a
circle around Earth. You would be in orbit, weightlessfalling without hitting the ground.
However, if you went 25,200 mph (41,000 km/h), which is Earths escape velocity, you would
jump right past Earth. You would start orbiting the Sun.
The space station is designed to stay in orbit, neither falling to the ground nor shooting off into
outer space. It falls at about 18,000 mph (29,000 km/h), orbiting the globe about every 90 minutes.
The station is in free fall, not zero gravity. However, in real zero gravity, such as at the center
of Earth where the pull is equal in all directions, things would be weightless just as in free fall.
Thats why people commonly refer to weightlessness as zero gravity, abbreviated zero-g.
This listening selection is to be used in administering Book 2 of the Grade 7 English Language
Arts Practice Test. The entire selection is to be read twice to the students.
Papa Johns Tall Tale

told by Virginia Hamilton
Papa John was an old-timer and we did what he told us. Jake was his son, and after he had his
dinner, Papa John told Jake to find a horse that was fastest. Jake went to the big house, asked for
the horse that was fastest.
House Jim says, Take Missus riding horse, that the one is fastest.
So Jake rode Missus mare on back over to Papa John. He got there before he left, too. And he
says, Papa, heres Fastest.
Who the mare belong to? asked Papa John.
Belong to Missus, Jake says.
How you know she is Fastest? Papa John says.
I know she is Fastest because Im here before Im gone, says Jake. And it was the truth, he
had got back before hed left. Any fool could see that.
Well, Papa John says, take that mare and take this pumpkin seed on your back. Dont drop
itits heavy. Carry it on over to the field. Take a shovel and make a hole a quarter mile wide and
drop that pumpkin seed in.

That all? asked Jake.
No, said Papa John. You got to get out of there as fast as you can. Thats why you ridin the
horse thats fastest. Dont look back, just get out of there once you drop that pumpkin seed.
So Jake did what he was told. And we was all watchin. That mare run as best she knew how,
which was fastest. But it wasnt good enough.
Jake said, Git-up-and-gone, Fastest! He looked back, what he wasnt spose to do, which
slowed him down some, and saw the pumpkin seed was growin vines, and the vines was after that
fastest mare.
The mare and Jake had to climb across the leaves to keep goin. And then there were
pumpkins house high. The hogs was eatin inside ofum and livin in there. So Jake and the horse
ridin on through. Get on back to Papa John. Real upset, Jake was, and told him what happen.
Papa John soothes him, Thats all right, thats all right. Nothin gone get you next to me
here, Papa John said. That wasnt much of a pumpkin seed to begin with. You shoulda been
around when I was a turnip grower.
You a turnip grower, Papa? asked Jake.
Was one time, Papa John said. I plowed me two acre. I got me a mountain of manure and
spread it on thick. Then I put down the turnip seed.
What happened? Jake asked him.
Well, all of a sudden, Papa John says, that manure was slopped up. That turnip grew so, a
herd of cows would get under a turnip leaf and sleep all day. So I had to fence it. Keep all out.
Took me six months to fence around that turnip, too.
When that turnip growed up, Papa John continued, I had to find some way to cook it. I
went down there to a man could make things. I say, I need a pot big and high as a hill.
Man says, I can do it. Hire me some hands to help me.
Thats what he did, Papa John says. He hires up a hundred hands. They dug up that hill for
the clay. Then they was a-moldin and castin that hill into a pot. When it was done they had them
a clay pot hill high. Then the man could make things got another hundred hands to help roll that
pot atop the turnip. Wasnt no use tryin to get the turnip in the pot. So thats how we had to cook
it, with the fire above the pot and the turnip under it.
Take you long? asked Jake.
Well, it took about a year to get it boiled through. But it cooked up real fine, that turnip
did, Papa John said.
How long ago was that? asked Jake.
Oh, when you was a little fellow, Papa John said. Been years ago.
Well, I sure woulda liked to tasted that turnip, Papa, Jake said.
Well, you had your chance, Papa John said. You et the last piece of it for your dinner today.
Aligned with the New York

English Language Arts
Core Curriculum Standards

GRADE 7
This helpful workbook provides
Test-taking strategies and tips for the New York English
ISBN-13: 978-0-07-877126-2
ISBN-10: 0-07-877126-9 Language Arts Test
Practice lessons with multiple-choice and short-response items
A full-length English Language Arts practice test
www.glencoe.com

c2 Ny Testprep Ate

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

c2 Ny Testprep Ate

Uploaded by

Copyright:

Available Formats

TEACHERS ANNOTATED EDITION

Aligned with the New York

GLENCOE LANGUAGE ARTS

GLENCOE LANGUAGE ARTS

Copyright by The McGraw-Hill Companies, Inc.

Answer Key ......................................................................................................................... ix

Introduction to the Test ...................................................................................................... 1

Student Scoring Rubrics .................................................................................................... 2

Test-Taking Tips and Techniques ...................................................................................... 3

Lesson 1: Note Taking with Reading Passages ............................................................... 6

Lesson 3: Drawing Conclusions and Making Inferences ................................................. 12

Lesson 4: Analyzing Literature .......................................................................................... 15

Lesson 5: Note Taking with Listening Passages .............................................................. 18

Lesson 6: Completing Charts ............................................................................................ 22

Lesson 7: Written Responses ............................................................................................ 27

Lesson 8: Writing About Two Passages ........................................................................... 31

Lesson 9: Maintaining Focus ............................................................................................. 34

Lesson 10: Editing .............................................................................................................. 37

Practice Test: Book 1 ........................................................................................................ 39

Practice Test: Book 2 ........................................................................................................ 53

Listening Passages ........................................................................................................... 61

The Practice Test provides a simulation of the test-taking experience. It is directly

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

GRADE 7 ENGLISH LANGUAGE ARTS TEST

(students fill in circles on answer sheet)

Scoring the Practice Test

Student Scoring Rubrics

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3-point editing task rubric for Grade 7

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3-point editing task rubric for Grade 7

3 Your corrected paragraph has no more than one error.

2 Your corrected paragraph has two to three errors.

1 Your corrected paragraph has four to five errors.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Test-Taking Techniques: Process of Elimination

Springfield Austin Dover Phoenix

1 Do you know what the word irksome

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

How do notes help you to write a summary?

from On the Court with Michael Jordan

When the Jordans first returned to North Carolina, they lived in a

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3 Which of these is the best label for the

Each paragraph in a passage will also have a main idea, usually

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

A Some day, robots will likely be able to interpret the environment.

2 Which sentence best states the main idea of this article? LC R9

3 The authors purpose in writing this article is to LC R11

A describe the benefits of space exploration

F Most Americans see the benefits of space exploration.

5 What is the main idea of the third paragraph? LC R9

A Britain became a global power because of its exploration.

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Even if you think you know what the word means, go

What facts led you to draw these conclusions?

from Zlateh the Goat

2 Based on the passage, which of these is

Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3 Which detail does not support the

A Zlateh was old and gave little milk.

point of view: A passage may be narrated from any of several points of