Kweller Test Prep 2014 NYS Released ELA State Exam Questions 1 [PDF]

Read the chart below. ..... Which sentence best describes a main idea of the story? A. B. C. D ..... questions like this

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Kweller Test Prep

2014 Released Grade 3 ELA Questions

1 (800) 631-1757

New York State Testing Program Grade 3 Common Core English Language Arts Test Released Questions with Annotations August 2014

Kweller Test Prep 2014 NYS Released ELA State Exam Questions 1 (800) 631-1757 - www.KwellerPrep.com

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2014 Released Grade 3 ELA Questions

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irections 203014P

Read this article. Then answer questions XX through XX.

Sugaring Time by Gesina Berk

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You probably like to eat maple syrup on your pancakes and waffles, right? But did you know that real maple syrup comes from a tree?

2

It is true. Maple syrup is made from the sap of sugar maple trees. Sap is made of water, sugar, and minerals. A tree needs sap to make leaves in the spring and to stay healthy year-round.

3

When the weather is cold, sap is stored in the tree’s roots. But when the weather starts to warm up, sap begins to move up and down in the tree. This usually happens in March, when spring weather begins.

4

On warm spring days, sap flows to the branches, where it makes leaves bud. On cool spring nights, sap goes back down to the roots. When the sap is flowing up and down in the tree for many days in a row, syrup makers start collecting it. Sugaring season has begun. Tapping the Trees

5

Sap flows inside the tree. Syrup makers drill small holes in the tree to collect the sap. They call this tapping the tree.

6

After syrup makers tap the tree, they put a spout into each hole.

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Some syrup makers hang buckets beneath the spouts to collect the sap. When the buckets are full, they empty the sap into a gathering tank, which is taken to the sugarhouse.

8

Other syrup makers use plastic tubing to collect the sap. The tubing connects to the spout and sap flows through the tubing into storage tanks near the sugarhouse. In the Sugarhouse

9 10

Sap is mostly water. To make maple syrup, the water must be removed. This is done inside the sugarhouse. Sap is poured into large pans; then it is boiled. Boiling takes out the water, or makes it evaporate. Pure maple syrup is left behind. Filtering

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Before the syrup can be bottled, it must be filtered to remove the “sugar sand.” This is a gritty substance made of minerals from the maple tree. Color Grading

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After the syrup is filtered, it is graded by color: • Grade A—Light Amber (Fancy) • Grade A—Medium Amber • Grade A—Dark Amber • Grade B—(darkest of all)

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The best syrup to buy is the one you like the most. The darker the color, the stronger the flavor. Bottling It Up

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Now it is time to put the syrup into bottles. These bottles of maple syrup will be sent to grocery stores all around the world. Time to Rest

15

When the days and nights stay warm, the tree leaves start to bud. When this happens the sap is not as sweet. And that means the maple syrup will not be as sweet, either. So syrup makers stop collecting sap. Sugaring season is over—until next year.

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2014 Released Grade 3 ELA Questions

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122030148_2

The first illustration best helps the reader understand the information in which paragraph?

A B C D

paragraph 2 paragraph 4 paragraph 5 paragraph 7

Students who choose “B” are able to recognize how the illustration relates to the ideas described in paragraph 4. The illustration shows the flow of the sap moving up toward the branches in the daytime and back toward the roots at night, which mirrors the way paragraph 4 describes the movement of sap during day and night.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the illustration shows how sap flows in the trees, which is implied in paragraph 2. However, the text in paragraph 2 contains no information that maps directly to the sun, moon, and arrows. Choice C: Students may have chosen “C” because paragraph 5 mentions the movement of the sap, which the illustration captures, but the text does not explain the importance of day and night. Choice D: Students may have chosen “D” because paragraph 7 indicates the time and location for the placement of the buckets. However, the text focuses on what syrup makers do rather than the natural processes portrayed in the illustration.

HOW TO HELP STUDENTS MASTER RI.3.5: To prepare students to demonstrate the ability to utilize information in a sidebar to enhance understanding of the passage it accompanies, instructional activities can focus on recognizing the relationship between the two. Students can be asked to explain what the sidebar demonstrates and then to indicate the explicit wording in the text that corresponds to that explanation.

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2014 Released Grade 3 ELA Questions

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Read the chart below.

SUGARING STEPS 1. Syrup makers tap trees.

2.

3. Syrup makers collect sap in buckets.

Which statement best completes the chart?

A B C D

Syrup makers store syrup in tanks. Syrup makers boil sap in large pans. Syrup makers put spouts into drilled holes. Syrup makers pour sap into gathering tanks.

Students who choose “C” use the text to identify the steps of the sap-making process in the correct order. In order to correctly identify the omitted step in the chart, the students must comprehend the processes involved in each step and place these steps in appropriate order.

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2014 Released Grade 3 ELA Questions

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122030150_1

According to the Filtering section, why do syrup makers remove minerals from maple syrup?

A B C D

Minerals make the syrup grainy. Minerals change the syrup’s taste. Minerals change the syrup’s color. Minerals stop the syrup from flowing.

Students who choose “A” have successfully identified that minerals change the consistency of syrup and that this change is the reason syrup makers want to remove minerals from the syrup.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because substances in the sap could have a negative effect on the syrup’s taste. The text may imply this connection, but it is not stated explicitly. Choice C: Students may have chosen “C” because the text indicates that minerals affect the syrup’s color. This change can be interpreted as negative and, therefore, a reason to remove the minerals, but the text does not state explicitly that color is the reason for wanting to remove minerals from the syrup. Choice D: Students may have chosen “D” because the presence of sand could be understood as affecting how syrup is collected.

HOW TO HELP STUDENTS MASTER RI.3.1: While choices “B,” “C,” and “D” contain inferences that could be made about the removal of minerals, only choice “A” refers to information explicitly stated in the text. To help students succeed with questions measuring RI.3.1, instruction should focus on locating a portion of a passage that answers a question based on specific details contained in the text.

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2014 Released Grade 3 ELA Questions

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122030147_2

Which section of the article contains information about the process of turning sap into syrup?

A B C D

Tapping the Trees In the Sugarhouse Filtering Color Grading

Students who choose “B” recognize that this sub-heading introduces a specific step in how sap is made into syrup. Further, students recognize that the information within the sub-heading refers to the steps in the process that occur in the sugarhouse.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because of the sub-heading for tapping occurs before the subheading for the sugarhouse. Choice “A” is, then, part of the entire process for turning sap into syrup, but it is not the specific part of the process that the question asks about. Choice C: Students may have chosen “C” for the same reason they might choose “A,” however filtering occurs immediately after the sugarhouse. Like choice “A,” the information in this sub-heading does not describe the specific part of the process that the question asks about. Choice D: Students may have chosen “D” because this sub-heading describes the finished product rather than the specific step of the process that the question asks about.

HOW TO HELP STUDENTS MASTER RI.3.5: While all of the choices for this question are sub-headings related to steps in the process, only one relates to the specific step referenced in the question. To help students succeed with questions measuring RI.3.5, instruction can focus on building students’ capacity to comprehend grade-level complex texts and requiring the students to explain how each subheading serves to organize specific information in the passage.

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2014 Released Grade 3 ELA Questions

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Read this story. Then answer questions XX through XX.

Otter in the Cove by Miska Miles

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Maggie sat down near the edge of the low, rocky cliff and baited her hook. The beach was empty. Not even Barnaby was in sight. That dog! Probably sound asleep and snoring under the kitchen table this very minute.

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Green water frothed beneath her feet, and strings of ropy kelp swung with the waves.

3

Out in the cove, the kelp was yellow-brown, and its big floating bulbs glittered in the morning sunshine. But something was different. Strangely different.

4

Five small logs floated high on the water. Gray and white sea gulls cruised above them. Puzzled, she sat without moving—waiting.

5

A small herd of otters rocked with the roll of the waves, cradled in blankets of kelp, forepaws folded on their chests.

6

Swiftly, a young brown otter swam toward the still figure on the edge of the cliff.

7

The otter came close. Maggie was almost afraid to breathe. His eyes were dark and unblinking, his round flat nose shining black, whiskers short and stiff. Then he slipped back into the water and was gone.

8

Offshore, the logs came to life. A mother otter floated on her back, her baby curled on her stomach. She curved her body and lifted her head. With her forepaws, she picked up Maggie’s dad is a fisherman, the baby and held it over so he worries that otters her shoulder. Two otters along the shore will make wrestled, tumbling over and it harder for him to earn over. money for his family.

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“Dad won’t like this.”

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Maggie dropped her line into the water. The pole jerked and Maggie reeled in the line. A fish flopped up over the rocks. She took the hook from its gill and held the jerking body between her hands.

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She whistled—coaxingly sweet.

13

Nearby, the otter surfaced.

14

She held the flapping fish and the otter waited.

15

She whistled again—a soft whistle.

16

The otter came closer. Two gulls hovered above him. Maggie tossed the fish toward the otter.

17

A gull dipped, seized the fish, and looped high into the sky. The otter was gone.

18

Maggie waited. And there he was again. This time with a mussel in one paw and a rock in the other.

19

He put the rock on his chest and cracked the mussel against it. Maggie tried to count the staccato clicks of mussel on rock—ten, twenty, thirty sharp quick clicks. And when the food was ready to eat, he held it in his paws, rolled over once, and glided back to his herd.

20 21

22 23 24

When Maggie caught a second fish, she took it home. Old Barnaby, gray-muzzled and lazy with age, lay near the door. His tail struck the floor in welcome. Maggie reached out with a foot and scratched his back. “Why didn’t you take Barnaby along?” her mother asked. “He wouldn’t go,” Maggie said. “He doesn’t like to run in the sand anymore.” Each day after school, all the following week, Maggie fished and watched.

25

Otters rolled and frolicked in the cove, and in a minute or so, there he was—her otter—with his funny stubby whiskers and his big, dark, round eyes.

26

When Friday afternoon came, she burst into the house and grabbed her fishing pole.

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“What a girl for fishing!” her mother said.

28

Maggie laughed and headed for the cove.

29

There was her otter, a sea urchin under one paw. He flopped on his back.

30

Above the easy splash of water, Maggie clearly heard the crunch of his teeth against the spines of the urchin.

31

And when he had eaten, he twisted in the water and chased his tail.

32

Maggie laughed, a high, ringing laugh, and the otter disappeared.

33

“No fish today?” her mother asked.

34

“Mom, I forgot to fish.”

35

“Forgot?”

36

“There’s an otter in the cove, Mom. He’s tame.”

37

“An OTTER?”

38

“A tame otter,” Maggie said. “He’s really friendly. He’s as playful as a puppy, and he trusts me.”

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Which sentence best states what the reader learns in paragraph 8?

A B C D

The otters are fun-loving animals. Maggie has been hoping to see the otters. Maggie makes friends with a mother otter. The otters are seen next to the floating logs.

Students who choose “A” show an understanding of the text by recognizing that the descriptions of the otters show them engaged in fun activities. The text says that the mother floats on her back, moves the baby to her shoulder, and two other otters “tumble over and over.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because Maggie intently watches what the otters are doing; however, the paragraph includes no textual basis for the idea that Maggie has been hoping to see them. Choice C: Students may have chosen “C” because both Maggie and the mother otter share the same cove; however, the mother otter plays with her young and Maggie watches silently from the shore. There is no textual basis for inferring any interaction between the two. Choice D: Students may have chosen “D” because the text says, “Offshore, the logs came to life.” The words in this sentence contradict this choice, however, because they mean that the otters appeared to be logs until they started moving. There is no textual evidence in the paragraph of any real logs floating next to them.

HOW TO HELP STUDENTS MASTER RL.3.1: While all of the choices for this question refer to something mentioned in paragraph 8, only “A” is based on a correct understanding of a text-based idea. To help students succeed with questions measuring RL.3.1, instruction can focus on building their capacity to comprehend grade-level complex texts and understanding ideas that are conveyed by the words in those texts. Students can practice these types of questions by accurately retelling portions of the stories they read.

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What do paragraphs 16 and 17 show about otters and gulls?

A B C D

Gulls and otters compete for the same food. Otters watch to see if gulls are nearby. Gulls and otters avoid each other. Gulls sometimes tease otters.

Students who choose “A” show an understanding of the text by recognizing that both animals want the fish Maggie tossed the fish to the otter, but a gull grabbed it away. The paragraphs support this answer by showing that “the otter came closer,” but “a gull dipped, seized the fish, and moved high into the sky.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because paragraph 16 says, “the otter came closer,” but this is referring to its moving toward Maggie, not toward the gulls. The text makes it clear that the otter is observing Maggie in response to her whistle. Choice C: Students may have chosen “C” because the final sentence of paragraph 17 says “the otter was gone;” however, the prior sentence shows the gull moving toward the otter to grab the fish, thus showing a willingness to approach the otter rather than avoid it. Choice D: Students may have chosen “D” because the text shows the gull preventing the otter from catching the fish Maggie tossed to it. The description of the gull immediately leaving the otter, however, shows its intent was to catch and keep the food, not tease the otter.

HOW TO HELP STUDENTS MASTER RL.3.1: While all of the choices for this question refer to the gulls and the otter, only “A” is supported by the descriptions of their actions in the two paragraphs. To help students succeed with questions measuring RL.3.1, instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing what is revealed by the descriptions in a story. Students can practice these types of questions by telling what the characters are doing at different points in a story.

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2014 Released Grade 3 ELA Questions

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132030173_1

Which detail from the story best shows why Maggie believes the otter trusts her?

A B C D

“Swiftly, a young brown otter swam toward the still figure on the edge of the cliff.” (paragraph 6) “Two otters wrestled, tumbling over and over.” (paragraph 8) “The otter was gone.” (paragraph 17) “And when he had eaten, he twisted in the water and chased his tail.” (paragraph 31)

Students who choose “A” demonstrate an understanding of how the otter’s action shows he is willing to approach Maggie – a “still figure on the edge of the cliff.” Maggie remains still until the otter shows his trust by swimming towards her.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because the sentence refers to the otters engaged in a playful activity while Maggie watches. The description of the activity, however, is confined to two otters that remain separated from Maggie rather than the one that is willing to approach her. Choice C: Students may have chosen “C” because the sentence tells what the otter does while Maggie watches, but leaving could indicate distrust rather than the trust Maggie feels the otter has for her. Choice D: Students may have chosen “D” because the otter remains in Maggie’s presence after he finishes eating. Based on the sentence, however, there is no indication that Maggie is in any way connected to what the otter is doing.

HOW TO HELP STUDENTS MASTER RL.3.3: While all of the choices for this question refer to the otters’ activities while Maggie is watching, only “A” offers an explanation for Maggie’s conclusion that a specific otter trusts her. To help students succeed with questions measuring RL.3.3, instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing what is shown by the characters’ words, thoughts, and actions. Students can practice these types of questions by locating information in a story that provides a reason for a character’s thoughts or words.

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132030178_3

Read paragraphs 26 and 27 from the story. When Friday afternoon came, she burst into the house and grabbed her fishing pole. “What a girl for fishing!” her mother said. Which sentence best explains what causes Maggie’s mother to say this?

A B C D

“Maggie sat down near the edge of the low, rocky cliff and baited her hook.” (paragraph 1) “A fish flopped up over the rocks.” (paragraph 11) “Each day after school, all the following week, Maggie fished and watched.” (paragraph 24) “Mom, I forgot to fish.” (paragraph 34)

Students who choose “C” understand that the mother’s awareness that Maggie has been fishing more than usual is a result of Maggie going every day for a week. In paragraph 26, Maggie bursts into the house and grabs her fishing pole because that is what she does “each day after school.” The sentence from paragraph 27 builds on the information in paragraph 24 because the mother’s comment is explained by the frequency of Maggie’s fishing.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because it describes Maggie’s actions while fishing. However, this section does not reference either Maggie’s habit of fishing after school or her mother’s awareness of the habit. This choice only describes what she does when she is fishing. Choice B: Students may have chosen “B” because it describes a fish, which can be linked to Maggie’s interest in fishing. However, the passage only describes the fish and, as such, does not reference either Maggie’s habit of fishing after school or her mother’s awareness of the habit. Also, the mother was not present when Maggie caught the fish, so the comment is unrelated. Choice D: Students may have chosen “D” because this sentence involves Maggie’s discussion of fishing with her mother; however, Maggie’s words in paragraph 34 actually contradict the idea that she is in a hurry to spend more time fishing.

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2014 Released Grade 3 ELA Questions

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132030175_4

Which sentence best describes a main idea of the story?

A B C D

“Maggie sat down near the edge of the low, rocky cliff and baited her hook. The beach was empty. Not even Barnaby was in sight.” (paragraph 1) “A small herd of otters rocked with the roll of the waves, cradled in blankets of kelp, forepaws folded on their chests.” (paragraph 5) “Maggie waited. And there he was again. This time with a mussel in one paw and a rock in the other.” (paragraph 18) “ ‘A tame otter,’ Maggie said. ‘He’s really friendly. He’s as playful as a puppy, and he trusts me.’ ” (paragraph 38)

Students who choose “D” are able to identify the main idea by recognizing that all of the descriptions, events, and dialogue in the story work together to paint a picture of the otter and Maggie’s relationship to it. The sentence from paragraph 38 refers to both the otter and Maggie, describes the otter’s characteristics, and mentions a relationship between the otter and Maggie.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the sentence explains how and why Maggie first sees the otter in the cove. While the sentence is important in establishing the setting, the sentence focuses on Maggie and omits any mention of the otter, which is a vital component of the story. Choice B: Students may have chosen “B” because the sentence introduces the otters to Maggie and the reader. However, there is only the mention of the group and what it is doing. This sentence fails to include Maggie, the otter that is the main focus of the story, or the relationship between the two. Choice C: Students may have chosen “C” because the sentence mentions both Maggie and the otter and describes what she sees it doing; however, the activity in this sentence is a detail that is limited in what it shows about either the otter or its relationship with Maggie.

HOW TO HELP STUDENTS MASTER RL.3.2: While all of the choices for this question include details that develop the plot, only “D” includes all of the elements necessary in a statement of the main idea. To help students succeed with questions like this, instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing how each detail in a story works to develop a main idea. Students can practice this skill by correctly identifying a main idea and identifying details in the story that support that main idea.

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20142014 Released ELA Questionswww.KwellerPrep.com 1 (800) 631-1757 ReleasedGrade Grade 33ELA Questions 1 (800) 631-1757

irections 203022P

Read this passage. Then answer questions XX through XX.

Snow Fun on the Run! by Daniel Lee

1

Wintertime gym class means ball tag and jumping jacks, right?

2

SNOW WAY!

3

Teachers say snowshoes are improving their students’: • hearts and lungs, • muscles, • and spirits.

4 5 6 7 8 9

Kids just say it’s fun! “It’s sort of like you’re walking on thin air,” said Troy Pierce, eight. “The snowshoes sort of keep you up on the snow.” And that’s pretty important where they live, said Alex Almquist. Alex and Troy are students at Hancock Elementary School in the far northern part of Michigan. “There’s lots and lots of snow,” laughed Alex. That means snowshoes are perfect for gym class in the winter. “The benefit of snowshoeing for kids is getting their heart rate up near maximum,” says Julie Hamar, a PE teacher at Hancock Elementary School in Hancock, Michigan. “It’s a good all around activity for kids.”

10

In other words, “It’s hard to walk and it gets your legs all strong,” said Troy.

11

Nearly 400 students in Ms. Hamar’s PE classes get to use the snowshoes, taking hikes, running relay races, and doing outside exercises.

12

The school’s PTO purchased the snowshoes for the kids recently. Not only do PE classes use them, but regular classes strap them on for outside nature hikes and wildlife study, too.

13

“I teach them the basic technique: how to put on the snowshoes and the proper ways of walking in snowshoes,” Ms. Hamar says.

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“You have to lift your feet up or you’re going to trip,” cautions Alex, eight. “Snowshoes are huge.”

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Snowshoe Smarts Snowshoeing is tough— unless you can already walk! Here are a couple of tips:

15

The classes take a short hike around the school. Then they hit the slopes and trails nearby. It’s not unusual to see animal signs.

16

“We saw tracks and a den,” said Troy. The rabbit that made them had something in common with the kids.

17

“Their feet are really flat, like snowshoes,” Troy said. “They’re better for walking.”

18

“It’s good for the kids because it’s extra hard work walking on the snowshoes in deep snow,” says Ms. Hamar. “You can tell. They start to unzip their jackets; they’re starting to sweat underneath their hats.”

19

All that means the kids are getting good exercise and having fun instead of sitting around all winter.

20

• In a group, follow the trail-breaker. • Take turns being the trail-breaker. • Going uphill, dig the ties in. • Going across a hill, dig edges in. • Dress in layers; you’ll get warm.

Making tracks outside means getting strong inside. Snow Toes Sam Watson has been on the snowshoe crew longer than he can remember. His father started making children’s snowshoes when Sam was only two or three. But he recalls lots of snowshoeing from about age 5 or 6, as his father, Jim Watson, the founder of Little Bear Snowshoes, created new shoes. “Of course, I was the logical one to test them,” says Sam, now 11. But snowshoes are also a great way to reach the hidden skiing and ice fishing

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spots that Sam loves. “You’re strapped onto a big oval-shaped sort of platform and that allows more surface on the snow, so you don’t sink,” he says.

“Snowshoes spread your weight out over the snow,” says Sam, showing the wide working surface of snowshoes above. “You can go out in the wintertime and not worry about getting snow in your pants and freezing your legs off.”

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132030010_4

Read paragraph 3 from the passage. Teachers say snowshoes are improving their students’: • hearts and lungs, • muscles, • and spirits. What does “improving their students’ . . . spirits” most likely mean?

A B C D

The students study harder. The students can walk farther. The students are more curious. The students are much happier.

Students who choose “D” use details in later paragraphs as context clues to the meaning of the phrase. The word “fun” is used multiple times (in paragraphs 4 and 19), which leads to the term “happier” in this choice.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because paragraph 12 says, “regular classes strap them on for outside nature hikes and wildlife study, too”; however, nothing in the passage refers to the students studying harder as a result of the activity. Choice B: Students may have chosen “B” because there are several references to walking in snowshoes throughout the passage, but these references are connected to exercise and strong muscles rather than “improving their spirits.” Choice C: Students may have chosen “C” because Troy’s comments about rabbits could be a result of his curiosity about them; however, there is no reference in the passage to increased curiosity as a benefit of hiking in snowshoes.

HOW TO HELP STUDENTS MASTER RI.3.4: While all of the choices for this question refer to beneficial results, only “D” is supported by information in the passage that connects to improved spirits. To help students succeed with questions measuring RI.3.4, instruction can focus on building their capacity to comprehend grade-level complex texts and using context as a clue to the meaning of new vocabulary. Students can practice this skill by identifying text that provides clues to the meaning of an unknown phrase.

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132030001_1

Which paragraph explains how snowshoeing affects the body?

A B C D

paragraph 9 paragraph 11 paragraph 13 paragraph 15

Students who choose “A” recognize that the words “getting their heart rate up near maximum” is a physical effect and, therefore, explains how snowshoeing affects the body.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because the information relates to physical exercise on snowshoes that could affect the body. The question, however, asks for an explanation of how it affects the body, and the paragraph does not include any discussion of a change that occurs because of snowshoeing. Choice C: Students may have chosen “C” because the teacher discusses instruction related to putting on snowshoes and the proper way of walking in them, both of which involve the body and snowshoes; however, rather than discussing the effect of snowshoes, this paragraph discusses their proper use. Choice D: Students may have chosen “D” because the paragraph discusses specific physical activities that are performed while wearing snowshoes, but it does not mention direct effects on the body as asked in the question.

HOW TO HELP STUDENTS MASTER RI.3.1: While all of the choices for this question refer in some way to the body and snowshoeing, only “A” is based on explicitly stated information. To help students succeed with questions measuring RI.3.1, instruction can focus on building their capacity to comprehend grade-level complex texts and using textual evidence to answer questions about what the text says explicitly.

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132030012_1

In paragraph 15, the word “hike” most closely means

A B C D

a planned walk a relay race an indoor activity an outdoor class

Students who choose “A” demonstrate the ability to understand what a word means given its use in the text. In this case, they may use a clue in the sentence (“around the school”) or recognize that the “short hike” takes place after learning the correct way to walk in snowshoes (paragraph 14) and before they hit the trails and mountains (paragraph 15).

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because the passage indicates that snowshoeing activities provide exercise and take place as part of a physical education program. The unhurried nature of the activity that is described contradicts this choice, and makes clear that the students are not in a competition. Choice C: Students may have chosen “C” because the hike takes place “around the school,” and interpreted the word “around” to mean inside the school building; but the information about walking in the snow, as well as seeing signs of animals, does not fit with an indoor activity. Choice D: Students may have chosen “D” because the activity does take place outdoors; however, though there is instruction involved in the activity, the “hike” takes place after the instruction.

HOW TO HELP STUDENTS MASTER L.3.4: While all of the choices for this question may be connected to information in the passage, only “A” fits the context and the use of the word “hike” in paragraph 15. To help students succeed with questions measuring L.3.4, instruction can focus on building their capacity to comprehend grade-level complex texts and using context as a clue to the meaning of unfamiliar or multiple-meaning vocabulary. Students can practice this skill by identifying words, phrases, and ideas that provide clues to the meaning of an unknown word as it is used in a passage.

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132030011_4

Which statement from the passage is explained by the information in paragraph 17?

A B C D

“Snowshoes are huge.” (paragraph 14) “Then they hit the slopes and trails nearby.” (paragraph 15) “It’s not unusual to see animal signs.” (paragraph 15) “The rabbit that made them had something in common with the kids.” (paragraph 16)

Students who choose “D” understand that the description of the rabbit’s feet as being “really flat, like snowshoes,” explains what the rabbit has in common with the kids. Paragraph 17 compares the snowshoes that the kids wear to the shape of the rabbit’s feet, which makes both of them “better for walking” in the snow.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because paragraph 17 mentions the snowshoes that the kids wear; however, nothing in the text of paragraph 17 explains the huge size of the shoes in the statement from paragraph 14. Choice B: Students may have chosen “B” because paragraph 17 refers to walking, which is done on the nearby slopes and trails. The “walking,” however, refers to the benefit of flat feet and offers no explanation for hitting “the slopes and trails.” Choice C: Students may have chosen “C” because paragraph 17 describes what can be seen from the tracks left by the rabbit; however, this does not explain what the tracks have in common with snowshoes.

HOW TO HELP STUDENTS MASTER RI.3.8: While all of the choices refer to information in paragraph 17, only statement “D” is explained by that information. To help students succeed with questions measuring RI.3.8, instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing how information in one paragraph can relate to a statement in another place in the passage. Students can practice the skill needed to answer questions like this one by locating explanations for statements found in the text.

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132030006_3

How do the details in paragraph 18 support a main idea of the passage?

A B C D

The details show ways that kids observe the weather. The details give examples of kids enjoying the snow. The details give evidence that the kids get lots of exercise. The details show why the kids are learning about nature.

Students who choose “C” show an understanding of how the passage emphasizes the exercise children get from walking in snowshoes. Paragraphs 11 and 19 specifically mention exercise, and other paragraphs refer to benefits like increasing the heart rate (paragraph 9) and building muscle strength (paragraph 10). Paragraph 18 provides evidence of the exercise they get by referring to the “hard work” that results in the need to unzip jackets and remove hats.

Choice A: Students may have chosen “A” because paragraph 18 refers to removing jackets and hats due to sweating; however, the paragraph makes no mention of the weather, but rather focuses on the “hard work” involved. Choice B: Students may have chosen “B” because the passage says that snowshoeing is an enjoyable activity for the children; however, paragraph 18 makes no mention of the fun the children are having while they are hiking in the snowshoes. Choice D: Students may have chosen “D” because paragraph 12 mentions “nature hikes” and paragraphs 15 through 17 refer to seeing animal tracks and a den; however, in paragraph 18, the subject changes from what they see to the exertion required by the activity.

HOW TO HELP STUDENTS MASTER RI.3.2: While all of the choices for this question refer to important aspects of hiking in snowshoes, only “C” is covered by the information in paragraph 18. To help students succeed with questions measuring RI.3.2, instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing how specific details support a particular main idea. Students can practice this skill by correctly identifying a main idea and then finding information that relates to it throughout the passage.

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132030009_2

How does the information in the section titled “Snowshoe Smarts” add to the information in the rest of the passage?

A B C D

The section gives instructions on how to be a good trail-breaker. The section gives suggestions for people who want to go snowshoeing. The section gives explanations for some of the words used in the passage. The section gives details about the snowshoeing program at the elementary school.

Students who choose “B” demonstrate an understanding of how the information in the sidebar contributes to the rest of the text. The introduction (“Here are a couple of tips”) indicates that the information presented in the sidebar adds to the main idea of snowshoeing. In addition, each bullet point is written in the form of a direction and contains tips related to mastering the activity or safety precautions.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the sidebar mentions “trail-breaker” in the first two bullet points; however, there are no instructions as to how to do the job once it is assigned, and trail-breaking is not explicitly discussed in the text. Choice C: Students may have chosen “C” because the sidebar does use words related to the sport, such as “trail-breaker” and “snowshoeing.” The terms used in the sidebar are not included in the text; rather, the sidebar introduces new terms to give general hints on how to snowshoe well. Choice D: Students may have chosen “D” because the bullet points provide additional details about snowshoeing; however, these details about the activity of snowshoeing apply to anyone who participates, not just the program at the elementary school.

HOW TO HELP STUDENTS MASTER RI.3.5: While all of the choices for this question refer to something mentioned in the sidebar, only “B” is an accurate description of what is added to the passage. To help students master the skills required for standard RI.3.5, instruction can focus on using information found in a sidebar connected to grade-level complex texts. In order to practice, students can state the subject, or topic, of the information found in sidebars and describe how they relate to or add to the rest of the text.

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132030004_4

Which statement about snowshoes is made clearer by the photograph at the end of the passage?

A B C D

Students must lift their feet up when walking in snowshoes. Students study winter wildlife while wearing snowshoes. Walking in snowshoes takes a lot of energy. Snowshoes are very large and flat.

Students who choose “D” show an understanding of how the photograph reveals the actual size and shape of the snowshoes. Paragraph 14 says that snowshoes are “huge” and paragraph 17 says they are “flat.” Both of these words are subject to interpretation, but the photograph shows exactly how large and flat they are.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because paragraph 14 indicates that you have to lift up your feet when walking in snowshoes; however, the photograph shows a boy on his knees, so there is no connection to how a person walks in snowshoes. Choice B: Students may have chosen “B” because paragraphs 15 and 16 mention animals and their tracks that can be seen in the winter. The picture of the boy, however, shows no animal or tracks that would make the information clearer. Choice C: Students may have chosen “C” because the passage states several times how it takes a lot of energy to walk in snowshoes; however, this idea does not relate to the photograph of a boy who is resting on his knees and showing no sign of energetic activity.

HOW TO HELP STUDENTS MASTER RI.3.7: While all of the choices for this question refer to valid ideas in the passage, only “D” is a statement that is made clearer by the photograph. To help students succeed with questions measuring RI.3.7, instruction can focus on building their capacity to apply the information in illustrations and photographs to the ideas in gradelevel complex texts. Students can practice this skill by describing a photograph using words or ideas from the passage it accompanies.

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D

2014 Released Grade 3 ELA Questions

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irections 303023P

Read this story. Then answer questions XX through XX.

Excerpt from David and the Phoenix by Edward Ormondroyd

1

All the way there David had saved this moment for himself, struggling not to peek until the proper time came. When the car finally stopped, the rest of them got out stiffly and went into the new house. But David walked slowly into the back yard with his eyes fixed on the ground. For a whole minute he stood there, not daring to look up. Then he took a deep breath, clenched his hands tightly, and lifted his head.

2

There it was!—as Dad had described it, but infinitely more grand. It swept upward from the valley floor, beautifully shaped and soaring, so tall that its misty blue peak could surely talk face to face with the stars. To David, who had never seen a mountain before, the sight was almost too much to bear. He felt so tight and shivery inside that he didn’t know whether he wanted to laugh, or cry, or both. And the really wonderful thing about the mountain was the way it looked at him. He was certain that it was smiling at him, like an old friend who had been waiting for years to see him again. And when he closed his eyes, he seemed to hear a voice which whispered, “Come along, then, and climb.”

3

It would be so easy to go! The back yard was hedged in (with part of the hedge growing right across the toes of the mountain), but there was a hole in the privet large enough to crawl through. And just beyond the hedge the mountainside awaited him, going up and up in one smooth sweep until the green and tawny faded into hazy heights of rock. It was waiting for him. “Come and climb,” it whispered, “come and climb.”

4

But there was a great deal to do first. They were going to move into the new house. The moving van was standing out in front, the car must be unloaded. David would be needed to carry things. Regretfully, he waved his hand at the peak and whispered, “It shouldn’t take long—I’ll be back as soon

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as I can.” Then he went around to the front door to see what could be done about speeding things up. 5

Inside, everything was in confusion. Dad was pushing chairs and tables around in an aimless way. Mother was saying, “They’ll all have to go out again; we forgot to put down the rug first.” Aunt Amy was making short dashes between the kitchen and the dining room, muttering to herself. And Beckie was roaring in her crib because it was time for her bottle. David asked, “Can I do anything?”—hoping that the answer would be no.

6

“C’mere,” Aunt Amy said, grabbing him by the arm. “Help me look for that ironing board.”

7

When the ironing board was finally located, Mother had something for him to do. And when he was finished with that, Dad called for his help. So the afternoon wore on without letup—and also without any signs of progress in their moving. When David finally got a chance to sneak out for a breathing spell, he felt his heart sink. Somehow, in all the rush and confusion, the afternoon had disappeared. Already the evening sun was throwing shadows across the side of the mountain and touching its peak with a ruddy blaze. It was too late now. He would have to wait until morning before he could climb.

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2014 Released Grade 3 ELA Questions

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133030074

How does David feel when he sees the mountain for the first time? Use two details from the story to support your response.

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MEASURES CCLS: RL.3.3: RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

HOW THIS QUESTION MEASURES RL.3.3: This question measures RL.3.3 because it asks the student to describe how a character feels when a specified event occurs in the story.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Students who use textual details to discuss the way David feels when he first sees the mountain demonstrate an understanding of how characters and events relate to each other in a story. Paragraph 2 provides details that describe David’s reaction in both literal and figurative terms. The narration says he sees it as tall, seemed to “hear” it calling to him to climb it, and describes him as feeling “so tight and shivery inside that he didn’t know whether he wanted to laugh or cry.” A response that receives full credit will use two of these examples to support a valid inference about David’s feelings as he reacts to first seeing the mountain. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-Point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of details selected from the text and the organization of details in a logical manner. Student responses should include relevant inferences and conclusions. Responses should be in complete sentences where errors, if present, do not impact readability.

HOW TO HELP STUDENTS MASTER RL.3.3: To help students succeed with questions measuring RL.3.3, instruction can focus on providing a variety of grade-level complex texts and building their capacity to recognize how a story’s description of thoughts indicate a character’s reaction to an event. Students can practice this skill by identifying what a character is feeling and locating evidence in the text to support that description.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses, and scoring: two 2-pt responses, two 1-pt responses, one 0-pt response.

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2014 Released Grade 3 ELA Questions

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How does David feel when he sees the mountain for the first time? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to identify how David felt when he saw the mountain for the first time (David feels happy). The response provides a sufficient number of concrete details from the text for support as required by the prompt (he didn’t know if he wanted to laugh or cry and He felt like the mountin was smiling at him). This response includes complete sentences where errors do not impact readability.

Page 4

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133030073

What do paragraphs 4 through 7 show about David? Use two details from the story to support your response.

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MEASURES CCLS: RL.3.1: RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

HOW THIS QUESTION MEASURES RL.3.1: This question measures RL.3.1 because it asks the student to draw on textual details from specific paragraphs to discuss David in light of the events in paragraphs 4 and 7. In doing so, the student conveys an understanding of the text.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Students who use details from paragraphs 4 and 7 to discuss what happens to David will demonstrate their understanding of what happens in the story. The paragraphs show David’s desire to climb the mountain, his family’s reliance on him to help with the move, and his ultimate realization that he’ll have to wait to climb the mountain. The details describe the various ways in which David is called upon to help with the move, his thoughts, and his return to view the mountain when the sun starts to set. A response that receives full credit will use two of these examples to support a valid statement about David. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-Point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of details selected from the text and the organization of details in a logical manner. Student responses should include relevant inferences and conclusions. Responses should be in complete sentences where errors, if present, do not impact readability.

HOW TO HELP STUDENTS MASTER RL.3.1: To help students succeed with questions measuring RL.3.1, instruction can focus on providing a variety of grade-level complex texts and building their capacity to point to details in a story that answer a question. Students can practice this skill by accurately answering a question about a character or event by using a detail from the story.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses, and scoring: two 2-pt responses, two 1-pt responses, one 0-pt response.

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2014 Released Grade 3 ELA Questions

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What do paragraphs 4 through 7 show about David? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to identify what paragraphs 4 through 7 show about David (david wanted to speed things up by helping). The response provides a sufficient number of concrete details from the text for support as required by the prompt (he went around to the front door to see what could be done and David asked, “Can I do anything “-hoping that the answer would be no). This response includes complete sentences where errors do not impact readability.

Page 13

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What do paragraphs 4 through 7 show about David? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to identify what paragraphs 4 through 7 show about David (David is responsible). The response provides a sufficient number of concrete details from the text for support as required by the prompt (David says, “But there is a great deal to do first” and David knew that “He would have to wait until tomorrow morning before he could climb”). This response includes complete sentences where errors do not impact readability.

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2014 Released Grade 3 ELA Questions

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irections 303026P

Read this story. Then answer questions XX through XX.

Amanda, Ellen, Benji, and George have been assigned to work together on a science project. The project is due next week, and they still have not decided on a topic. They are meeting for the sixth week in a row in Amanda’s very messy room. Her mother has just made a discovery that might help their science project. Ellen, who doesn’t eat bread, has been hiding pieces of bread in Amanda’s room each week for the six weeks they have been meeting.

Science Friction by David Lubar 1

She went to various clothes heaps in my room and revealed the slices of bread, which ranged from slightly moldy to totally overgrown.

2

Benji picked up the pieces and laid them out on my desk. If the bread hadn’t been buried in my wardrobe like some sort of ancient Egyptian funeral offering, I probably would have found it pretty fascinating.

3

“I’m sorry,” Ellen said again. “I’ll explain to your mom that this was my fault. And I’ll help you clean your room. Okay? If there’s one thing I’m really good at, it’s straightening up.” She looked at me like she expected me to turn her down.

4

She seemed really sorry. “Sure. You can help. That would be wonderful.”

5

“I’ll help too,” Benji said.

6

George nodded.

7

“Thanks,” I said as we tackled the top layer. “This is great. But we still don’t have a project.”

8

“Sure we do.”

9

I was so shocked by the voice, I just stared at George.

10

“We do?” Benji asked.

11

George nodded and pointed at the bread.

12

“Mold!” Ellen said. “We have a whole display of the stages of mold growth.”

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2014 Released Grade 3 ELA Questions

“Yeah,” I said. George was right. We had pieces of bread for each week. “But is that enough?” It was hard to imagine a whole project from some slices of moldy bread. Then I realized it wasn’t just about mold growth.

14

“Look,” I said, flipping a piece over.

15

Ellen nodded. “Mayonnaise. It’s acidic.”

16

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“Yup. We have an example of mold inhibition too. We just have to figure out a way to display it so you can see both sides.”

inhibition = prevention

17

“Great,” Ellen said. “But what if it’s still not enough?”

18

“Oh, there might be some more . . .” Benji said.

19

“What do you mean?” I asked.

20

“Promise you won’t kill me?”

21

“No.”

22

“Promise you won’t make it slow and painful?”

23

“No.”

24

He shrugged. “I sorta don’t like turkey a whole lot.”

25

“Oh, please don’t tell me you’ve been stashing meat in my room.”

26

He nodded.

27

“Where?” I sniffed and looked around.

28

Benji pointed at the top of my bookcase.

29

“You slimeball,” I said as I climbed a chair to take a look. Oh, yuck. There were five piles of turkey in various stages of decomposition, neatly laid out from left to right. It was absolutely disgusting. It was also pretty fascinating. And I guess I was relieved to know the smell wasn’t coming from my clothes.

30

I looked over at George. “What about you? Is there anything you don’t like?”

31 32

He lifted a stack of books to reveal baby carrots. We got back to work. At five, I asked Ellen, “Don’t you have a piano lesson?”

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33

“It won’t hurt me to miss one.” She flipped open her cell phone and made a call.

34

Right after that, George left. I figured he had some sort of appointment he couldn’t cancel. But I was grateful he’d helped for as long as he could.

35 36

There was still plenty to do. The rest of us kept working. Just as we were finishing, George returned, holding a beautiful display case with sections for the bread, turkey, and specimens = examples carrots. It even had mirrors in it to show both sides of the specimens.

37

“Wow,” I said, “that’s perfect. Did you build it?”

38

He nodded.

39

“You’re a genius with your hands,” I said.

40

He smiled.

41

Ellen patted him on the shoulder. “And you don’t waste time talking unless you have something to say.”

42

“I’ll do the captions,” Benji said. He started coming up with these awful puns that made everyone groan, like, “Spore score and seven weeks ago,” “Rot and roll,” and “Bacterial Girl.” But we laughed too. And I knew Ms. Adler had a great sense of humor, so I figured it wouldn’t hurt to use Benji’s titles.

43

Ellen, who had beautiful handwriting, lettered the signs. I typed a report to go along with the display. As we all finished up the project together, I realized I’d discovered an important scientific principle. It had nothing to do with mold, but everything to do with chemistry. Some elements combined quickly. Others combined slowly. And some didn’t combine at all unless you mixed them together under high heat and intense pressure.

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2014 Released Grade 3 ELA Questions

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133030079

How does George behave as a member of the group? Use two details from the story to support your response.

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2014 Released Grade 3 ELA Questions

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MEASURES CCLS: RL.3.3: RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

HOW THIS QUESTION MEASURES RL.3.3: This question measures RL.3.3 because it asks the student to describe a character’s trait and use his actions as support for that description.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Students who can provide evidence for the way George behaves demonstrate an understanding of how a character’s actions contribute to the story. The story reveals George’s contributions to the group in paragraphs 6, 8, 11, 31, 36, 38, and 40. In addition, he only makes one statement (paragraph 8) and the narrator is surprised to hear him talk. Later, in paragraph 41, Ellen says, “And you don’t waste time talking unless you have something to say,” which gives additional evidence of his behavior. A response that receives full credit will use two of these examples to support a valid inference about how George behaves as a member of the group. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-Point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of details selected from the text and the organization of details in a logical manner. Student responses should include relevant inferences and conclusions. Responses should be in complete sentences where errors, if present, do not impact readability.

HOW TO HELP STUDENTS MASTER RL.3.3: To help students succeed with questions measuring RL.3.3, instruction can focus on providing a variety of grade-level complex texts and building their capacity to recognize a characters’ words and actions as indicators of his behavior. Students can practice this skill by describing a character and locating evidence in the text to support that description.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses, and scoring: two 2-pt responses, two 1-pt responses, one 0-pt response.

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2014 Released Grade 3 ELA Questions

1 (800) 631-1757

How does George behave as a member of the group? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to identify how George behaves as a member of the group (George is helpful). The response provides a sufficient number of concrete details from the text for support as required by the prompt (the group said that they had no project to do but George said that they did have a project to do and George left and came back with a display case). This response includes complete sentences where errors do not impact readability.

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How does George behave as a member of the group? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to identify how George behaves as a member of the group (George behaves great). The response provides a sufficient number of concrete details from the text for support as required by the prompt (He dosen’t waste time talking and he built a box to put the project in). This response includes complete sentences where errors do not impact readability.

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133030081

Why is the setting of the story important? Use two details from the story to support your response.

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Kweller Test Prep

2014 Released Grade 3 ELA Questions

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Why is the setting of the story important? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to identify why the setting of the story is important (if they were not in the room then they wouldn’t have a project). The response provides a sufficient number of concrete details from the text for support as required by the prompt (Ellen said we have a whole display of the stages of mold growth and oh there might be some more Benj said). This response includes complete sentences where errors do not impact readability.

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Why is the setting of the story important? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to identify why the setting of the story is important (they did every thing in Amanda’s room which was the setting). The response provides a sufficient number of concrete details from the text for support as required by the prompt (They had meetings there and they did their hole scince project in there). This response includes complete sentences where errors do not impact readability.

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2014 Released Grade 3 ELA Questions

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irections 303021P

Read this passage. Then answer questions XX through XX.

Sea Turtles by Kathy Kranking

SHELL STORY 1

The first thing you notice about a sea turtle is its big, beautiful shell. And that brings up one of the main differences between sea turtles and most other kinds of turtles. Most turtles have shells like houses that they can pull their heads and limbs into. But a sea turtle can’t pull into its shell at all.

2

The shells of most kinds of sea turtles are made of bone and The leatherback is the biggest cartilage (the same bendable stuff of all the sea turtles. your ears are made of). These are covered with thin plates called scutes. But the leatherback’s shell is different. Its shell is made up of cartilage and tiny bones, but covering these is a layer of leathery skin. SUITED FOR THE SEA

3

Sea turtles breathe air with lungs, just as you can do. But they can hold their breath a lot longer than you ever could. The green sea turtle is the champ. It can stay underwater for as long as five hours!

4

To swim, sea turtles use their strong, paddle-shaped front flippers. Their hind flippers help with steering.

5

But sea turtles are more than just great swimmers. Some of them are great divers. The leatherback can dive more than a thousand feet deep, looking for food. That’s the length of three football fields. And its deepest dives can be three times deeper than that!

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CHOW TIME 6

Did someone mention food? Depending on the species, sea turtles can be animal-eaters, plant-eaters, or both. They don’t even have teeth, but their beaks can give clues as to what they eat.

7

The sharp, strong beak of the loggerhead turtle, for example, is great for crushing the shells of crabs and shrimp. A hawksbill’s narrow, pointed beak helps it pull prey such as sponges from tight spaces in a coral reef.

8

A leatherback has a soft, delicate beak—just the thing for eating squishy foods such as jellyfish. And the green sea turtle’s jagged-edged beak is great for snipping sea grasses and scraping algae off coral and rocks. NESTING TIME

9

Sea turtles spend almost their entire lives in the water. But when it’s nesting time, the females come ashore to lay their eggs. They often return to the same beaches where they themselves hatched.

10

In most species, a female sea turtle comes ashore at night. She crawls clumsily along the sand. Next, she uses her flippers to dig a nest. Depending on the species, she lays from 50 to 200 round, white eggs. Then she covers them up with sand and lumbers back into the sea.

11

Later, the baby turtles hatch from the eggs and dig their way out of the nest. They crawl down to the shoreline and then disappear into the waves. TURTLE TROUBLES

12

Sea turtles have been around for millions of years. But these days they face their share of troubles. Many get caught in fishing nets or tangled in fishing lines. Turtles are also harmed by pollution, litter, and oil spills. Lights along the streets and on buildings near the beach can cause problems, too. Newly hatched babies can become lost and crawl toward the artificial light instead of the ocean where they belong. HOPE FOR THE FUTURE

13

The good news is that lots of people are trying hard to help sea turtles. Many laws have been passed to protect them. In some places, for example, beach communities are required to turn off outside lights at night during nesting season. And to keep eggs safe from predators, pollution, and other

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dangers, people sometimes carefully dig them up and move them to “nurseries” protected by high fences. 14

Thanks to conservation efforts like these, sea turtle numbers are actually going up in some places. With a little luck, these ancient reptiles will be flapping through the sea for another hundred million years!

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133030062

Why does the information in paragraph 5 belong under the heading “Suited for the Sea”? Use two details from the passage to support your response.

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MEASURES CCLS: RI.3.5: RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

HOW THIS QUESTION MEASURES RI.3.5: This question measures RI.3.5 because it asks students to explain why information is relevant to the heading it is under.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Students who can explain why paragraph 5 belongs under its heading demonstrate an understanding of how a heading functions in an informational passage. The paragraph shows that the leatherback sea turtle’s ability to dive makes it well-suited for living in the sea. Students will recognize how both the general statement concerning the turtle’s ability to dive and the specifics about how deep those dives can be are relevant to the question of whether these turtles are suited for the sea. Finally, responses that receive full credit will have used two examples to support a valid inference about the relationship between the heading and the information in the paragraph. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-Point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of details selected from the text and the organization of details in a logical manner. Student responses should include relevant inferences and conclusions. Responses should be in complete sentences where errors, if present, do not impact readability.

HOW TO HELP STUDENTS MASTER RI.3.5: To help students succeed with questions measuring RI.3.5, instruction can focus on building their capacity to determine how a heading relates to the information that follows it. Students can practice this skill by identifying a connection between a heading and a specific detail in grade-level complex texts.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses, and scoring: two 2-pt responses, two 1-pt responses, one 0-pt response.

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Why does the information in paragraph 5 belong under the heading “Suited for the Sea”? Use two details from the passage to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to identify why the information in paragraph 5 belongs under the heading “Suited for the Sea” (because it’s saying that sea turtles are not only great swimmers, but they’re also great divers). The response provides a sufficient number of concrete details from the text for support as required by the prompt (the leatherback can dive more than a thousand feet deep and That’s the length of 3 football feilds). This response includes complete sentences where errors do not impact readability.

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Why does the information in paragraph 5 belong under the heading “Suited for the Sea”? Use two details from the passage to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to identify why the information in paragraph 5 belongs under the heading “Suited for the Sea” (because it tells that they are made for living in water). The response provides a sufficient number of concrete details from the text for support as required by the prompt (Some sea turtles are great divers and The leatherback can dive more than a thousand feet deep looking for food). This response includes complete sentences where errors do not impact readability.

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133030065

The author provides many details about how sea turtles are similar to and different from each other. How is a leatherback sea turtle similar to a green sea turtle? How are they different from each other? Use details from the passage to support your response. In your response, be sure to • explain how a leatherback sea turtle is similar to a green sea turtle • explain how a leatherback sea turtle is different from a green sea turtle • use details from the passage to support your response

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The author provides many details about how sea turtles are similar to and different from each other. How is a leatherback sea turtle similar to a green sea turtle? How are they different from each other? Use details from the passage to support your response. In your response, be sure to • explain how a leatherback sea turtle is similar to a green sea turtle • explain how a leatherback sea turtle is different from a green sea turtle • use details from the passage to support your response

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Score Point 4 (out of 4 points) This response clearly introduces a topic in a manner that follows logically from the task and purpose (The leatherback sea turtle and the green sea turtle are similar and different in many ways). The response demonstrates comprehension and analysis of the text (both breath through lungs, both are great swimmers and divers, can hold their breath under water more than you can). The topic is developed with relevant, well-chosen details throughout the essay (The leatherback has a soft beak, The green sea turtle has a jagged-edged beak, can stay underwater for 5 hours, The leatherback can dive more than a thousand feet deep, shell of the green sea turtle is made of bone and cartilage, leatherback’s shell is made cartilage and tiny bones). Related information is clearly grouped together and ideas are skillfully connected using linking words (In these, For example, Those are some). The response provides a concluding statement that follows clearly from the information presented (Green sea turtles and leatherback’s are different and similar in many ways). The response demonstrates grade-appropriate command of conventions, with few errors.

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The author provides many details about how sea turtles are similar to and different from each other. How is a leatherback sea turtle similar to a green sea turtle? How are they different from each other? Use details from the passage to support your response. In your response, be sure to • explain how a leatherback sea turtle is similar to a green sea turtle • explain how a leatherback sea turtle is different from a green sea turtle • use details from the passage to support your response

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Score Point 4 (out of 4 points) This response clearly introduces a topic in a manner that follows logically from the task and purpose (In the text the leatherback seaturtle and the green sea turtle are alike and different). The response demonstrates comprehension and analysis of the text (they both spend almost their whole life in water, To swim they both use their flippers as pattles, both lay their eggs on beaches). The topic is developed with relevant, well-chosen details throughout the essay (The leatherback and green sea turtle are different in many ways; the green sea turtle can hold it’s breath for as long as 5 hours, but the leather back can’t; A leatherback eats jellyfish and a green eats sea grasses; The leatherback can dive up to 1,000 feet; the green sea turtles shell is made of bone and cartilige, but the leatherbacks is made of bone, cartilige, and a layer of leathery stuff). Related information is clearly grouped together and ideas are skillfully connected using linking words (are alike in many ways, These turtles both, but). The response provides a concluding statement that follows clearly from the information presented (The green sea turtle and the leatheback are alike and diffrent in so many diffrent ways). The response demonstrates grade-appropriate command of conventions, with few errors.

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The author provides many details about how sea turtles are similar to and different from each other. How is a leatherback sea turtle similar to a green sea turtle? How are they different from each other? Use details from the passage to support your response. In your response, be sure to • explain how a leatherback sea turtle is similar to a green sea turtle • explain how a leatherback sea turtle is different from a green sea turtle • use details from the passage to support your response

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W.2 L.1 L.2

W.2 L.3 L.6

W.2 R.1–8

W.2, R.1–9

CCLS 3 Essays at this level: —clearly introduce a topic in a manner that follows from the task and purpose —demonstrate gradeappropriate comprehension of the text —develop the topic with relevant facts, definitions, and details throughout the essay

—generally group related information together —connect ideas within categories of information using linking words and phrases —provide a concluding statement that follows from the topic and information presented —demonstrate gradeappropriate command of conventions, with occasional errors that do not hinder comprehension

4 Essays at this level: —clearly introduce a topic in a manner that follows logically from the task and purpose —demonstrate comprehension and analysis of the text —develop the topic with relevant, well-chosen facts, definitions, and details throughout the essay

—clearly and consistently group related information together —skillfully connect ideas within categories of information using linking words and phrases — provide a concluding statement that follows clearly from the topic and information presented —demonstrate gradeappropriate command of conventions, with few errors

—demonstrate emerging command of conventions, with some errors that may hinder comprehension

—provide a concluding statement that follows generally from the topic and information presented

—inconsistently connect ideas using some linking words and phrases

—exhibit some attempt to group related information together

—partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant

—demonstrate a confused comprehension of the text

SCORE 2 Essays at this level: —introduce a topic in a manner that follows generally from the task and purpose

—demonstrate a lack of command of conventions, with frequent errors that hinder comprehension

—provide a concluding statement that is illogical or unrelated to the topic and information presented

—are minimal, making assessment of conventions unreliable

—do not provide a concluding statement

—exhibit no evidence of organization —exhibit little attempt at organization —lack the use of linking words and phrases

—provide no evidence or provide evidence that is completely irrelevant

0* Essays at this level: —demonstrate a lack of comprehension of the text or task

—demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

—demonstrate little understanding of the text

—introduce a topic in a manner that does not logically follow from the task and purpose

1 Essays at this level:

2014 Released Grade 3 ELA Questions

• If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, or incoherent should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0. * Condition Code A is applied whenever a student who is present for a test session leaves an entire constructed-response question in that session completely blank (no response attempted).

CONTROL OF CONVENTIONS: the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

COHERENCE, ORGANIZATION, AND STYLE: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

COMMAND OF EVIDENCE: the extent to which the essay presents evidence from the provided text to support analysis and reflection

CONTENT AND ANALYSIS: the extent to which the essay conveys ideas and information clearly and accurately in order to support analysis of topics or text

CRITERIA

New York State Grade 3 Expository Writing Evaluation Rubric

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New York State Testing Program Grade 4 Common Core English Language Arts Test Released Questions with Annotations August 2014

Grade 4 ELA

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irections 204003P

Read this story. Then answer questions XX through XX.

Pecos Bill Captures the Pacing White Mustang by Leigh Peck

1

Pecos Bill decided to get a real cowpony, and he asked cowboys, “What’s the very best horse in these parts?”

2

They answered: “The best horse in all the world is running loose in these very hills. He runs fast as the lightning, so we call him Lightning. Others call him the Pacing White Mustang, and some even say that his real name is Pegasus. We have all tried hard to catch him, but no one has ever got close enough to him to put a rope on him or even to see him clearly. We have chased him for days, riding our very best ponies and changing horses every two hours, but he outran all our best ponies put together.”

3

But Pecos Bill told them: “I’ll not ride a cowpony when I chase this horse. I can run faster myself than any of your ponies can.”

4

So Pecos Bill threw his saddle and bridle over bridle = a harness, which his shoulder and set out on foot to look for the includes the reins, that famous wild white horse. When he got close fits over a horse’s head enough to take a good look at Lightning, he saw and is used to control or that only the horse’s mane and tail were pure guide the horse white. The beautiful animal was really a light cream or pale gold color—the color of lightning itself. The Spanish people in the Southwest call such a horse a palomino. He chased Lightning five days

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and four nights, all the way from Mexico across Texas and New Mexico and Arizona and Utah and Colorado and Wyoming and Montana, clear up to Canada, and then down to Mexico again. Pecos Bill had to throw away his saddle and bridle, as they leaped across cactus-covered plains, down steep cliffs, and across canyons. 5

Finally Lightning got tired of running from Pecos Bill and stopped and snorted. “Very well, I’ll let you try to ride me if you think you can! Go ahead and jump on!”

6

Pecos Bill smiled. And he jumped on Lightning’s back, gripping the horse’s ribs with his knees and clutching the mane with his hands.

7

First, Lightning tried to run out from under Pecos Bill. He ran ten miles in twenty seconds! Next he jumped a mile forward and two miles backward. Then he jumped so high in the air that Pecos Bill’s head was up among the stars. Next Lightning tried to push Pecos Bill off his back by running through clumps of mesquite trees. The thorns tore poor Pecos Bill’s face.

8

When that failed, too, Lightning reared up on his hind legs and threw himself over backward. But Pecos Bill jumped off quickly, and before Lightning could get on his feet again, Bill sat on his shoulders and held him firmly on the ground.

9

“Lightning,” Pecos Bill explained, “you are the best horse in all the world, and I am the best cowboy in all the world. If you’ll let me ride you, we will become famous together, and cowboys everywhere forever and forever will praise the deeds of Pecos Bill and Lightning.”

10

Then Pecos Bill turned Lightning loose and told him, “You may decide. You are free to go or to stay with me.”

11

The beautiful horse put his nose in Pecos Bill’s hand, and said, “I want to stay with you and be your cowpony—the greatest cowpony in all the world.”

12

Pecos Bill and Lightning went back and found the saddle and bridle where Bill had thrown them. Lightning let Pecos Bill put the saddle on him, but he didn’t want to take the bit of the bridle into his mouth. So, Pecos Bill just put a halter on him, and guided him by pressure of the knees and by pulling on the reins of the halter.

13

Lightning would not let anybody but Pecos Bill ride him.

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122040001_1

Pecos Bill most likely thinks he needs to have the very best horse because

A B C D

he wants a horse that matches his skill he thinks that a good horse is worth a lot of money he feels he has to work harder than the other cowboys he wants to show off in front of the other cowboys

Students who choose “A” rely on a character’s statements for clues to his motivation. In paragraph 1, Pecos Bill asks, “What’s the very best horse in these parts?” Later, in paragraph 9, he says, “Lightning, . . . you are the best horse in all the world, and I am the best cowboy in all the world.” This statement provides the clue to the most likely reason for his determination to have “the very best horse.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because, based on paragraph 2, the demand for the Pacing White Mustang was clearly high, and others would pay quite a bit to own him. The story describes the way in which the other cowboys and Bill try to capture the horse, but no mention is made of doing so for monetary reasons. Also, the final paragraph says that Lightning would only allow Bill to ride him, and Bill obviously wanted the horse for himself, so the amount of money he could get for selling the horse would not matter to him. Choice C: Students may have chosen “C” because the description of what Pecos Bill does to capture Lightning indicates a level of effort that is beyond the work put in by the other cowboys who have attempted to catch the horse. This option, however, assumes that the hard work is an explanation of his motivation, when in actuality it explains the lengths Bill goes to in order to achieve his goal. Choice D: Students may have chosen “D” because, in paragraph 3, Pecos Bill boasts, “I can run faster myself than any of your ponies can,” which certainly hints at bragging, or “showing off.” In addition, in paragraph 9, he says, “. . . cowboys everywhere forever and forever will praise the deeds of Pecos Bill and Lightning,” which also indicates a concern for the opinion of others. However, the text highlights that Pecos Bills’ need for a “real cowpony” for the “best cowboy” is more important than his need to show off.

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122040003_4

Why does Pecos Bill take a saddle and bridle to go catch Lightning?

A B C D

He hopes they will help him find the horse. He believes they will get the horse to come to him. He wants to use them to make the horse look better. He thinks he will need them when he rides the horse.

Students who choose “D” demonstrate the ability to infer the purpose of the saddle and bridle based on the definition in the call out box and details in the text. In paragraph 3, Pecos Bill states his intention to capture the horse on foot, so he carries the saddle and bridle (paragraph 4) for later use. He ends up having to discard them at the end of paragraph 4, and he rides the horse in paragraph 6 by “gripping the horse’s ribs with his knees and clutching the mane with his hands.” Further evidence is found in paragraph 12 when the saddle is placed on Lightning and there is an explanation of how Bill guides the horse without a bridle.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the bridle and saddle are connected to setting out to find the horse. The text, however, shows how Pecos Bill finds the horse without the bridle and saddle (paragraphs 4 and 5) only to retrieve them later when White Lighting lets Pecos Bill ride him. Choice B: Students may have chosen “B” because Pecos Bill takes the bridle and saddle with him when he sets out to capture the horse. However, the idea that the saddle and bridle would attract the horse is contradicted throughout the story by the descriptions of Lightning’s temperament and actions. Since they are used when riding a horse, it can be inferred that Lightning would avoid a saddle and bridle rather than be attracted to them. Choice C: Students may have chosen “C” because in paragraph 4 Pecos Bill notices the beauty of the horse. However, the story explicitly states and implies that Bill is mainly concerned with the horse’s skill. Nowhere is there any indication that he wants to ride Lightning because of the horse’s appearance, nor that the saddle and bridle would add to his appearance.

HOW TO HELP STUDENTS MASTER RL.4.1: Choice “D” is the only conclusion that has strong, text-based support. The other statements are contradicted by actions and dialogue. To help students succeed with questions like this, instruction can focus on building students’ capacity to comprehend grade-level complex texts and teaching students to make inferences about characters based on their actions and dialogue.

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122040006_2

Read these sentences from paragraph 7 of the story. He ran ten miles in twenty seconds! Next he jumped a mile forward and two miles backward. Why are these details regarding Lightning important to the theme of the story?

A B C D

They give the horse his new name. They show why the horse is special. They make the horse seem more real. They describe how the horse is chased.

Students who choose “B” demonstrate the ability to complete a complex, two-part task involving a theme. Throughout the story, characteristics that make Lightning unlike other horses can be found. The given details add to his uniqueness because they show him accomplishing tasks that are outside the ability of the usual horse. As a result, they add to the reader’s understanding of the unique characteristics of the horse.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because in paragraph 2 the cowboys say, “He runs fast as the lightning, so we call him Lightning.” In fact, the first part of the given sentence explicitly refers to his speed and supports the cowboys’ impression of him. However, Lightning had been given his new name before Pecos Bill observes this quoted behavior, so the name is not a result of what Bill sees. Choice C: Students may have chosen “C” because the sentence contains concrete details regarding the horse’s feats of speed and agility that may indicate elements of a realistic description. There is no indication, however, that a major focus of the story is to show the horse in a realistic way. Choice D: Students may have chosen “D” because this sentence describes the actions the horse takes in order to elude capture by Pecos Bill. Although the chase and capture of the horse are major points in the text, how the horse is chased does not directly relate to the theme of the story.

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132040149_1

Why is Pecos Bill’s conversation with the cowboys important to the story?

A B C D

It predicts the action in paragraph 4. It predicts the action in paragraph 5. It explains the choice in paragraph 10. It explains the choice in paragraph 11.

Students who choose “A” demonstrate the ability to recognize how details combine to create a complete picture of the story’s events. The conversation (paragraphs 1 through 3) indicates Pecos Bill’s goal (to find the best horse) and gives the description of the Pacing White Mustang. This leads to an understanding of both Bill’s determination and the horse’s evasion in paragraph 4.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because it involves Pecos Bill’s attempts to ride the horse, which can be predicted in the given paragraphs. However, the conversation with the cowboys would not lead to the expectation that Lightning would get “tired of running from Pecos Bill,” or that he would let Bill attempt to ride him. Choice C: Students may have chosen “C” because Pecos Bill has gained control over the horse, which is a fulfillment of his desire to have the horse for his own. Students who select this option, however, may not fully consider the introduction of Bill’s willingness to let the horse make the decision and possibly get away. This could not be predicted from the conversation, since all we learn is that Bill is determined to make the horse his own. Choice D: Students may have chosen “D” because this sentence shows the successful realization of Pecos Bill’s goal: to have the best horse. However, this is only one half of the message in the conversation. Also, the conversation with the cowboys does hint at Lightning’s unwillingness to be captured and not his willingness to go with Bill, given the option to leave.

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122040005_4

Which sentence best describes the theme of this story?

A B C D

Wild horses are meant to be free. Practice is the way to improve a skill. An honest person will make the most friends. A great partnership requires hard work and respect.

Students who choose “D” demonstrate the ability to connect all of the dialogue and events in the story to recognize an accurate statement of theme. The partnership between Pecos Bill and the horse begins with difficult work on both of their parts. The horse’s efforts to evade capture and Bill’s ability to remain in pursuit describe difficult and exhausting actions. The resolution culminates in a partnership based on mutual respect (paragraphs 11–13). Bill respects the horse enough to offer a choice (paragraphs 9–10), and the horse respects Bill enough to go with him.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because no other cowboy could catch Lightning (paragraph 2), and he makes every effort possible to remain free (paragraphs 4–5). Also, in paragraph 10, Bill uses the words “you are free” when he means “free to choose.” This choice certainly refers to details about Lightning’s character but not the overall meaning or theme of the passage. Choice B: Students may have chosen “B” because Lightning had clearly practiced evading capture in the past, and it could be inferred that Bill has had considerable practice in remaining on a bucking horse (paragraphs 6 through 8). This option, however, is not supported by the story as a whole, and its selection relies on viewing events in isolation rather than within a larger context. Practice doesn’t accurately explain what either Pecos or Lightning are doing because there is no implication that either one is trying to improve a skill. Choice C: Students may have chosen “C” because paragraphs 9 through 13 demonstrate how Pecos Bill’s honesty helps win over Lightning’s friendship. These details, however, are only part of the overall story and do not capture the overall theme.

HOW TO HELP STUDENTS MASTER RL.4.2: Although all of the options are statements of theme with a limited basis in the text, only “D” is supported by the outcome of the story. To help students succeed with questions like this, instruction can focus on building students’ capacity to comprehend grade-level complex texts and teaching students to summarize a text using details from its entirety and then determine a statement of theme that can be supported by that summary.

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irections 204039P

Read this article. Then answer questions XX through XX.

When Animals Snoozzzzzze by Elizabeth Schleichert

1

Cat nap, anyone? Big cats are big sleepers. They may doze 12 to 20 hours a day, and in all kinds of places. Leopards sprawl out on branches. Lions and tigers doze every which way on the ground. But cats aren’t the only animals to kick back and catch some zzz’s! The animal world is filled with sleepyheads. SNOOZING BASICS

2

But wait! What exactly is sleep? Here’s how many scientists define it: Sleep is a period of rest when an animal is less aware of its surroundings. The animal’s breathing and heartbeat slow down. And its brain waves show a pattern that is different from when the animal is awake.

3

Why do animals sleep? Many experts say sleep brings animals back to peak performance. It restores their bodies and gives them new energy to go about their normal activities. It’s kind of like recharging a cell phone. CHILL-OUT ARTISTS

4

Bet you’re wondering if all animals sleep. Mammals and birds do, for sure. (They may also dream.) But what about other animals—reptiles, fish, amphibians, and insects, for instance? It’s not so easy to tell what’s going on with them, and experts disagree about whether they sleep.

5

Still some of these animals often look as if they’re sleeping. It’s just that their brain waves don’t show the usual sleep patterns. Who knows? Maybe they’re just having a slightly different kind of sleep. WHATEVER WORKS!

6

Sleeping animals doze in different ways. Take elephants. Like you, they lie down at night. But they don’t always snooze straight through. They may rise and feed a bit, then settle back down again—averaging about five hours of sleep a night. During the day, the elephants in a herd nod off now and then. When the calves lie down to nap, the adults often gather around them in a protective circle.

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Animals that are active at night often sleep during the day. Fruit bats in Africa, for example, roost (rest or sleep) in the daylight. They crowd together in trees. Here, thousands of them hang upside down by their rear feet, which automatically tighten and get a grip so the bats don’t fall. NORTHERN NAPS

8

Polar bears nap when there’s nothing better to do, especially after big meals. In summer, they may flop down on ice or snow—not just to sleep, but also to cool off. With its super-warm coat, a bear can easily overheat. So it has to chill out!

9

Other animals living in snowy places have the opposite problem: how to stay warm while sleeping! Foxes curl up and use their tails as scarves to help keep the cold off. FISHY TRICKS

10

Fish brain waves may never show sleep patterns, but many fish seem to do some serious resting. The parrotfish, for example, squeezes itself into a rocky crevice at night and puts up its very own “tent.” The tent is actually a bubble made of clear mucus. The mucus oozes from the fish’s mouth, forming a protective sac. The mucus may keep tiny pests away, as well as help hide the fish’s scent from eels and other predators. The bubble may also act as an alarm. If a predator touches it, the parrotfish “wakes up,” bursts out, and swims off. SPLISH, SPLASH, YAWN

11

Water is where you’ll often find hippopotamuses sleeping, too. They loll their days away on river banks or in shallow lakes, using each other as puffy pillows. A hippo can doze nearly totally submerged but still be on the alert. That’s because its eyes, ears, and nostrils are on top of its head. But don’t be fooled by a sleeping hippo’s lazy, lumpy looks. If alarmed, it can awaken and charge a would-be attacker in an instant. SLEEP ON THE FLY?

12

An albatross spends most of its life gliding on wind currents at sea. How does it find time to sleep? Experts aren’t sure. The bird may alight on the water’s surface and sleep there. Or, while flying, it may close down half of its brain—keeping the other half awake—for several seconds at a time.

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PAUSE THAT REFRESHES 13

14

Many grazing animals live out in the open. They have to be on guard, ready to run from danger. So they often snatch short naps. Horses, for instance, sleep for only a few minutes at a time, often while standing. A horse’s legs can “lock” in place, so the animal can sleep without the risk of falling down! So now you know what’s up when animals settle down!

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132040027_1

According to the article, why might an elephant rise in the middle of sleeping?

A B C D

to get something to eat to watch over the calves to find the rest of the herd to protect itself from enemies

Students who choose “A” have successfully identified that elephants interrupt their sleep in order to eat. Paragraph 6 states that elephants “don’t always snooze straight through,” but “rise and feed a bit.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because paragraph 6 indicates that adult elephants circle around their napping calves. However, this detail is not related to why elephants rise in the middle of the night. Choice C: Students may have chosen “C” because they might draw an inference that elephants could get left behind by their herd if they slept during the day. However, the details in the text do not support such an inference. Choice D: Students may have chosen “D” because the article indicates that grazing animals sleep for short periods of times because they need to be ready to run from danger. However, the text does not establish a connection between an elephant’s rising in the middle of sleeping and the need for protection

HOW TO HELP STUDENTS MASTER RI.4.1 While all of the choices for this question reference details in the article, only “A” offers an explanation for why an elephant might rise in the middle of sleeping. To help students succeed with questions measuring RI.4.1, instruction can focus on building students’ capacity to understand grade-level complex texts and using details from the text to articulate thoughts about it. Additionally, ask students to make inferences based on details and examples provided and practice supporting their inferences by quoting the details or examples in the text.

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Kweller Test Prep

2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

132040033_4

Read these sentences from paragraph 11 of the article. A hippo can doze nearly totally submerged but still be on the alert. That’s because its eyes, ears, and nostrils are on top of its head. What is the meaning of “submerged” as it is used here?

A B C D

relaxed on the shore sound asleep beneath the surface

Students who chose “D” show they are able to connect the clue of the hippo’s eyes, ears, and nostrils being on top of its head with the detail of being able to be alert while sleeping nearly submerged. The combination of this evidence leads them to the understanding that “submerged” means “beneath the surface” of water.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the words “loll” and “lazy” are used in paragraph 11 to describe the hippos. However, these words do not provide the meaning of the word “submerged” within the context of the text. Choice B: Students may have chosen “B” because paragraph 11 indicates that hippos spend some of their day on riverbanks. However, “on the shore” does not provide the meaning of the word “submerged” within the context of the text. Choice C: Students may have chosen “C” because paragraph 11 indicates that even though the hippos look like they are asleep, they can charge a would-be attacker instantly. However, “sound asleep” does not provide the meaning of the word “submerged” within the context of the text.

HOW TO HELP STUDENTS MASTER RI.4.4: While all of the choices for this question are referenced in paragraph 11, only option “D” provides the meaning of the word “submerged” within the context of the text. To help students succeed with questions measuring RI.4.4, instruction can focus on using language skills, such as finding context clues within text, analyzing parts of speech, studying Latin and Greek word parts, and discussing words with multiple meanings, as well as synonyms and antonyms. Practice in each of these skills may help students to determine domain-specific, grade-level words or phrases.

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

132040025_4

Which detail from the article explains why grazing animals sleep for short periods of time?

A B C D

They can sleep while standing. They only require a little sleep. They need more time for eating. They need to be ready for danger.

Students who choose “D” have successfully identified that grazing animals are often in constant danger and that sleeping for short periods of time will help them be ready to run in case of trouble.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because paragraph 13 states that horses often sleep while standing. However, the text does not establish a connection between the duration of grazing animals’ sleep and the fact that some grazing animals sleep while standing. Choice B: Students may have chosen “B” because paragraph 13 states that grazing animals, such as horses, often take short naps. However, the text does not make a specific connection between sleep requirements and duration of sleep. Choice C: Students may have chosen “C” because the article mentions that elephants, a type of grazing animal, awake from sleep to eat and then return to sleep. However, the text does not explicitly state that grazing animals, or any other animal in the text, needs more time to eat.

HOW TO HELP STUDENTS MASTER RI.4.1: While all of the choices for this question reference material in the article related to grazing animals’ sleeping, only “D” offers an explanation for why it is necessary for the animals to sleep for short periods of time. To help students succeed with questions measuring RI.4.1, instruction can focus on building students’ capacity to understand grade-level complex texts and using details from the text to articulate thoughts about it. Additionally, ask students to make inferences based on the details and examples provided and practice supporting their inferences by quoting the details or examples in the text.

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Kweller Test Prep

2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

132040035_2

Which sentence supports the idea that scientists are not certain that all animals sleep?

A B C D

“Many experts say sleep brings animals back to peak performance.” (paragraph 3) “It’s just that their brain waves don’t show the usual sleep patterns.” (paragraph 5) “An albatross spends most of its life gliding on wind currents at sea.” (paragraph 12) “They have to be on guard, ready to run from danger.” (paragraph 13)

Students who chose “B” have successfully identified that the fact that some animals’ brain waves do not show the usual sleep patterns has caused scientists to question whether all animals sleep, by using an understanding of the evidence both out of context and the way the author uses this evidence to make a point.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the sentence mentions both sleep and experts. However, this sentence reveals the benefits of sleep instead of providing evidence to support the point that scientists are not certain that all animals sleep. Choice C: Students may have chosen “C” because the sleeping habits of an albatross are still unclear to scientists. However, the fact that an albatross spends most of its time gliding is not evidence to support the point that scientists are not certain that all animals sleep. Choice D: Students may have chosen “D” because this sentence provides support for why animals sleep for short periods at a time. However, this statement does not provide evidence to support the point in the question, that scientists are not certain whether all animals sleep.

HOW TO HELP STUDENTS MASTER RI.4.8 While all of the choices for this question are related to the sleeping habits of animals, and each choice supports a point the author makes, only choice “B” supports the point that scientists are not certain that all animals sleep. To help students succeed with questions measuring RI.4.8, instruction can focus on building students’ capacity to understand grade-level complex texts and asking students to identify how an author supports particular points in a text. Additionally, students can practice collecting evidence for certain claims, as well as developing their own claims and supporting them, in order to understand the relationship between evidence and an author’s main points. Students can practice explaining how an author supports the points made in a text.

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Kweller Test Prep

2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

132040030_3

What do fruit bats and horses have in common?

A B C D

Both “sleep” at night. Both “sleep” near others. Both “sleep” in a way that they won’t fall. Both “sleep” out in the open for protection.

Students who chose “C” have successfully identified, through the use of textual evidence, that both fruit bats and horses sleep in a way that ensures they won’t fall. Paragraph 7 states that a fruit bat won’t fall because its rear feet tighten and get a grip as it hangs upside down. Paragraph 13 states that a horse will not fall while sleeping because its legs can lock into place.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the text states that some animals, such as elephants and humans, sleep at night. However, the details in the text do not support this connection with regard to fruit bats and horses, stating explicitly that fruit bats sleep during the day. Choice B: Students may have chosen “B” because the text states that fruit bats crowd together in trees while they sleep and also mentions other animals that sleep near others. However, the text does not supply details about horses sleeping near other horses. Choice D: Students may have chosen “D” because the text states that horses sleep out in the open and they could interpret that bats sleeping in trees is out in the open as well. However, the text does not establish the connection that either of these animals explicitly sleep out in the open for protection.

HOW TO HELP STUDENTS MASTER RI.4.1: While all of the choices for this question reference details in the article, either about bats or horses, only “C” establishes the similarity between the sleeping habits of fruit bats and horses. To help students succeed with questions measuring RI.4.1, instruction can focus on building students’ capacity to understand grade-level complex texts and using details from the text to articulate thoughts about it. Additionally, ask students to make inferences based on the details and examples provided and practice supporting their inferences by quoting the details or examples in the text.

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

132040028_3

Which sentence best states a main idea of this article?

A B C D

“Big cats are big sleepers.” (paragraph 1) “Maybe they’re just having a slightly different kind of sleep.” (paragraph 5) “Sleeping animals doze in different ways.” (paragraph 6) “Animals that are active at night often sleep during the day.” (paragraph 7)

Students who chose “C” recognize that the main idea of the article is that animals sleep in different ways. The details in the text describe the different ways that animals sleep.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the sleeping habits of big cats are included in paragraph 1 of the article. However, this sentence is a detail rather than a main idea of the article. Choice B: Students may have chosen “B” because part of the article discusses that researchers disagree about whether animals whose brain waves do not show the usual sleep patterns are actually sleeping. However, this sentence is a detail that supports the main idea rather than states the main idea of the article. Choice D: Students may have chosen “D” because this sentence provides a detail for one of the different ways that animals sleep. However, this sentence is a detail that supports the main idea rather than states the main idea of the article.

HOW TO HELP STUDENTS MASTER RI.4.2: The correct answer is the only option that is a main idea of the article. The other options provide details to support a main idea that animals sleep in different ways. To help students succeed with questions measuring RI.4.2, instruction can focus on building students’ capacity to comprehend grade-level complex texts, teaching students to determine a main idea of the text utilizing key details from the text, and teaching students to differentiate between supporting details and a main idea.

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Kweller Test Prep

D

2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

irections 204050P

Read this story. Then answer questions XX through XX.

Excerpt from Lawn Boy by Gary Paulsen

1

Okay. Since I was twelve, I didn’t have much experience with motors. I’ve never even had a dirt bike or four-wheeler. I’m just not machine oriented.

2

My birthday present sat there. I tried pushing it toward our garage, but it didn’t seem to want to move. Even turning around to put my back against it and push with my legs—which I thought might give me better leverage— didn’t help; it still sat there.

3

So I studied it. On the left side of the motor was a small gas tank, and I unscrewed the top and looked in. Yep, gas. On top of the tank were two levers; the first was next to pictures of a rabbit and a turtle. Even though I’m not good with machines, I figured out that was the throttle and the pictures meant fast and slow. The other lever said ON-OFF. I pushed ON.

4

Nothing happened, of course. On the very top of the motor was a starting pull-rope. What the heck, why not? I gave it a jerk and the motor sputtered a little, popped once, then died. I pulled the rope again and the motor hesitated, popped, and then roared to life. I jumped back. No muffler.

5

Once when I was little, my grandmother, in her usual logic-defying fashion, answered my request for another cookie by saying that my

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

grandfather had been a tinkerer. “He was always puttering with things, taking them apart, putting them back together. When he was around nothing ever broke. Nothing ever dared to break.” 6

Loud as the mower was, it still wasn’t moving and the blade wasn’t going around. I stood looking down at it.

7

This strange thing happened.

8

It spoke to me.

9

Well, not really. I’m not one of those woo-woo people or a wack job. At least I don’t think I was. Maybe I am now.

10

Anyway, there was some message that came from the mower through the air and into my brain. A kind of warm, or maybe settled feeling. Like I was supposed to be there and so was the mower. The two of us.

11

Like it was a friend. So all right, I know how that sounds too: We’ll sit under a tree and talk to each other. Read poems about mowing. Totally wack.

12

But the feeling was there.

13

Next I found myself sitting on the mower, my feet on the pedals. I moved the throttle to the rabbit position—it had been on turtle—and pushed the left pedal down, and the blade started whirring. The mower seemed to give a happy leap forward off the sidewalk and I was mowing the lawn.

14

Or dirt. As I said, we didn’t really have much of a lawn. Dust and bits of dead grass flew everywhere and until I figured out the steering, the mailbox, my mother’s flowers near the front step and a small bush were in danger.

15

But in a few minutes I got control of the thing and I sheared off what little grass there was.

16

The front lawn didn’t take long, but before I was done the next-door neighbor came to the fence, attracted by the dust cloud. He waved me over.

17

I stopped in front of him, pulled the throttle back and killed the engine. The sudden silence was almost deafening. I stood up away from the mower, my ears humming, so I could hear him.

18

“You mow lawns?” he asked. “How much?”

19

And that was how it started.

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Kweller Test Prep

2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

132040178_4

What does the narrator most likely mean when he says he is “not machine oriented”? (paragraph 1)

A B C D

He has no use for machines. He is afraid to operate machines. He has not seen very many machines. He knows little about how machines work.

Students who choose “D” demonstrate an understanding of how context offers clues to the meaning of words and phrases. Before the narrator says that he is “not machine oriented,” he says, “I didn’t have much experience with motors.” He demonstrates this lack of experience by his actions, and then says in paragraph 3, “even though I’m not good with machines, I figured out. . ., ” offering another clue to what is meant by “not machine oriented.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because he says in the first paragraph that he has never had a dirt bike or a four-wheeler, but there is no textual evidence to suggest that the narrator had no use for them. Choice B: Students may have chosen “B” because in paragraph 4 he jumps back when the mower starts. However, the narrator is willing to try several ways to get the mower to start, which is evidence to show he is not afraid to operate machinery. Choice C: Students may have chosen “C” because he says in the first paragraph that he has never had a dirt bike or a four-wheeler. However, based on paragraph 3, he shows familiarity with what machines look like, and recognizes the gas tank and the throttle.

HOW TO HELP STUDENTS MASTER RL.4.4: While all of the choices are possible interpretations for “not being machine oriented,” only choice “D” fits the textual context and evidence surrounding it. To help students succeed with RL.4.4, instruction can focus on building students’ capacity to determine the meaning of unfamiliar words and phrases in grade-level complex texts. Students can practice this skill by locating relevant clues that offer context to the meaning of the unknown vocabulary.

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

132040169_4

What is the most likely reason the narrator is pushing the lawn mower in paragraph 2?

A B C D

He is afraid the mower will not start. He does not want the mower to sit outside. He needs more time to examine the mower. He is not familiar with how to start the mower.

Students who choose “D” demonstrate an understanding that an inference can be made between why the narrator pushes the lawn mower and his lack of skill with machines. Not only does he say that he is “not machine oriented,” the narration in paragraphs 2 through 4 describe his unsuccessful attempts to get the lawn mower to start.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the narrator is unable to get the lawn mower to start. However, paragraphs 2 through 4 provide evidence that, because of his own lack of mechanical skills, pushing it is part of a trial-and-error approach, rather than evidence of the narrator’s fear that it will not start. Choice B: Students may have chosen “B” because paragraph 2 indicates that he is attempting to push it towards the garage. There is no evidence in the text, however, to indicate concern on the narrator’s part about the mower being outside. Choice C: Students may have chosen “C” because paragraph 3 starts off by saying, “So I studied it,” and the excerpt goes on to describe the time it takes for him to understand the machine. However, “So I studied it” is in response to the unsuccessful attempt to move it, rather than an indicator that he needs more time to examine it.

HOW TO HELP STUDENTS MASTER RL.4.1: While all of the choices are possible reasons for pushing a lawn mower, only choice “D” is based on textbased evidence and a strong inference that connects the pushing of the lawn mower to the narrator’s reason for the attempt. To help students succeed with questions that measure RL.4.1, instruction can focus on building students’ capacity to comprehend grade-level complex texts and making inferences that are based on the text in a story. Students can practice this skill by indicating specific evidence that supports a valid text-based inference and discussing what makes one inference stronger than others.

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

132040173_2

In paragraph 5, the narrator remembers a story his grandmother told him about his grandfather. The effect this story has on the narrator is to

A B C D

remind him of how little he knows about machines encourage him to keep trying amuse him while he is doing uninteresting work show him that he needs to work faster

Students who choose “B” understand that an effect can be determined by examining later events. The story about the grandfather occurs in paragraph 5, while the effects are seen in the narrator’s thoughts and actions in paragraphs 6 through 13, which differ from his actions before the memory emerges.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because compared to the description of his grandfather, the narrator’s lack of skill is even more apparent; however, following his memory of the story, the narrator becomes adept at handling a machine, thus making him more rather than less like his grandfather. Choice C: Students may have chosen “C” because the story interrupts the narrator’s efforts to get the mower to operate. The text indicates that although he finds operating the mower a challenge, his persistence in getting it started shows that it is not uninteresting, just puzzling. Choice D: Students may have chosen “D” because after the narrator recounts the story, the successful results seem to happen suddenly; however, the text does not describe the narrator working faster after the memory of his grandmother.

HOW TO HELP STUDENTS MASTER RL.4.3: While all of the choices are possible inferences about the effect of the memory on the narrator, only choice “B” is a description that is based on specific evidence and effect in the story. To help students succeed with RL.4.3, instruction can focus on building students’ capacity to comprehend grade-level complex texts and finding evidence of how a character responds to the events and action in a story. Students can practice this skill by using text-based actions and dialogue to describe a character before and after a specific event occurs and then explaining the impact of these actions on a character’s choices.

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

132040171_1

In paragraph 8, when the narrator says that the mower spoke to him, he most likely meant that he suddenly

A B C D

became more confident about using the mower enjoyed the sound of the running motor of the mower understood how the different parts of the mower work became more interested in using the mower to make money

Students who choose “A” recognize that context offers clues to the meaning of phrase. The narrator explains that he doesn’t mean that the mower actually “spoke” to him (paragraph 9) and goes on to explain what he does mean in paragraph 10. By paragraph 13, the narrator is confidently riding the mower, indicating that the moment the lawnmower “spoke” to him, his attitude towards it changed.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because it could be inferred that the narrator is beginning to enjoy the task; however, all of the references to the sound of the motor refer to it being loud: it causes him to jump back, and near the end, he has to turn it off in order to hear his neighbor. Choice C: Students may have chosen “C” because after saying this, the narrator begins to understand how to operate the mower. However, when he uses the phrase in paragraph 8, he hasn’t yet figured out how to operate and steer the machine, so it would not fit the chronology of the story and referenced phrase. Choice D: Students may have chosen “D” because the ending implies that is exactly what happens, However, based on paragraph 18, it is the neighbor who brings it up, and the idea does not occur to the narrator at any earlier point in the story, after he has become confident with the mower.

HOW TO HELP STUDENTS MASTER RL.4.4: While some of the choices are possible interpretations for what the narrator might have meant in paragraph 8, only choice “A” matches the context and the chronological order of the story. To help students succeed with RL.4.4, instruction can focus on building students’ capacity to determine the meaning of word and phrases in grade-level complex texts. Students can practice this skill by locating relevant clues to a meaning that is consistent with the story’s context, chronology, and intent.

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Kweller Test Prep

2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

132040180_3

The illustration best helps the reader to understand

A B C D

paragraph 4 paragraph 6 paragraph 15 paragraph 17

Students who choose “C” recognize that the paragraph that is explained by the illustration must refer to the narrator mowing the lawn after he has been able to start the motor and steer the machine. The illustration shows the lawnmower in motion. Paragraph 15 says that he has gained control of the mower and is able to shear “what little grass there was.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because paragraph 4 refers to the narrator’s successful attempt to start the motor, and the engine is running in the illustration; however, throughout the paragraph he remains on the ground and even “jumped back” from it, so there is no indication that he is riding it. Choice B: Students may have chosen “B” because in paragraph 6 the narrator says he looked down, and in the illustration, the boy is looking down. The text indicates that he is standing on the ground, however, and he looks down at the blade that isn’t moving. Choice D: Students may have chosen “D” because the narrator is riding on the mower at the beginning of paragraph 17; however, he has driven to where the neighbor is, stopped the engine, and the last sentence says, “I stood up away from the mower. . .”

HOW TO HELP STUDENTS MASTER RL.4.7: While all of the paragraphs that are given as choices refer to the narrator and the mower, only paragraph 15 is consistent with what can be seen in the illustration. To help students succeed with RL.4.7, instruction can focus on building students’ capacity to connect the written word with a visual representation of it. Students can practice this skill by locating sentences in a grade-level complex text that describe what is seen in an illustration, diagram, or other visual aid, and relating the text to the visual using the text as evidence.

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Kweller Test Prep

2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

132040176_2

Which phrase best describes how the narrator changes from the beginning of the story to the end?

A B C D

from patient to hurried from uncertain to confident from curious to nervous from determined to grateful

Students who choose “B” understand that details in the excerpt reveal the character of the narrator. His uncertainty is shown in the first four paragraphs with words and phrases that indicate that he has no certainty of success. At the end of paragraph 4 he is so surprised by the roar of the motor that he says, “I jumped back.” In paragraphs 14 through 16 his skill and confidence become so apparent that the neighbor assumes he is capable of mowing lawns for money. The last line of the excerpt implies that the narrator agrees without hesitation and begins to mow lawns.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the first few paragraphs describe the steps he takes in detail, and paragraphs 14 through 16 could imply he is working quickly; however, his words and actions in the latter half of the text develop the narrator’s skill and confidence, rather than his speed. Choice C: Students may have chosen “C” because there is an element of curiosity in his approach to the operation of the machine; however, once the narrator begins to mow the lawn, there is no textual evidence to support the narrator being nervous. Choice D: Students may have chosen “D” because the narrator does exhibit a certain amount of determination in his persistence; however, there is no textual evidence to indicate gratitude in the narrator by the end of the text.

HOW TO HELP STUDENTS MASTER RL.4.3: While all of the choices are possible descriptions of the narrator, only choice “B” is supported with textual evidence throughout the excerpt. To help students succeed with questions measuring RL.4.3, instruction can focus on building students’ capacity to comprehend grade-level complex texts and finding evidence of character changes that are revealed throughout a text. Students can practice this skill by describing a character’s feelings based on specific textual evidence at various moments within a text and then using this evidence to explain the changes in the character overall.

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Kweller Test Prep

D

2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

irections 304025P

Read this story. Then answer questions XX through XX.

The Cave of the Oilbird by Shulamith Levey Oppenheim

1

I’m nine years old today, and Manuelo has a surprise for me. “Happy birthday, Carla,” he calls when he sees me. “I am going to take you into the rain forest today! Deeper and farther than you have ever been, because I want you to discover the cave of the oilbirds. That’s my present to you.” He puts a flashlight and mosquito repellent into his back pocket. “We’ll need these,” he explains. I can tell from his voice, he’s excited. I’m excited, too.

2

I have a question. “Manuelo, you’ve been to the cave, and many other people have been to the cave. How can I discover something that has already been discovered?”

3

My brother squats down beside me when we talk, because he is very tall. “Every time someone sees something for the first time,” he answers quietly, “it is a discovery.” I think Manuelo is very wise.

4

We start down the path that leads away from our house into the forest. The sun is shooting golden arrows through the canopy of thick leathery leaves. Some of them are shaped like canoe paddles. Manuelo and I walk slowly. I love my rain forest. The earth is moist and red, and there is no grass or shrubs. The bulging roots prop up ancient trees with names like milk and monkeypot and incense.

5

“When will we get to the cave?” I look up at Manuelo.

6

“Wait.” Manuelo puts a finger to his lips. I think I know what he means. In the rain forest you really should not speak. You look and you listen.

7

We have been walking for a very long time. The path is dropping sharply now. I hear water gurgling. I want to race ahead, but I don’t. Manuelo peers through the trees. He walks a short distance into the forest, then comes back to the path. He once told me that if you hurry in the rain forest, you could miss something very interesting and very beautiful. And he’s right.

8

Suddenly we are standing in front of a rock cliff with shallow water bubbling over brown and yellow stones. In the cliff is a dark opening. The

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

bellbird clangs out. My heart is pounding, and I hold Manuelo’s hand tightly as we step from one slippery stone to another, till we are close to the mouth of the cave. 9

Manuelo turns on his flashlight and runs the light along the cave walls. At first I don’t see anything except sharp rocks sticking out from the sides of the cave. I open my eyes as wide as I can, till I feel wrinkles in my forehead. I peer and peer. Then! I see two red dots appear—two more and two more. And then! Around those red dots faces begin to shape. Faces with stiff whiskers pointing downward on each side of hooked beaks. The faces are still as stones, not moving even one bit, and the eyes are staring without a blink.

10

“The oilbirds!” My brother mouths the words. He has the same look on his face as the time when the motmot bird perched in the immortelle tree outside our house. Manuelo still moves the light up and down the walls, and I can see another pair of eyes and then another and another. And more and more heads appear around the eyes—serious heads with whiskers and hooked beaks—silent and still like statues. There must be hundreds! I feel goose bumps rising all over me. Are the oilbirds staring at me? I shiver, and Manuelo pulls me close to him. There isn’t a sound except the water gurgling over the stones.

11

I don’t know how long we stand in the cave of the oilbirds—but it must be a very long time. When Manuelo turns off his flashlight, we start back across the stones and up the path.

12

“Did you like the oilbirds, Carla? What have you been thinking?” Manuelo asks me.

13

I don’t answer right away. But I have been thinking.

14

“Oh, Manuelo, that was the best birthday present ever,” I whisper. “Will you take me here again, please, please?”

15

He smiles. “Of course I will. There are very few oilbirds left in the world. We must protect them so that other children can discover them.”

16

My brother is very wise. I don’t think I will make another discovery as special as this one for a long, long time.

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Kweller Test Prep

2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

133040060

Why is the setting of “The Cave of the Oilbird” important? Use two details from the story to support your response.

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Kweller Test Prep

2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

MEASURES CCLS: RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

HOW THIS QUESTION MEASURES RL.4.3: This question measures RL.4.3 because it asks students to determine why the setting is important to the story. This conclusion requires students to describe the setting based on details found in the text.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: A response receiving full credit will use textual details to conclude that the setting is important because the plot events, themes, and characters’ reactions are all based on aspects of the setting. While Carla and Manuelo walk through the rainforest, Carla is reminded why she loves it. She also thinks of a couple important lessons she has learned from her brother: “You look and you listen,” and slow down so you don’t “miss something very interesting and beautiful.” The cave setting is important because it allows Carla to discover “something for the first time,” and it was “the best birthday present ever.” Seeing the oilbirds in person allows Carla to understand why Manuelo says, “We must protect them so that other children can discover them.” Multiple details from the description of the rainforest and the cave may be cited as support for students’ answers. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RL.4.3: To help students succeed with questions assessing standard RL.4.3, instruction could focus on teaching students how the setting of a story affects the characters, themes, and plot developments. Students could practice identifying the setting of stories, evaluating the impact it has on the characters, themes, and plot, and finding details that support their conclusions.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, one 0-pt response.

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

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Kweller Test Prep

2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

Why is the setting of “The Cave of the Oilbird” important? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain the importance of the setting of “The Cave of the Oilbird” (it explains the amount of birds that live in the habitat). The response provides a sufficient number of concrete details from the text for support as required by the prompt (Then more heads appear around the eyes and There must be hundreds of them staring at me). This response includes complete sentences where errors do not impact readability.

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2014 - Grade 4 ELA Released State Test Questions

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133040067

What has Manuelo’s gift taught Carla about discovering new things? Use two details from the story to support your response.

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2014 - Grade 4 ELA Released State Test Questions

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MEASURES CCLS: RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

HOW THIS QUESTION MEASURES RL.4.2: This question measures RL.4.2 because it asks students to determine a theme about discovering new things. This conclusion requires students to evaluate the text for details that support the theme.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: A response receiving full credit will use textual details to determine that Carla’s brother, Manuelo, teaches her that when discovering new things, it is best to slow down, look, and listen, or you might miss something special. Responses may also highlight how even though others had seen the cave before Carla, for her it was still a discovery because it was her first time. Students will draw a conclusion about the theme, while citing specific, relevant details from the story that support the theme. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RL.4.2: To help students succeed with questions assessing standard RL.4.2, instruction can focus on determining different themes within a text. Students could practice identifying textual details and the ways they illustrate or support themes.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, one 0-pt response.

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2014 - Grade 4 ELA Released State Test Questions

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What has Manuelo’s gift taught Carla about discovering new things? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain what Manuelo’s gift taught Carla about discovering new things (she learned things, had fun, and she liked being there). The response provides a sufficient number of concrete details from the text for support as required by the prompt (Carla learned that there is very few oil birds and Carla talked about it alot and she wants to go again). This response includes complete sentences where errors do not impact readability.

Guide Paper 1 Page 69

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2014 - Grade 4 ELA Released State Test Questions

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What has Manuelo’s gift taught Carla about discovering new things? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain what Manuelo’s gift taught Carla about discovering new things (It good to discover new things). The response provides a sufficient number of concrete details from the text for support as required by the prompt (Carla said oh Manuelo that was the best birthday present ever and Carl said will you take me again, please, please). This response includes complete sentences where errors do not impact readability.

Guide Paper 3 Page 71

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2014 - Grade 4 ELA Released State Test Questions

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irections 304029P

Read this article. Then answer questions XX through XX.

Call of the Wild by Debra A. Bailey

1

Its body stretched flat in the water, the hunter swims toward the prey. One hop, and the hunter is out of the water, snatching its catch. Licking its lips, it prepares to devour its meal.

2

A ruthless killer? An unlucky victim? Nope. The hunter is a fluffy muskrat, looking more like a bedroom slipper than a dangerous predator. Its prey is an apple slice, hidden in an exhibit at the Museum of Life and Science in Durham, N.C.

3

The “hunt” is part of a game called enrichment. And it’s happening at zoos all over the country. Game of life

4

When zoo animals are put on display with nothing to do, they get bored, upset and even sick. That’s especially alarming if the animals are threatened or endangered and don’t breed because they feel uncomfortable.

5

That’s where enrichment—anything that helps animals act and feel as if they are back in the wild—comes in. Natural-looking exhibits, hidden foods, weird smells and even toys are used to promote wild behaviors such as hunting, playing, sniffing and stalking.

6

“Wild muskrats like to look for their food,” says Thea Staab, a Museum of Life and Science animal keeper. That’s why she hides apple slices on tree limbs and sweet potatoes behind fake rocks. Dip Sticks

7

The same thing goes for the chimpanzees at the Oregon ZooSM in Portland.

Oregon Zoo is the registered service mark of the Oregon Zoo and Metro Corporation.

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2014 - Grade 4 ELA Released State Test Questions

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8

In the wild, chimps poke sticks into termite mounds to catch a tasty snack. So the zoo built fake termite mounds in the chimp exhibit.

9

“Animals have to work for their food in nature,” says Dr. Blair Csuti, conservation coordinator for the zoo. “This presents their food the way it is in the wild.”

10

Of course, the zookeepers don’t use real termites—they might eat the exhibit instead of the chimps eating them! Instead, the mound is filled with tasty hot sauce and mustard, perfect for dipping. Tall Order

11

What do you do when giraffes lick the walls because they have no leafy trees to nibble?

12

“We take something that looks like giant frozen Lifesavers® candy made of chunks of bananas, apples and carrots,” says conservation program assistant Cathy Dubreuil of the Calgary Zoo in Alberta, Canada. “Then we hang it from the ceiling.”

13

The result? Giraffes lick the ice to free the food—and forget about the walls.

14

And then there are smells.

15

“Animals just like to sniff things,” says Janine Antrim, behavior specialist for the San Diego Zoo in California. “We’ll rub the logs in the bear exhibit with fabric softener sheets, and they love it. They’ll spend hours rubbing and sniffing those spots.”

16

If you think fabric softener sounds strange, wait till you watch a bear roll around in perfume, aftershave . . . and elephant dung.

17

Whatever makes them happy!

Lifesavers is the registered trademark of the Nabisco Brands Company.

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

133040069

How do the zookeepers use food to improve the lives of animals? Use two details from the article to support your response.

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2014 - Grade 4 ELA Released State Test Questions

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MEASURES CCLS: RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.

HOW THIS QUESTION MEASURES RI.4.8: This question measures RI.4.8 by asking a student to make a relevant text-based statement about the use of food to improve animals’ lives and to identify evidence that supports that statement.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Students who can explain how zookeepers use food to improve the lives of animals demonstrate an ability to recognize evidence for a major point in the passage. The article offers several examples of how and why animals are allowed to use food-seeking techniques that are part of their nature. A response that receives full credit will use two of these examples to support a valid inference about the relationship between food and the quality of life of animals in a zoo. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of details selected from the text and the organization of details in a logical manner. Student responses should include relevant inferences and conclusions. Responses should be in complete sentences where errors, if present, do not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RI.4.8: To help students succeed with questions like this, instruction can focus on analyzing how authors use reasons and evidence to make a point or support a claim. Teachers can employ graphic organizers that help to illustrate and track how an author uses details and ideas to build support for a claim or point. Students can also build conceptual understanding by making and supporting their own points and evaluating those made by their peers or teachers.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, one 0-pt response.

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2014 - Grade 4 ELA Released State Test Questions

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How do the zookeepers use food to improve the lives of animals? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain how zookeepers use food to improve the lives of animals (so that the animals act and feel like they are in the wild). The response provides a sufficient number of concrete details from the text for support as required by the prompt (The zookeepers hide apple slices and sweet potatoes for the muskrats to hunt and hang giant Lifesavers made of bananas, apples, and carrots on the ceiling for the giraffes to eat). This response includes complete sentences where errors do not impact readability.

Guide Paper 1 Page 80

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2014 - Grade 4 ELA Released State Test Questions

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How do the zookeepers use food to improve the lives of animals? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain how zookeepers use food to improve the lives of animals (by making them look for the food). The response provides a sufficient number of concrete details from the text for support as required by the prompt (“Animals have to work for their food in nature.” So they make them work for the food and Natural-looking exhibits, hidden foods, weird smells and even toys are used to promote wild behaviors such as hunting, playing, sniffing and stalking). This response includes complete sentences where errors do not impact readability.

Guide Paper 3 Page 82

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2014 - Grade 4 ELA Released State Test Questions

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irections 304031P

Read this article. Then answer questions XX through XX.

Elephants Don’t Wear Boots by Lisa Hart

1

Did you ever wonder while snuggling up in your winter coat, how zoo lions keep warm? Did you ever picture when pulling on your hat and mittens, a flamingo wearing a scarf? Did you ever consider as you put on your winter boots that elephants do not wear boots?

2

The lions stretched out on the rocks at the zoo share a secret. The hot rocks they lie on are not real. Heaters hidden under the fake stones keep the big cats cozy warm. Zoos use lots of little tricks to help the animals in their care fight off the chill of winter. Keepers warm up the water in swimming pools for residents like the otters.

3

Animals such as deer and elk find outside shelter in three-sided barns with extra bedding.

4

Nature allows many animals like flamingos to adapt to some cold even if they come from a warm climate. And if the temperatures dip too low for comfort, keepers simply bring the animals inside.

5

All this extra time indoors presents a challenge for zoo keepers. For one thing, animals need exercise to make up for the time spent cooped up. A new toy or a small change in schedule gives a bored beast something to look forward to. Hiding some food treats lets animals do what comes naturally: hunt for their meal.

6

Sometimes a zoo resident’s diet needs changing during the winter too. Zoos give more food to those who build fat to keep warm or become more active. Animals that burn less energy in the winter need less food.

7

Forget the snow and the cold. Ice presents the real danger at zoos in winter. A frozen-over watering hole leaves an animal to go thirsty, spelling disaster. A slip on the ice in an enclosure leads to deadly, serious injuries. Some animals like elephants never see ice in the wild. Nature did not give them feet designed for walking on it.

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2014 - Grade 4 ELA Released State Test Questions

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So once you snuggle into your coat and pull on your hat, mittens, and boots, pay a visit to a local zoo in winter. You might be surprised at who you see enjoying the snow.

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2014 - Grade 4 ELA Released State Test Questions

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133040073

Why is paragraph 1 of “Elephants Don’t Wear Boots” an effective introduction? Use two details from the article to support your response.

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2014 - Grade 4 ELA Released State Test Questions

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MEASURES CCLS: RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

HOW THIS QUESTION MEASURES RI.4.5: This question measures RI.4.5 because the student has to analyze the structure of one part of the text, which is an introduction that makes the use of comparisons, and describe the effectiveness of this structure as part of the whole.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Students who use textual evidence to explain why paragraph 1 is effective demonstrate the ability to recognize the comparison that is essential to the introduction’s structure. The paragraph humorously compares behaviors that help humans to keep warm to behaviors that an elephant, flamingo, and lion might undergo for the same reason. The remainder of the article describes the adaptations made for specific animals within a zoo to remain comfortable and safe during the winter months, and the final paragraph refers to the introductory comparisons. A response that receives full credit will use two of these examples to support a valid inference about the effectiveness of the introduction. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-Point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance and accuracy of details selected from the text and whether the details are constructed in a logical manner. Student responses should include relevant inferences and conclusions. Responses should be in complete sentences where errors, if present, do not impact readability.

HOW TO HELP STUDENTS MASTER RI.4.5: To help students succeed with questions measuring RI.4.5, instruction can focus on building their capacity to determine how paragraphs are structured in a variety of grade-level complex texts, and how these paragraphs work together. Students can practice this skill by identifying the ways in which the sentences relate to each other to determine a structure. Students can also study the different parts of an essay or other piece of writing in order to learn how these pieces work together to form a cohesive whole.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, one 0-pt response.

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Kweller Test Prep

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

Why is paragraph 1 of “Elephants Don’t Wear Boots” an effective introduction? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain why paragraph 1 is an effective introduction (it lets you understand that animals have other ways to adapt and suvrive in the cold). The response provides a sufficient number of concrete details from the text for support as required by the prompt (Lions can’t get a hat and mittens. It relys on hot rocks to sleep on and falmango can’t ware a scarf So they need other adatations). This response includes complete sentences where errors do not impact readability.

Guide Paper 1 Page 91

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2014 - Grade 4 ELA Released State Test Questions

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Why is paragraph 1 of “Elephants Don’t Wear Boots” an effective introduction? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain why paragraph 1 is an effective introduction (it makes you think about the animals). The response provides a sufficient number of concrete details from the text for support as required by the prompt (When you are putting on your winter coat you wonder how a lion keeps warm and When you’re putting on your boots you remember that elephants don’t wear boots). This response includes complete sentences where errors do not impact readability.

Guide Paper 3 Page 93

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2014 - Grade 4 ELA Released State Test Questions

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133040076

Why are there challenges to caring for zoo animals in the winter? Use two details from the article to support your response.

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2014 - Grade 4 ELA Released State Test Questions

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MEASURES CCLS: RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

HOW THIS QUESTION MEASURES RI.4.3: This question measures RI.4.3 because a student must examine the text to determine the reason caring for zoo animals in the winter requires innovation and adaptation. In addition, the student must use evidence to explain why the challenges exist within the construct of a zoo.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: In their responses, students must draw on textual evidence to discuss the conflict between the natural habitats of certain animals and a zoo’s climate and make connections between this challenge and the innovations that zoos make. The first three sentences of the article relate to the needs of specific animals that are discussed more fully in later paragraphs. A full-credit response makes an accurate statement about the necessity of meeting the unique needs of animals in zoos while citing specific, relevant details from the article that support the statement. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance and accuracy of details selected from the text and whether the details are constructed in a logical manner. Student responses should include relevant inferences and conclusions. Responses should be in complete sentences where errors, if present, do not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RI.4.3: To help students succeed with questions that measure RI.4.3 in this way, instruction should focus on building students’ capacity to comprehend grade-level complex texts and using evidence to discuss and write about the ideas, concepts, and events presented within an informational piece. Students can also practice this skill by explaining the development of events across the course of a story and why these events took place or by explaining how concepts and ideas develop throughout a text.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, one 0-pt response.

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Kweller Test Prep

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

Why are there challenges to caring for zoo animals in the winter? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain why there are challenges to caring for zoo animals in winter (some of the animals might not be designed for cold weather). The response provides a sufficient number of concrete details from the text for support as required by the prompt (animals need exercise for all the time they’re indoors and a new toy gives a bored animal something to look forward to). This response includes complete sentences where errors do not impact readability.

Guide Paper 1 Page 100

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2014 - Grade 4 ELA Released State Test Questions

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Why are there challenges to caring for zoo animals in the winter? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain why there are challenges to caring for zoo animals in winter (ise presents the real danger). The response provides a sufficient number of concrete details from the text for support as required by the prompt (A frozen–over watering hole leaves an animal to go thirsty and A slip on the ice in an enclosure leads to deadly serious injuries). This response includes complete sentences where errors do not impact readability.

Guide Paper 3 Page 102

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2014 - Grade 4 ELA Released State Test Questions

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133040078

How are the topics of “Call of the Wild” and “Elephants Don’t Wear Boots” similar? How are the topics of both articles different? Use details from both articles to support your response. In your response, be sure to • explain how the topics of “Call of the Wild” and “Elephants Don’t Wear Boots” are similar • explain how the topics of both articles are different • use details from both articles to support your response

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2014 - Grade 4 ELA Released State Test Questions

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

MEASURES CCLS: RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

HOW THIS QUESTION MEASURES RI.4.9: This question measures RI.4.9 because a student must integrate information from two different texts. One text describes the needs of animals kept in zoo habitats to utilize their instinctive behaviors, and the other explains the challenges of providing shelter and protection for zoo animals during cold weather. Students must compare and contrast this information in order to determine similarities and differences between the two articles.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Students demonstrate the ability to integrate information by comparing and contrasting each text’s main point of discussion. The two articles focus on animals in zoos and the general concern for the welfare of animals outside of their natural habitat. An essay may receive full credit if it discusses any of the examples of this commonality along with the differences between the two articles. Student responses should identify how one article focuses on preparing animals’ zoo quarters for winter temperatures, while the other discusses how to keep animals healthy and stimulated while in a zoo. Points of comparison may include how zookeepers strive to care for the animals. In addition, the points of comparison and contrast must be supported with pertinent details from both articles and include grade-appropriate attention to organization, conventions, and vocabulary. There is no single “correct” response, but rather responses that sufficiently and clearly develop the topic based on four overarching criteria in the Extended-Response (4-point) Holistic Rubric and responses that do not. Student responses are evaluated on the relevance, accuracy, and sufficiency of details selected from the text and the organization of details in a logical manner. Student responses should include an introductory and concluding comment and relevant inferences and conclusions. Responses should be in complete sentences where errors, if present, do not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RI.4.9: To help students succeed with questions that measure RI.4.9 in this way, instruction should focus on building students’ capacity to comprehend grade-level complex texts and using evidence to incorporate the ideas and concepts presented. Students can also practice this skill by explaining, in speech or in writing, the development of details across the course of more than one text and how these details pertain to details in other texts. Students can also describe how different texts that approach the same topic compare in their textual details.

See Extended-Response (4-point) Holistic Rubric, suggested sample student responses and scoring: two 4-pt responses, two 3-pt responses, two 2-pt responses, two 1-pt responses, one 0-pt response.

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2014 - Grade 4 ELA Released State Test Questions

1 (800) 631-1757

How are the topics of “Call of the Wild” and “Elephants Don’t Wear Boots” similar? How are the topics of both articles different? Use details from both articles to support your response. In your response, be sure to • explain how the topics of “Call of the Wild” and “Elephants Don’t Wear Boots” are similar • explain how the topics of both articles are different • use details from both articles to support your response

Guide Paper 1a Page 110

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2014 - Grade 4 ELA Released State Test Questions

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Score Point 4 (out of 4 points) This response clearly introduces a topic in a manner that follows from the task and purpose (The topics...are simalar because and These articles are different because). This response demonstrates insightful comprehension and analysis of the texts (both stories talk about animals and what their problems are and “Elephants don’t wear boots” talks about winter problems and the artice “Call of the wild” talks about any old problem). The topic is developed with relevant, well-chosen facts and concrete details from the texts (They used things that looked like life savors and were flavored like fruits and veggies, felt sheets to rub a log, warmed rocks for the lions and made sure that some of the other animals found shelter). The use of varied, relevant evidence is sustained throughout (asked you: What do you think animals do at the zoo in the winter? and they talk about how they try to make animals feel at home by solving their problems). The response exhibits clear, purposeful organization, and ideas are linked using grade-appropriate words and phrases (I know this because, They also used, For the muskrat, In the second article, That is how, I know this, I also know). The language is precise with domain-specific vocabulary (make themselves feel at home). The response provides a concluding statement that follows clearly from the topic and information presented (That is how I know the articles are different). The response demonstrates grade-appropriate command of conventions, with few errors.

Guide Paper 1b Page 111

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2014 - Grade 4 ELA Released State Test Questions

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How are the topics of “Call of the Wild” and “Elephants Don’t Wear Boots” similar? How are the topics of both articles different? Use details from both articles to support your response. In your response, be sure to • explain how the topics of “Call of the Wild” and “Elephants Don’t Wear Boots” are similar • explain how the topics of both articles are different • use details from both articles to support your response

Guide Paper 3a Page 114

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2014 - Grade 4 ELA Released State Test Questions

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Score Point 4 (out of 4 points) This response clearly introduces a topic in a manner that follows from the task and purpose (The articles…are similar in many ways and are different). This response demonstrates grade-appropriate comprehension and analysis of the texts (similar is about how they take care about animals in a zoo and one talks about how animals show off thier instincts and another tells about how they just keep them warm). The topic is developed with relevant, well-chosen facts and concrete details from the texts (“Call of the Wild” tells about how animals get bored doing nothing in a zoo being cooped up, getting something for them to do according to their animal instincts, In the article “Elephants Don’t Wear Boots”…they keep animals warm in the winter). The use of varied, relevant evidence is sustained throughout (putting bedding in barns, heating the pools, and putting heaters on rocks, they keep animals from being bored by giving them challenges that they would do in thier natural habitats). The response exhibits clear, purposeful organization, and skillfully links ideas using grade-appropriate words and phrases (Some ways, For example, In the article, These articles are different, and another, In the article). The language used is stylistically sophisticated with domain-specific vocabulary (according to their animal instincts). No concluding statement is provided. The response demonstrates grade-appropriate command of conventions, with few errors.

Guide Paper 3b Page 115

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2014 - Grade 4 ELA Released State Test Questions

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2-Point Rubric—Short Response Score 2 Point

1 Point

0 Point*

Response Features The features of a 2-point response are • Valid inferences and/or claims from the text where required by the prompt • Evidence of analysis of the text where required by the prompt • Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt • Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt • Complete sentences where errors do not impact readability The features of a 1-point response are • A mostly literal recounting of events or details from the text as required by the prompt • Some relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt • Incomplete sentences or bullets The features of a 0-point response are • A response that does not address any of the requirements of the prompt or is totally inaccurate • A response that is not written in English • A response that is unintelligible or indecipherable

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1. * Condition Code A is applied whenever a student who is present for a test session leaves an entire constructed-

response question in that session completely blank (no response attempted).

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W.2 L.1 L.2

W.2 L.3 L.6

—exhibit no evidence of organization

—exhibit no use of linking words and phrases

—demonstrate little understanding of the text(s) —demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

—exhibit little attempt at organization, or attempts to organize are irrelevant to the task —lack the use of linking words and phrases

—demonstrate a literal comprehension of the text(s) —partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant —use relevant evidence with inconsistency —exhibit some attempt at organization

—inconsistently link ideas using words and phrases

—demonstrate grade-appropriate comprehension and analysis of the text(s) —develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s) —sustain the use of relevant evidence, with some lack of variety —exhibit clear organization

—link ideas using gradeappropriate words and phrases

—demonstrate insightful comprehension and analysis of the text(s) —develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s) —sustain the use of varied, relevant evidence —exhibit clear, purposeful organization

—skillfully link ideas using gradeappropriate words and phrases

—demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension

—demonstrate grade-appropriate command of conventions, with few errors

—are minimal, making assessment of conventions unreliable

—do not provide a concluding statement —provide a concluding statement that is illogical or unrelated to the topic and information presented —demonstrate a lack of command of conventions, with frequent errors that hinder comprehension —provide a concluding statement that follows generally from the topic and information presented

—provide a concluding statement that follows from the topic and information presented

—provide a concluding statement that follows clearly from the topic and information presented

—demonstrate emerging command of conventions, with some errors that may hinder comprehension

—use language that is predominantly incoherent or copied directly from the text(s) —use language that is imprecise or inappropriate for the text(s) and task

—inconsistently use appropriate language and domain-specific vocabulary

—use grade-appropriate precise language and domain-specific vocabulary

—use grade-appropriate, stylistically sophisticated language and domain-specific vocabulary

—provide no evidence or provide evidence that is completely irrelevant

—introduce a topic in a manner that does not logically follow from the task and purpose

—introduce a topic in a manner that follows generally from the task and purpose

0* Essays at this level: —demonstrate a lack of comprehension of the text(s) or task

— clearly introduce a topic in a manner that follows from the task and purpose

1 Essays at this level

— clearly introduce a topic in a manner that follows logically from the task and purpose

SCORE 2 Essays at this level:

3 Essays at this level:

4 Essays at this level:

2014 - Grade 4 ELA Released State Test Questions

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, or incoherent should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0. * Condition Code A is applied whenever a student who is present for a test session leaves an entire constructed-response question in that session completely blank (no response attempted).

CONTROL OF CONVENTIONS: the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

COHERENCE, ORGANIZATION, AND STYLE: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

W.2 W.9 R.1–9

W.2 R.1–9

CONTENT AND ANALYSIS: the extent to which the essay conveys ideas and information clearly and accurately in order to support an analysis of topics or texts

COMMAND OF EVIDENCE: the extent to which the essay presents evidence from the provided texts to support analysis and reflection

CCLS

CRITERIA

New York State Grade 4-5 Expository Writing Evaluation Rubric

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New York State Testing Program Grade 5 Common Core English Language Arts Test Released Questions with Annotations August 2014

Grade 5 ELA Questions, Answers, and Explanations Kweller Test Prep -- 1 (800) 631-1757 1

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irections 205047P

Read this story. Then answer questions XX through XX.

Kincaid is visiting her Grandmother Talley during summer vacation.

Excerpt from My Grandma Talley by Nadine Oduor 1

“You still frettin’ about moving out of state ’cause of your mama’s job?” Grandma Talley asked, swiping again at the fly and missing.

2

“Yes, ma’am. California’s so far away. Going to a new school, making new friends—it’s scary. I can’t imagine not sitting here with you, listening to your stories.”

3

“I know, Kincaid, but things work out, most times better than we expect. You’ve got a lotta memories to take with you. Just remember to keep ’em tucked inside your heart.”

4

“I wish I could stay with you forever,” I said, tears brimming in my eyes. I turned away to stare at a doodlebug digging in the dirt, so Grandma Talley wouldn’t see.

5

“Don’t you worry. You’ll make new friends just fine.”

6

She was right about one thing. I’ve got a lotta memories. Like climbing up the old chinaberry tree in our backyard. Baking teacakes and gingerbread in Grandma Talley’s old wood stove. Sitting on the railroad tracks over Woman Hollering Creek with my best friend Bennie Jewel, fishing with bamboo poles. I’ll cherish those memories forever.

7

I watched Grandma Talley squinting at the sun, making the large crow’s feet lining her face resemble a patchwork quilt. I loved her wrinkles. I’ll remember every crease line and fold in her face, for each one told of her life’s story.

8

A huge collie the color of peanut brittle appeared from the Johnson house next door, yipping and yapping, trying to jump over the picket fence into the yard. Miz Moonlight sprang from my arms and streaked up the trunk of Grandma Talley’s magnolia tree, fragrant with giant pearl blossoms.

9

“Scat, get away from here now, causing trouble,” Grandma Talley scolded the dog. He trotted off down the street, his tail between his legs, haunches low.

10

“Come on, let’s go inside. Got something to show you.” Grandma Talley rose from the chair, holding onto her straw hat with one hand and picking up her wood cane with the other. I followed her through the screen door, stopping for a moment to place the dirty glasses in the kitchen sink, the pitcher of tea in the icebox.

11

She limped toward the hall closet, her cane tapping along the floor, me close on her heels. She opened the closet door and placed her straw hat on the top shelf. She patted

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down her spit-curled hair that had been mussed by her hat and began searching through stacks of clutter on the closet floor. 12

“Grandmama never wrote much down, except for birthdays and deaths noted in the old family Bible. No, Grandmama told her stories and gave me this.” Grandma Talley smiled warmly, dragging out an old trunk. “A trunk full of precious memories.”

13

Inside the trunk were old clothes, a glittering jewelry box, family pictures, a huge black Bible, handwritten letters scrawled on paper frayed and yellowed with age, and an ancient quilt.

14

I sifted through the pictures and spotted one of a young woman in a 1920s teal flapper’s dress, white leggings, button down shoes, and a spit-curl hairstyle.

15

“That’s you!” I squealed with delight.

16

“Yes, still wet behind the ears,” Grandma Talley chuckled.

17

“You look beautiful!” I gushed.

18

“Why, thank you. I think so too, I must say.” She grinned, opening the jewelry box. She held up a pair of rose-colored earrings with a matching necklace of rainbow crystal hearts.

19

“These were given to me by Aunt Elnora for my sixteenth birthday,” she said. “I’ve held on to ’em long enough. Here, you take them. They’re your going-away gift.” She placed the jewelry into my hand, and her laughter floated through the house sweet as the taste of jellybeans.

20

I clipped the earrings to my ears and draped the necklace around my neck. My eyes surely sparkled as bright as my rose-colored earrings. “Thank you,” I mumbled. I wasn’t wearing royal robes, only a T-shirt and flowered shorts, but I felt like a beautiful African princess!

21

Grandma Talley gazed admiringly at me. “Our family’s made up of our ancestors— grandfathers, grandmothers, my mother, father, sisters and brothers. You have some of them inside you. Memories are a patchwork quilt of our lives, Kincaid, and it’s up to us to choose which patches we stitch into it. I’ve taught you the way my grandma taught me, like her grandmother before her, passing on our stories to those coming after us.”

22

Grandma Talley carefully lifted out a quilt and laid it on her bed. I sat on one of the oak chairs next to her.

23

“When we tell our stories, we pass them on to the next generation and honor those who came before us. Grandmama gave this to me when I was just about your age,” she said, unfolding the quilt.

24

She held up the quilt that seemed old as time itself. “This was taken from my wedding dress when I married your Grandpa Wilford,” she said touching a patch of satin the color of ecru.

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“This is from the dress in your photo,” I said, pointing out a teal patch. “Yes. And one day you’ll give this quilt to your daughter, who’ll pass it on to her daughter. Remember, Kincaid, we take our loved ones in our hearts wherever we go. I won’t be more than a heartbeat away.” She smiled, hugging me tightly.

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Which information helps the reader understand the meaning of “cherish” in paragraph 6?

A B C D

Kincaid’s memories are of happy times. Kincaid’s memories are about outdoor activities. Kincaid’s memories are about learning new things. Kincaid’s memories are of people she will likely see again.

Students who choose “A” are able to deduce that the memories Kincaid recalls in paragraph 6 are of happy times she has spent in her current setting. The activities are described with positive connotations. “Like climbing up the old chinaberry tree,” “baking teacakes and gingerbread in Grandma Talley’s old wood stove,” and “sitting on the railroad tracks over Woman Hollering Creek with my best friend Bennie Jewel, fishing with bamboo poles” suggest that Kincaid enjoyed the experiences and will “keep ‘em tucked inside” her heart, as Grandma Talley advised in paragraph 3.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because climbing trees and fishing are outdoor activities. However, baking is done indoors, and the text does not establish a relationship between outdoor activities and how Kincaid feels about the memories. Choice C: Students may have chosen “C” because it can be concluded that Kincaid had to learn how to climb trees, bake teacakes and gingerbread, and fish at some point in her life. To “cherish” those memories though, is not contextually connected to an enjoyment of learning new things in general, but to how she feels about the memories. Choice D: Students may have chosen “D” because Kincaid’s memories involve Grandma Talley and her best friend Bennie Jewel. It may be inferred that the narrator will likely see Grandma Talley again in her life since they are related, and families who live distances apart commonly visit each other. There is no context, however, suggesting that she will be able to see Grandma Talley or Bennie Jewel after her move to California. Also, the narrator’s use of “memories” implies that “cherish” applies to experiences in the past and not in a hypothetical future.

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Based on paragraphs 12 through 19, which sentence best explains the difference in the characters’ reactions to the objects in the trunk?

A B C D

The objects seem ragged to one character, while to the other character, they seem new. The objects seem to be costly to one character, while to the other character, they seem to be inexpensive. The objects are familiar reminders to one character, while to the other character, they are exciting discoveries. The objects are family treasures to one character, while to the other character, they are personal belongings.

Students who choose “C” are able to tell from Grandma Talley’s dialogue that she is familiar with the objects, and they serve to remind her of her ancestors and of her youth. Grandma Talley tells Kincaid, “Grandmama told her stories and gave me. . . . a trunk full of precious memories,” and the earrings and necklace “were given to me by Aunt Elnora.“On the other hand, Kincaid sees the objects for the first time in paragraph 13, and delights in discovering an old photo of her grandmother when she was much younger.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the objects are described using terms that convey age. Grandma Talley first drags out an “old trunk” containing “old clothes . . . handwritten letters scrawled on paper frayed and yellowed with age, and an ancient quilt.” Students might infer that to Kincaid, the “glittering jewelry box” could seem new compared to the rest of the objects; however, the text indicates that the jewelry in the box was given to Grandma Talley when she was a teenager, so Kincaid knows the box is not new. Choice B: Students may have chosen “B” because it can be inferred that some of the objects in the trunk were possibly expensive in the first place, like the earrings and “crystal” necklace, or might currently be worth a lot of money because they are now antiques, like the “old family Bible” and “ancient quilt.” It may be inferred that other objects are inexpensive; for example, the family pictures and handwritten letters. However, neither character refers to the cost of any of the items, nor does the text support how much money any of the objects might be worth. Choice D: Students may have chosen “D” because Grandma Talley treasures the “trunk full of precious memories” that remind her of her family. It can be inferred that since Kincaid learns that Grandmama wrote in the family Bible and the jewelry once belonged to Aunt Elnora and then to Grandma Talley, Grandma Talley might see them as personal belongings. The objects in the trunk, however, are ones that have been passed

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In paragraph 19, what does the narrator mean when she says, “her laughter floated through the house sweet as the taste of jellybeans”?

A B C D

The laughter reminds Kincaid of the candy Grandma Talley keeps at her house. The sound of Grandma Talley’s laughter gives Kincaid a light and pleasant feeling. The sound of Grandma Talley’s laughter can be enjoyed by others inside the house. The laughter reminds Kincaid of how kind and thoughtful Grandma Talley has always been.

Students who choose “B” are able to determine that floating laughter can refer to both a literal light or pleasant sound and figuratively to a similar positive connotation. The comparison to the sweetness of a candy such as jellybeans is used to invoke a positive, pleasant association between Grandma Tally and Kincaid.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because jellybeans are a type of well-known candy, and it may be inferred that Kincaid refers to them after seeing that type of candy at Grandma Talley’s house. However, no details in the story support this inference. Choice C: Students may have chosen “C” because the figurative meaning of the phrase suggests that Grandma Talley’s laugh is pleasant and enjoyable, and other people such as Grandmama, Aunt Elnora, and Uncle Wilford are referenced in the story. However, the text does not clarify that any other people currently live in or visit the house, and Grandma Talley’s ancestors and husband are referenced in the past tense. Choice D: Students may have chosen “D” because Kincaid references her positive memories of Grandma Talley’s house and clearly feels affection for her grandmother. The text also supports Grandma Talley’s kind and thoughtful words and actions: her verbal reassurances, gifts of precious heirlooms, admiring gaze, smiles, and hug. However, none of these words or actions are associated with the way her laughter is described in paragraph 19.

HOW TO HELP STUDENTS MASTER RL.5.4: To arrive at the correct answer, a student must determine the meaning of a phrase containing two pieces of figurative language. To help students succeed with questions like this, instruction could focus on identifying different kinds of figurative language and the meanings associated with the comparisons or other uses of figurative word choices. Students could also practice using similes, metaphors, personification, and idioms to suggest connotative meanings.

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Which detail best shows what Grandma Talley thinks about change?

A B C D

“You still frettin’ about moving out of state ’cause of your mama’s job?” (paragraph 1) “I know, Kincaid, but things work out, most times better than we expect.” (paragraph 3) “I’ve taught you the way my grandma taught me, like her grandmother before her, passing on our stories to those coming after us.” (paragraph 21) “ ‘This was taken from my wedding dress when I married your Grandpa Wilford,’ she said touching a patch of satin the color of ecru.” (paragraph 24)

Students who choose “B” are able to contrast Grandma Talley’s positive outlook about the idea of change with Kincaid’s fear of her own impending major life change. Kincaid feels that “California’s so far away. Going to a new school, making new friends—it’s scary.” Grandma Talley reassures her that “things work out,” and the change will likely be better than Kincaid thinks it will be. This contrast in outlooks shows that Grandma Talley is optimistic about change.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because Grandma Talley is acknowledging Kincaid’s fears about moving, which will be a big change for her. “You still frettin’” indicates that Kincaid likely expressed her feelings to Grandma Talley at an earlier time. While this quote hints at Kincaid’s thoughts, it does not show what Grandma Talley herself thinks about the change. Choice C: Students may have chosen “C” because the quote refers to passing down stories through the changing generations of women in their family. The quote shows how Grandma Talley keeps traditions, but the statement does not reveal her thoughts about the idea of change itself. Choice D: Students may have chosen “D” because Grandma Talley is describing a time in her life, many years ago, when she got married. It may be inferred that she has changed with age, or, as she touched “a patch of satin,” that she is wistfully thinking about how much her life has changed since that time. However, this statement does not contain implied or stated evidence of her thoughts on change.

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Read Grandma Talley’s words from paragraph 26 of the story. “Remember, Kincaid, we take our loved ones in our hearts wherever we go. I won’t be more than a heartbeat away.” When Grandma Talley says she “won’t be more than a heartbeat away,” she means she won’t seem far because

A B C D

Kincaid can always think about her she and Kincaid are blood relatives she will be thinking of Kincaid all the time Kincaid can always call her on the telephone

Students who choose “A” are able to determine that “a heartbeat away” means that if Kincaid thinks about her grandmother, she instantly can access the love and memories they share, no matter how far away they are from each other. In paragraph 3, Grandma Talley tells her, “You’ve got a lotta memories to take with you. Just remember to keep ‘em tucked inside your heart.” Much of the rest of the story refers to specific memories each character has of their lives and their “loved ones.” Grandma Talley also gives Kincaid her heirloom jewelry and quilt while teaching her that other symbols can trigger memories and feelings of love and support.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because Grandma Talley and Kincaid are indeed blood relatives, supported by paragraph 21. “Our family’s made up of our ancestors. . . .You have some of them inside you.” That is not the reason, however, that either character will feel close to each other. They will be able to think about each other, regardless of whether they are related by blood or not. Choice C: Students may have chosen “C” because it can be concluded that either character is able to think about the other at any time. “We take our loved ones in our hearts wherever we go” might suggest that Grandma Talley will think about Kincaid “wherever” she goes. Also, in a literal sense, a heart is constantly beating, all the time while one is alive. However, Grandma Talley directs this reminder to her granddaughter and not to herself; Kincaid will be the one to recall and think about the time with Grandma Talley. The text does not explicitly indicate that Grandma Talley will be thinking about Kincaid.

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132050143_3

Which words from the story best show Grandma Talley’s sense of humor?

A B C D

“Scat, get away from here now, causing trouble,” (paragraph 9) “Grandma Talley smiled warmly, dragging out an old trunk.” (paragraph 12) “Yes, still wet behind the ears,” (paragraph 16) “She smiled, hugging me tightly.” (paragraph 26)

Students who choose “C” are able to infer that Grandma Talley is making fun of herself as she says she was “wet behind the ears” when the picture described in paragraph 14 was taken. Even if readers are not familiar with the term, the context makes it clear that she was “a young woman” dressed in 1920s style. Since she is a grandmother now, she acknowledges a difference in herself after Kincaid recognizes her in the picture. The text also says that “Grandma Talley chuckled” after her statement, and students who answer the item correctly are able to connect laughter to a sense of humor.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because Grandma Talley is scolding a dog, which may be inferred to be humorous since dogs do not talk; however, she is showing annoyance instead of humor in this case, and the dog understood her tone, trotting “off down the street, his tail between his legs, haunches low.” Choice B: Students may have chosen “B” because “smiled warmly” is a positive reaction, and it can be inferred that a person with a sense of humor most likely smiles; however, in this part of the story, Grandma Talley is nostalgic. She remembers her own “Grandmama” as she pulled out the “trunk full of precious memories.” Choice D: Students may have chosen “D” because Grandma Talley is showing affection and smiling, implying that she is happy; however, in context, this is a tender, reassuring gesture toward Kincaid and is not meant to convey a sense of humor.

HOW TO HELP STUDENTS MASTER RL.5.1: To arrive at the correct answer, a student must analyze Grandma Talley’s actions and words in order to make an inference regarding her personal characteristics. To help students succeed with questions like this, instruction could focus on using details, including dialogue and actions, to draw and defend inferences about the text. Students could practice finding specific evidence that conveys the thoughts and feelings of characters, including interpreting the meanings behind characters’ words and actions.

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Which paragraph best expresses a theme of the story?

A B C D

paragraph 10 paragraph 13 paragraph 20 paragraph 23

Students who choose “D” are able to determine that the message Grandma Talley gives Kincaid in paragraph 23 is part of one of the main lessons of the story. The theme of cherishing memories is carried throughout the story by the gifts that Grandma Talley passes on to Kincaid, including the jewelry and the heirloom quilt that contains patches of cloth associated with relatives’ special memories. Paragraph 23 explicitly develops this theme for the reader.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the paragraph foreshadows the theme of telling stories with gifts. Grandma Talley says, “Come on, let’s go inside. Got something to show you,” leading Kincaid to the trunk. However, it is only hinted that Kincaid is about to see something special, and the line does not contain enough information to express a theme. The rest of paragraph 10 is comprised of details that are not related to a theme of the passage. Choice B: Students may have chosen “B” because paragraph 13 provides details about the contents of the trunk, including the jewelry box, the family Bible, and the cherished heirloom quilt. However, the message or lesson behind the items is not included within the paragraph. Choice C: Students may have chosen “C” because the earrings and necklace Kincaid wears in paragraph 20 are heirlooms given to Grandma Talley by her Aunt Elnora and are being passed down. Since a main theme involves passing stories on to the next generation, these details relate to it; however, Kincaid’s actions and feelings of pride do not best express the theme.

HOW TO HELP STUDENTS MASTER RL.5.2: To arrive at the correct answer, a student must determine a theme within a story and then choose a paragraph that contains dialogue or details that express the theme. While all the choices contain elements of a theme, only “D” best expresses a central theme of the text. To help students succeed with questions like this, instruction could focus on finding repeated thematic elements or details of texts which provide clues to a main lesson or message of stories. Students could determine major and minor themes and practice searching for context that expresses or supports each theme.

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irections 205012P

Read this passage. Then answer questions XX through XX.

BMX Racing by Bill Gutman

1

BMX means “bicycle motocross.” If you like riding a bicycle fast, and if you like a good challenge, BMX racing may be the perfect sport for you.

2

You have to be an outstanding rider for BMX racing. You also have to be in top physical condition. You can’t worry about an occasional bump or bruise. You are going to fall—usually when you and another rider collide.

3

4

A BMX Race Some riders prefer freestyle BMX— doing jumps, wheelies, and other tricks. There are freestyle contests, but a freestyle rider performs alone. He is judged only on his skill with his bike. In BMX racing, you are going head-to-head against your opponents. It’s a race to see who can cross the finish line first. You have to give everything you have for the whole race. You have to be competitive. You are racing to win. How BMX Racing Got Started

5

BMX racing began in the early 1970s in California. Young bicyclists wanted to do more than just ride around on their bikes. So they began racing and doing tricks.

6

In 1970, a motorcycle movie called On Any Sunday showed motorcycles riding over rough terrain and flying high into the air. The movie gave some young riders the idea to make tracks with bumps and hills for bicycle racing.

7

The young riders quickly learned that their bikes just couldn’t take the pounding. There were bent rims, broken spokes, and cracked frames. The riders had to try something different. The BMX Bicycle

8

Soon bicycle manufacturers began to make a new kind of bike—the BMX bike—just for racing. With 20-inch (50-centimeter) tires, the bike was smaller and lighter than a regular street bike.

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The BMX racing bike also had a very strong frame. The new bike was strong but light, and could go very fast. It could take the pounding a rider gave it, whether racing on a BMX track or doing freestyle tricks.

10

BMX bikes cost from about $100 for a basic model to $600 or more for a racing model. A bike that you buy at a shop is called a stock bike, no matter what the cost. Some racers like to customize or “trick out” their bikes. That means changing the bike to make it faster and better.

11

If you want to race, a good rule is to buy the best bike you can afford. Learn about it. If you want to make it better, buy better parts when you can. Before long, you will have a great racing bike. The Track

12

BMX racers run on dirt tracks that are 800 to 1400 feet (240 to 420 meters) long. Most are level, but a few of the longer ones run downhill. The dirt on the track should be packed hard for better traction.

13

Even level BMX tracks aren’t flat. They have jumps, bumps, and turns. A good track usually has one big jump and several smaller ones. Turns to both the right and left are called S-turns. Banks on the turns are called berms.

14

Most tracks also have a series of rounded bumps placed close together. These are called whoop-de-doos or whoops. Some big jumps have flat tops, called tabletops. Racers fly off the tabletops during a race.

15

It takes real skill to speed over these BMX tracks, especially in a close race.

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The word “collide” comes from a Latin word meaning “strike together.” Based on this information, what is the meaning of “collide” in paragraph 2?

A B C D

bump into with force hit with an object injure by bruising swing against

Students who choose “A” show they are able to connect the given clue in the question, “strike together,” with context in paragraph 2: “You are going to fall—usually when you and another rider collide.” This combination allows students to conclude that two riders bumping into one another with force while on bicycles will cause them to fall.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because striking together means that two things make contact, and hitting another rider with a bicycle could be considered such an object. This option also might suggest that one rider is not in motion while hit with an object. The context, however, does not indicate that one rider purposefully strikes another, and the force is unknown. The context indicates that it is common for two people to accidentally bump into each other at the same time, while in motion during a race, with enough force to cause them to fall off their bicycles. Choice C: Students may have chosen “C” because paragraph 2 says, “You can’t worry about an occasional bump or bruise,” leading to the idea that striking together with another rider will cause a bruising injury. This choice, however, only describes a possible result of colliding with a rider, not the meaning of the verb “collide.” Choice D: Students may have chosen “D” because a “strike” in sports such as baseball involves swinging objects against other objects. The idea of swinging bicycles in various directions while performing tricks might also be inferred from the next portion of the text, a description of freestyle riding. This form, however, is performed alone, not with other riders. Also, the context does not suggest that racers “collide” with each other due to specific motions, rather only as the final result of bumping into another rider.

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Which paragraph does the photograph of the racers best help the reader understand?

A B C D

paragraph 1 paragraph 2 paragraph 3 paragraph 4

Students who choose “D” are able to connect information in paragraph 4 to the photograph. The photograph shows racers “going head-to-head” against other opponents. Readers can see how close racers can be to each other during a race and why they “have to give everything” to win.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the photograph portrays the sport of BMX racing in action. This paragraph does not, however, present any information for understanding what the sport looks like. Although the information in paragraph 1 relates to the photograph, the information in paragraph 4 is more specifically illustrated by the photograph. Choice B: Students may have chosen “B” because the photograph shows the racers in close proximity, supporting the statement in paragraph 2 that riders “are going to fall” occasionally when they collide with other riders. However, no collisions are portrayed in this photograph, just the potential for one. In addition, the idea that racers are “outstanding” or “in top physical condition” is not depicted in the photograph. Choice C: Students may have chosen “C” because the photograph portrays racers jumping. Paragraph 3 states that “Some riders prefer freestyle BMX—doing jumps, wheelies, and other tricks.” However, because multiple riders are shown in the photograph, the photo must be a depiction of BMX racing. Since the text states that freestyle riders perform alone, the picture does not correlate with the description of freestyle BMX.

HOW TO HELP STUDENTS MASTER RI.5.7: To arrive at the correct answer a student must compare information in each of the paragraph choices against information that can be determined from the photograph. A student must then evaluate the validity and importance of the information as well. Only paragraph 4 contains information that can be better understood from details in the photograph—what “head-to-head” looks like and why racers need to give their all to be competitive during races. To help students succeed with questions like this, instruction can focus on analyzing photographs, charts, diagrams, illustrations, and other print or digital media and then connecting details to information found in associated texts.

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132050138_2

The information in paragraphs 7 and 8 best supports the idea that manufacturers develop

A B C D

equipment to introduce a new sport equipment when there is an existing need products when the old ones are not safe products when the old ones are not purchased

This question measures RI.5.8 because it asks students to identify a point that is supported by evidence found in the two paragraphs. All of the choices reflect reasons why manufacturers may develop new equipment or products, but only one choice is supported by the text.

WHY CHOICE “B” IS CORRECT: Students who choose “B” are able to identify the point that bicycle manufacturers developed a new kind of bike because of the existing need for a tougher model than older street models not intended for racing. Paragraph 7 supports the point by giving examples of what happened to older models of bikes and by stating that “riders had to try something different.” Readers can infer that it was no coincidence that “soon bicycle manufacturers began to make a new . . . BMX bike—just for racing.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the BMX bike was a new kind of bike developed just for racing. BMX racing began in the 1970s, and “young riders quickly learned that their bikes just couldn’t take the pounding.” The new bikes were made to be tougher, lighter, and smaller. The manufacturers did not, however, create new equipment to introduce a new sport. The new equipment allowed riders to perform better at an already existing sport. Choice C: Students may have chosen “C” because the older street bikes that young riders used at first experienced “bent rims, broken spokes, and cracked frames.” Students may infer that any of these problems could play a role in crashes or injuries, and thus be considered unsafe. The text, however, does not connect these inadequacies, nor the development of a new type of bike, to the issue of safety. Choice D: Students may have chosen “D” because it may be concluded that when “riders had to try something different,” they did not purchase older models of bikes any longer. While that may be true, the text does not imply or directly state any information regarding purchasing habits at that time.

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As they are used in paragraph 10, what do the words “trick out” mean?

A B C D

The rider adds fancy trim and wheels. The rider spends a large amount of money. The rider adds parts to improve performance. The rider makes changes that create a unique appearance.

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

HOW THIS QUESTION MEASURES RI.5.4: This question measures RI.5.4 because it asks the students to determine the meaning of a technical term according to evidence in the text. To answer correctly, students must understand the context clues in the subsequent sentence and paragraph and be able to connect the use of synonyms in the correct answer.

WHY CHOICE “C” IS CORRECT: Students who choose “C” are able to use context clues in the sentence, “That means changing the bike to make it faster and better,” to understand that “trick out” means adding parts to improve performance. Context clues can also be found in the following paragraph, as is common for terms important to the text. Paragraph 11 connects the meaning of the action with the statements “If you want to make it better, buy better parts when you can. Before long, you will have a great racing bike.” Together, this information provides the definition of the term.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students who have chosen “A” may have inferred that changing a bike to make it faster would involve changing the wheels, and that whatever is added may be “fancy” since the parts will be “better” than what is included on stock models. The text does not include specific parts that racers change or add to racing bikes, making this choice too narrow to include other ways to “trick out” bikes. In addition, “fancy” is an opinionated term, and the text does not include qualifiers for “better parts.” Choice B: Students may have chosen “B” because the text states that a racing bike can cost “$600 or more” and that racers need to “buy better parts” to make them perform better. While tricking out a bike may indeed involve spending a large amount of money, the text only specifies the overall cost of a bike, not the amount of money new parts will cost. Choice D: Students may have chosen “D” because associations may be made to “tricking out” objects in order to make them look unique or special in other ways. The text defines “trick out” as making a bike “faster and better” and does not connect the action to the changing of a bike’s appearance.

HOW TO HELP STUDENTS MASTER RI.5.4: To arrive at the correct answer, a student must select and use context clues to determine the meaning of a term. Choices “A,” “B,” and “D” each suggest information related to how people “trick out” objects, but none are as well-supported by information in the article as “C.” To help students succeed with questions like this, instruction can focus on close reading of text contained before, near, and after vocabulary words or phrases.

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122050066_3

Read these sentences from paragraphs 2 and 11. You have to be an outstanding rider for BMX racing. If you want to race, a good rule is to buy the best bike you can afford. What can the reader conclude from these sentences?

A B C D

Tricks and expensive gear make BMX racing appealing. BMX racers need practice and money to be successful. Skill and good equipment are important in BMX racing. BMX racers will win with the right preparation and tools.

WHY CHOICE “C” IS CORRECT: Students who choose “C” are able to infer that a rider must possess skills, such as the ability to navigate challenging BMX tracks, in order “to be an outstanding rider.” The statement “a good rule is to buy the best bike you can afford” implies that quality equipment is important if a racer is to be competitive in the field.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because they have equated being an “outstanding rider” with being able to perform tricks; however, the ability to perform tricks is not linked to performing well on a BMX track. The author makes the point that one should buy “the best bike you can afford,” not strictly for the expense, but because it is important to obtain good equipment for racing purposes. Finally, although tricks and expensive gear might make BMX racing appealing for some readers, this conclusion is not supported by the two sentences, which focus more on the importance of skill and good equipment. Choice B: Students may have chosen “B” because they have made the inference that regular practice will help riders become “outstanding.” The sentence, however, does not refer to practice or training in any way. The “best you can afford” does refer to spending money, although the sentence does not suggest racers will be successful, only that they will have a bike that is good for racing. Choice D: Students may have chosen “D” because they have inferred that racers “prepare” themselves and their bikes in order to be “outstanding” and that a good bike could be considered a “tool” of the trade. The terms “preparation” and “tools,” however, lack the precise meaning of “skill” and “good equipment” that the two sentences indicate. Also, the two sentences do not emphasize winning races, but participating well in them.

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122050064_4

Which of these is more important to BMX racing than to freestyle BMX?

A B C D

danger difficulty expense speed

Students who choose “D” show they are able to collect relevant information about each sport in order to make a comparison. In this question, students must first make valid inferences about each sport, then eliminate those characteristics that only apply to freestyle BMX or to both sports. Paragraph 1 states, “If you like riding a bicycle fast . . . racing may be the perfect sport for you.” The text also states that BMX racing is all based on “who can cross the finish line first,” suggesting that speed is the most important factor (paragraph 4). The statement “You have to give everything you have for the whole race” in paragraph 4 means that riders have to push themselves to be fast in order “to be competitive.” Speed is not indicated as a criterion upon which BMX freestyle is judged, since a rider performs alone and skill is the most important element evaluated by judges.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because it seems reasonable to infer that both types of BMX have inherent dangers. The text suggests that racers will get “an occasional bump or bruise” and fall due to collisions. Freestyle riders do “jumps, wheelies, and other tricks,” but the author does not make specific and explicit references to danger as an element of freestyle riding, so it is difficult to determine that “danger” only applies to BMX racing. Choice B: Students may have chosen “B” because they conclude that both types of competitions are difficult in their own ways. Precise skills are required to perform freestyle BMX tricks. In BMX racing, you must give “everything you have” to win a race. The text, however, does not compare difficulty levels between the two styles, nor does it distinguish BMX racing as more difficult than BMX freestyle. Choice C: Students may have chosen “C” because the text includes a section that describes the costs associated with buying and customizing BMX bikes, stating that a racing model can cost “$600 or more,” while a basic model may only be $100. Students may conclude that expensive bikes are more important to BMX racers than to BMX freestyle riders; however, the text does not make the cost of freestyle models or customizations clear.

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122050067_1

Based on the information in the passage, how would freestyle BMX best prepare a rider for BMX racing?

A B C D

by helping the rider develop more skills by helping the rider stay in good condition by helping the rider escape serious injury by helping the rider avoid harmful crashes

Students who choose “A” are able to connect various ideas in the text. Freestyle BMX is judged on the skills a rider exhibits when performing “jumps, wheelies, and other tricks.” Since BMX racers ride on tracks that “have jumps, bumps, and turns,” and it takes “real skill to speed over these,” students can conclude that BMX racers would benefit from the kind of biking skills that freestyle BMX riding requires.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because the text states that BMX racers “have to be in top physical condition.” Students may infer that in order to perform the precise skills necessary for tricks, freestyle BMX riders would also need to be in good physical condition, thus preparing them for racing. While that may be true, the physical conditioning involved with freestyle is not stated explicitly or implied in the text. Choice C: Students may have chosen “C” because they have inferred that freestyle riders sometimes crash when doing “jumps, wheelies, and other tricks”; however, the text does not provide evidence of common injuries to freestylers or ways to avoid injury. The text also does not mention any serious injuries, only minor ones. Choice D: Students may have chosen “D” because freestyle riders do “jumps, wheelies, and other tricks,” and some students will infer that riders sometimes crash upon landing. Some students may also conclude that skillfully handling the “jumps, bumps, and turns” while racing will help racers avoid crashes, and that riding freestyle would help a racer prepare. The text does state that racers will get “an occasional bump or bruise” from falls due to collisions or crashes, but there is no textual support for ways to avoid or prepare for crashes with either style of riding.

HOW TO HELP STUDENTS MASTER RI.5.3: This question measures students’ ability to connect pieces of information relevant to two ideas and evaluate ways in which one element would affect the other. To help students succeed with questions like this, instruction can focus on building students’ capacity to comprehend grade-level complex texts, making connections within texts between individuals, events, ideas, or concepts and then analyzing similarities and differences between them. Instruction can also focus on evaluating how ideas may build upon other ideas.

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irections 205031P

Read this story. Then answer questions XX through XX.

Bugs for Dinner? by Ingrid Sweeney Bookhamer

1 2

I gasped when my friend dangled a meal worm between her thumb and index finger and offered it to me as a mid-morning snack. I could never, I thought . . .

3

Even though Supphatra and I speak different languages, we find that we can talk in smiles. She showed up at my door this morning with two large cloth shopping bags and a timid grin. I grabbed a bag, nodded, and we walked to Chatuchak market. I was glad to have a friend in Thailand.

4

Since our family moved to Bangkok six months ago, I had learned many things. In Thailand, all parents give their children a nickname, a chue-len, and it is often cute or funny. Supphatra’s nickname is Kitty. My name is Anna, but Kitty calls me “Lek Lek,” which means ‘very small.’

5

We wove our way through the bustling Thai marketplace. Supphatra clutched a grocery list from her mother. Her other arm was locked around my elbow in a protective grasp. Canopies and awnings extended out from all the stalls, making me feel like I was being led around a maze of underground tunnels. It was so exciting! We dodged people, potholes and pools of murky water. Busy shoppers laughed and haggled over prices.

6

Every now and then, Supphatra would stop and buy something from a vendor. I only recognized a few of the foods: fruit like Rambutans and several herbs like sweet basil and mint. Rambutans look like small red and green apples covered with strange bristles. When Supphatra peeled off the shell, the fruit inside was white and sweet. We giggled as we ducked in and out of narrow aisles. She also picked up some meats, curry powder and some very unusual looking vegetables. I’ve never been very brave when it comes to trying new foods. I hoped that my mom was making spaghetti for dinner tonight.

7

All of a sudden, Supphatra picked up the pace and flashed me a playful smile. She led me to a small cart deep within the maze of vendors. I smelled something both sugary and smoked. It was different from the pungent smells of curries and the sweet aroma of steamed rice that had crossed our paths earlier. I cringed when my eyes came to rest on an assortment of roasted bugs atop the cart. I could see grasshoppers, crickets, meal worms, bumblebees and beetles. Supphatra giggled.

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8

“Aloy Maa!” she exclaimed. My Thai teacher had taught me that this meant “delicious!” although I wasn’t too sure of that. I stepped back as Supphatra selected several insects which the vendor placed in a small paper bag. Then, I watched in shock as Supphatra lifted a small grasshopper to her mouth. The insect made a popping sound as she bit down. She closed her eyes and smiled contentedly. I felt queasy. I didn’t try the meal worm that she offered me either.

9

On our walk home, Supphatra turned to me. She motioned a spoon nearing her mouth, pointed at me, then at her house and asked, “Lek Lek, dinner?” Her eyes took on a pleading expression as she waited.

10

Images of all the unusual foods that we’d just bought came rushing at me—not to mention the bugs. I looked down at my feet. “I . . . I . . . have to ask my Mom, Kitty,” I stammered.

11

I raced home. Of course my Mom would say yes, but what would I possibly tell Kitty? I couldn’t speak Thai well enough to explain that the dinner menu terrified me. And I hated the idea of lying to her. I paced back and forth across my bedroom floor. I looked out my window at Supphatra and her brother kicking a soccer ball in their yard. I headed towards them.

12

“Kitty, my mom said ‘no’ . . .” I lied. Supphatra’s shoulders sank. A pained expression came over her face, but she forced a smile.

13

I slowly walked back towards my house. I’m a terrible friend, I mumbled. I thought back to when Supphatra and I first met. We couldn’t speak to one another, but we spent hours riding our bikes together in the neighborhood. I loved being her friend.

14

I knew what I had to do. After getting permission, I ran towards her house and knocked on the door. Supphatra opened it, throwing her arms around me.

15

The rest of Kitty’s family was already seated at the table. I smiled weakly at my friend. A large bowl loaded with steamed rice was passed around first. Timidly, I scooped a little onto my plate, followed by some curried meats and vegetables. Next, a papaya salad and a clear noodle dish called Yam Woonsen came around. A trickle of nervous sweat made its way halfway down my forehead before I soaked it up with the back of my hand. My heart thumped wildly in my chest. When I looked at Supphatra, she smiled at me encouragingly. I took a deep breath and let the air out again very slowly.

16

I scooped up a giant spoonful of curried vegetables and rice and popped it in my mouth. The flavors made my taste buds jump! To my surprise, the meat curries were only a little spicy. The papaya salad was both peppery and sweet, with a hint of lime. It was my favorite.

17

“Aloy Maa!” I exclaimed out loud. Supphatra’s family laughed.

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18

When Supphatra offered me a beetle after dinner, I politely shook my head ‘no,’ but grinned ear to ear as I watched her and her brother gobble down the insects.

19

“How about dinner at my house tomorrow, Kitty?” I asked her, making accompanying hand gestures. She suddenly stopped eating, and her eyes grew as wide as Rambutans.

20

I was sure that she had never tried spaghetti.

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In paragraph 7, what does the author’s use of the phrase “picked up the pace and flashed me a playful smile” indicate?

A B C D

Anna and Supphatra need to hurry to finish their shopping. Anna has difficulty keeping up with Supphatra in the unfamiliar place. Supphatra enjoys the time she spends shopping with Anna. Supphatra expects that Anna will be surprised by what happens next.

Students who choose “D” are able to determine that Supphatra plans to surprise Anna by her next actions— bringing her to a roasted bug vendor and eating a grasshopper in front of her. By “picking up the pace” of their shopping trip, Supphatra is likely showing her excitement or anticipation for the surprise. Flashing a “playful smile” immediately before leading Anna to the cart of bugs indicates that Supphatra may be communicating an upcoming action or is pleased by the thought of surprising Anna by the bugs. Her giggle at the end of the paragraph provides more context that she knew how Anna would react to the roasted bugs.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the idiom “picked up the pace” means to have moved faster, and it can be inferred that since the girls had a grocery list of items to buy from the vendors, they might have been in a hurry to finish their shopping. There is no evidence, however, of the girls’ need to rush to finish shopping. Choice B: Students may have chosen “B” because it can be concluded that Anna is not familiar with the Thai marketplace. In paragraph 4, Anna lets the reader know that she is new to Thailand. Supphatra “locked” her arm around Anna’s elbow “in a protective grasp” while she led them through what seemed like “a maze of underground tunnels.” However, there is no evidence to suggest that Anna has difficulty keeping up with Supphatra in the market. Choice C: Students may have chosen “C” because Supphatra appears to be enjoying herself while leading Anna around the market. The girls “giggled” as they “ducked in and out of narrow aisles,” and Anna says “It was so exciting.” However, Supphatara’s “playful smile” in the question is tied more specifically to her plan to surprise Anna with the bugs and not to her general happiness.

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Which word best describes how Supphatra is feeling in paragraph 12?

A B C D

confident confused disappointed friendly

Students who choose “C” are able to interpret Supphatra’s non-verbal response to Anna’s news that she will not be coming to dinner. When Supphatra asks Anna to dinner in paragraph 9, “her eyes took on a pleading expression,” indicating she is hopeful. When Anna lies about her mom saying that she can’t go in paragraph 12, Supphatra becomes visibly distressed. Her “shoulders sank” and a “pained expression came over her face.” By connecting her responses to the events in the situation, readers can determine that Supphatra feels disappointed that her friend will not be coming to dinner.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because Supphatra “forced a smile,” which may lead to the inference that she feels confident that Anna may still end up coming to dinner. The majority of evidence in this paragraph, however, indicates that Supphatra is not happy with Anna’s news, and forcing a smile shows that she likely wants to be polite to her friend by accepting her response. Choice B: Students may have chosen “B” because while Supphatra’s “shoulders sank” and “a pained expression came over her face,” she still smiled. The contradiction in the actions could indicate that she is confused; however, there is no evidence in the text to suggest why she might be confused. Choice D: Students may have chosen “D” because Supphatra smiles at Anna, which typically is a friendly response. In this case, however, her smile is “forced” since she is attempting to hide her disappointment.

HOW TO HELP STUDENTS MASTER RL.5.2: To arrive at the correct answer, a student must infer what a character is feeling in response to a challenge by interpreting details. To help students succeed with questions like this, instruction could focus on analyzing characters’ feelings as they change throughout parts of stories. Students could practice finding details which convey feelings or thoughts and connect those details to the plot events, determining how and why characters respond to challenges.

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How does paragraph 14 fit into the structure of the story?

A B C D

It resolves the conflict that is presented in paragraph 13. It explains a problem that is solved in paragraph 15. It introduces the feelings of the narrator. It adds mystery to the events.

Students who choose “A” are able to determine that the events in paragraph 14 explain the narrator’s solution to the problem of her guilt over lying to her friend. Anna tells Supphatra that her mom “said ‘no’ ” to dinner at Supphatra’s house in paragraph 12. In paragraph 13, Anna is conflicted and feels she is “a terrible friend.” She resolves the conflict by deciding on her course of action, getting permission, and then going to her friend’s house in paragraph 14.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because events in paragraph 15 begin to solve the problem of Anna’s fear of eating new foods referenced in paragraph 6. That problem is compounded in paragraphs 8 through 11 when Anna thinks more about what “unusual” foods might be on the menu at Supphatra’s house. Paragraph 14, however, does not address this specific problem. It solves the problem of Anna’s guilt over her lie. Choice C: Students may have chosen “C” because the narrator states, “I knew what I had to do.” This expresses more of her thoughts than her feelings and is not the first paragraph to introduce either. Both the narrator’s thoughts and feelings are introduced in paragraphs 2 and 3 and are included intermittently in paragraphs 5 through 13. Choice D: Students may have chosen “D” because Anna does not clarify any specific plan, briefly leaving the reader to infer what the narrator plans to do next. Paragraph 14 does not add mystery to the events, however, because the following lines describe what Anna intended to do – go to dinner at Supphatra’s.

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Read this sentence from paragraph 15 of the story. Timidly, I scooped a little onto my plate, followed by some curried meats and vegetables. What does the word “timidly” suggest?

A B C D

unhappiness uncertainty friendliness bravery

Students who choose “B” are able to determine that the narrator, Anna, feels uncertain about eating at Supphatra’s house. Anna initially declines the dinner invitation because “the dinner menu terrified” her, but once she joins the family, she smiles “weakly” at her friend, suggesting she is hesitant or uncertain. While more dishes come around the table, Anna experiences “a trickle of nervous sweat,” and her “heart thumped wildly.” Supphatra smiles at her “encouragingly,” most likely to help ease Anna’s uncertainty over what she is about to eat. All of these textual details point to Anna’s uncertainty towards trying new foods at her friend’s house.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because Anna has been both “terrified” of the dinner menu and unhappy with herself over the decision to lie to Supphatra about why she could not come to dinner. Although Anna is not particularly enthusiastic at the table, the details do not point to any unhappiness, but an uncertainty. Choice C: Students may have chosen “C” because it can be concluded that Anna’s smile just before serving herself food indicates friendliness toward Supphatra. In paragraph 13, Anna also states that she “loved being her friend.” Evidence of Anna’s feelings as she serves herself the other dishes, however, indicates that her primary feeling is one of uncertainty at this point and is not focused on friendliness. Choice D: Students may have chosen “D” because Anna is attempting to overcome her fears after admitting in paragraph 6 that she has “never been very brave when it comes to trying to new foods,” and is terrified of the dinner menu in paragraph 11. It can be inferred that she shows bravery by eating with the family; however, she is more uncertain in paragraph 15 about what she is going to be eating than she is courageous.

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Which sentence best supports the theme of the story?

A B C D

“Since our family moved to Bangkok six months ago, I had learned many things.” (paragraph 4) “I’ve never been very brave when it comes to trying new foods.” (paragraph 6) “She closed her eyes and smiled contentedly.” (paragraph 8) “My heart thumped wildly in my chest.” (paragraph 15)

Students who choose “B” are able to determine that the major theme of the story, as well as the main conflict and resolution, is related to overcoming a fear of trying new foods. Paragraphs 1 and 2 foreshadow the issue Anna has with the thought of eating bugs. She admits that she has “never been very brave when it comes to trying new foods” in paragraph 6 and hopes that her mom “was making spaghetti for dinner,” showing her preference for foods familiar to her. Paragraphs 10 through 15 carry the theme as Anna struggles with her fear, and paragraphs 16 and 17 demonstrate that she faces the challenge and enjoys trying some new foods, even if that does not include eating bugs.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because themes often involve lessons a character learns, and the passage does describe how Anna learned something. At this point in the story, however, the narrator is providing background information and the “things” she has learned are still not specific. As a result, this sentence does not provide the best support for the theme. Choice C: Students may have chosen “C” because the topic of eating bugs is found throughout the story, and it can be inferred that Supphatra enjoys eating them. Since Anna does not end up eating bugs herself, but more importantly ends up liking other Thai foods new to her, it would not be considered a theme of the story. Choice D: Students may have chosen “D” because Anna is nervous about trying the new food. However, because this sentence itself does not include a reference to the cause of the nervousness, it is not the best support for the theme of the story.

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Why does the author most likely include both paragraphs 16 and 17?

A B C D

to contrast for the reader Anna’s earlier fears and her enjoyment of the food to explain to the reader why Supphatra’s family thinks Anna is funny to help the reader understand the different flavors in Thai dishes to show the reader how delicious Thai food is

Students who choose “A” are able to determine that paragraphs 16 and 17 provide details about Anna’s positive thoughts about the Thai foods she just ate. The flavors made her “taste buds jump!” She is surprised that “the meat curries were only a little spicy,” and her “favorite” is the “peppery and sweet” papaya salad. Paragraph 8 provides context that allows readers to know that her exclamation in Thai in paragraph 17 means “delicious!” Her pleasure expressed in paragraphs 16 and 17 contrasts with Anna’s statement in paragraph 6 when she admits she’s “never really been brave when it comes to trying new foods” and calls vegetables she does not recognize “unusual.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because “Supphatra’s family laughed” when Anna exclaimed, “Aloy Maa!” in paragraph 17. The family’s reaction, however, does not play a central part in the passage, nor does it develop the narrator’s feelings. Choice C: Students may have chosen “C” because paragraph 16 describes some of the flavors in the Thai food Anna eats. However, this is only found in one of the paragraphs and is not related to structural elements of the story. Choice D: Students may have chosen “D” because Anna exclaims that the Thai food she has just eaten is delicious. The main reason the paragraphs are included, however, is not to convince the reader that Thai food is delicious, but rather to demonstrate Anna’s change in attitude.

HOW TO HELP STUDENTS MASTER RL.5.5: To arrive at the correct answer, a student must be able to determine how a section of text fits into the structure, or organization, of a story. To help students succeed with questions like this, instruction could focus on analyzing overall structures of stories in addition to how specific parts or paragraphs fit into the structure. Students could practice finding time order of events, comparisons, contrasts, causes, effects, problems, and solutions to determine how these elements affect the structure of a story.

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What does the narrator’s description in paragraph 18 most likely suggest about Anna?

A B C D

She is relieved that the dinner has ended. She accepts that her friend is different from her. She is determined to try unusual foods. She is curious about her friend’s actions.

Students who choose “B” are first able to determine that even though Anna “politely” declines a beetle after dinner, she is okay with Supphatra and her brother eating the insects. She even grins “ear to ear,” suggesting that it amuses her. Students are then able to connect previous events in the story to infer that Anna is showing acceptance for the cultural food preference that is different from her own. Paragraphs 7, 8, 10, and 11 refer to her negative reactions to the thought of eating bugs, so her grin in paragraph 18 suggests that she can still accept her friend’s taste for them, even though she does not want to try them herself.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because Anna’s grin indicates that she is content at the end of dinner. However, she grins because she watches Supphatra and her brother “gobble down the insects;” this description is more connected to her friend’s actions than to her own feelings about the dinner. Choice C: Students may have chosen “C” because Anna tries new foods at her friend’s house and expresses delight in doing so (paragraphs 15 and 16). However, in paragraph 18, she still politely declines the beetle, showing that she is not willing to try bugs just yet. Choice D: Students may have chosen “D” because Anna’s “ear to ear” grin while watching Supphatra and her brother “gobble down the insects” may suggest that she is curious as to why her friend is eating bugs. Since Supphatra eats a grasshopper in front of Anna in paragraph 8, the action is not new to the narrator. The paragraph demonstrates Anna’s changing attitude towards acceptance of new foods, but not her curiosity towards them.

HOW TO HELP STUDENTS MASTER RL.5.1: To arrive at the correct answer, a student must infer information about a character based on details in descriptive text. To help students succeed with questions like this, instruction could focus on analyzing the details in a sentence or section of a text for explicit and implicit meaning. Students could practice drawing inferences from the meanings as they relate to other aspects or events in a story.

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irections 305029P

Read this story. Then answer questions XX through XX.

Grace is a student intern with Dr. Watts, an oceanographer studying the effects of a recent oil spill on an ocean reef. When the co-pilot of their tiny submersible ship becomes ill, Grace must fill in, even though she is untrained and nervous about the dangers of sinking 1,600 feet below the surface of the ocean.

Deep! by John Frizell 1

She opened her eyes and saw another world. The lights of the sub illuminated huge coral mounds, covered with thickets of delicate branches. There were crabs swarming over it and starfish dotted about. Tiny sea anemones sprouted from every patch of sand between the thickets. Everything looked gray-blue, but as they got closer and the sub’s lights became more effective, colors blossomed on the starfish and anemones. Feathery white plumes of plankton, almost like snow, drifted in slow currents above the ocean floor. The vehicle hovered as they carefully monitored the area looking for visible signs of oil. There didn’t appear to be any, Grace quickly noted. The weight of the ocean lay heavily upon her, and all she could think about was resurfacing.

2

“No oil,” she said joyously.

3

“None that we can see. Have you looked at the data logger?”

4

“Light is green.”

5

“Good. Can you explain how there could be oil affecting this area without us being able to see it?” Dr. Watts was maneuvering the sub. Its little electric thrusters were whining as it moved against the slow currents toward a reef mound and steadied itself in front of an outcrop.

6

“Well, oil has many toxic components, and some of them dissolve in water or can be suspended,” she answered. “So we could be in the middle of a high concentration and not see it.”

7

Grace didn’t want to play academic games. She wanted to escape to the surface.

8

“That’s correct,” said Dr. Watts. A short robot arm was unfolding from the sub, right in front of Grace.

9

“They injected emulsifier into the oil where it was escaping from the seafloor,” Watts explained. “That kept a lot of it from reaching the surface, but dispersed it into the deep

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water. It may still be down here.” A claw at the end of the robotic arm closed on a branch of coral, broke it off, and then retracted to drop its prize into a sample container that opened to receive it and then closed tightly. 10 11

“Excellent. Now we have a sample that could tell us what has really happened,” Watts said. “But it all looks so healthy.”

12

“Yes, it does. But effects may take a long time to show. This is a slow-growing ecosystem. Those reefs are millions of years old; it will take decades to measure the effects on them. And research money will become harder and harder to get. We need to sample as much of the deep ocean as we can before our funding runs out.”

13

The sub was in motion again, headed toward what looked like a huge cloudbank over a muddy bottom.

14 15 16 17 18

“No way,” she could hear Watts’s frustrated voice. The reef and most of the bottom had disappeared as they entered the cloud. The lights penetrated only a few feet into the gloom. “I’m going to need your help, now,” he said urgently. Grace’s muscles and nerves tightened as the lights on the sub got brighter. A huge boulder loomed over the sub. “Mustn’t hit that,” she could hear Dr. Watts mumble.

19

Grace stared into the gloom. Sweat was running down her face despite the cooling system humming in the can.

20

“We need baseline data, and every sample is precious,” Watts said. “Can you see anything?”

21

Grace could see a coral branch that appeared and disappeared in the murky water.

22

“Yes.”

23

“I can’t see anything. I can’t even see the arm. It’s in front of you. Tell me when the grab is on target.”

24

“I can hardly see it,” Grace warned. “It comes and goes.”

25

“Concentrate then. Concentrate.”

26 27

The arm was disappearing into the murk. She couldn’t see the claw. When it cleared a moment later, the claw was touching the prize. “Close.” She saw the claw close and miss as the sub drifted sideways.

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“Didn’t get it. Open.” The grab disappeared again. The thrusters whined as Dr. Watts pushed them away from the looming menace of the boulder. Grace stared into the floodlit gloom, waiting. There was a ripple in the current. A branch appeared.

30

“Up a few feet.”

31

The sub lilted. The claw brushed the branch.

32

“Hold steady and close.”

33

Just as the claw grabbed the coral, the cloud masked it.

34

“What happened?” asked Dr. Watts.

35

“On target. It’s ours!”

36

“Well done, Grace. Very well done!”

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How does paragraph 1 prepare the reader for the rest of the story? Use two details from the story to support your response.

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How does paragraph 1 prepare the reader for the rest of the story? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes valid inferences from the text to explain how paragraph 1 prepares the reader for the rest of the story (giving details on where they are and why they are there). The response provides a sufficient number of concrete details from the text for support as required by the prompt (they carefully monitored the area looking for visible signs of oil and “drifted in slow currents above the ocean floor,” it tells you they are in the ocean). This response includes complete sentences where errors do not impact readability.

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How does paragraph 1 prepare the reader for the rest of the story? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain how paragraph 1 prepares the reader for the rest of the story (it describes how it was happening in Grace’s perspective). The response provides a sufficient number of concrete details from the text for support as required by the prompt (She opened her eyes and saw another world, Grace was curious about the ocean, Grace is trying to observe the ocean as much as she could). This response includes complete sentences where errors do not impact readability.

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133050051

How does the narrator’s point of view contribute to the mood of the story? Use two details from the story to support your response.

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MEASURES CCLS: RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described.

HOW THIS QUESTION MEASURES RL.5.6: This question measures RL.5.6 by asking the student to describe how the narrator’s point of view influences the mood of the story. Students must infer the overall feeling the narration creates in various points of the text, based on details such as characters’ thoughts, descriptions, and plot events.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: A response receiving full credit will use textual details to describe how the details and description from the narrator’s point of view contribute to the anxious, or suspenseful, mood. The narrator describes Grace’s anxiety in paragraph 1, as the text states, “the weight of the ocean lay heavily upon her, and all she could think about was resurfacing,” and in paragraph 17, “Grace’s muscles and nerves tightened” and “a huge boulder loomed over the sub.” Both of these descriptions add suspense to the story. In addition, the importance of their task, combined with the difficulty of seeing through the gloomy, murky water, contributed to the anxious and suspenseful mood. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RL.5.6: To help students succeed with questions assessing standard RL.5.6, instruction can focus on analyzing how a narrator’s or speaker’s point of view affects the way events are described and contribute to the overall feeling of a story or part of a story. Instruction can focus on using textual details to explain how a narrator changes the mood of a text based on the way events are described.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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How does the narrator’s point of view contribute to the mood of the story? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain how the narrator’s point of view contributes to the mood of the story (Grace is scared and it helps the story show that). The response provides a sufficient number of concrete details from the text for support as required by the prompt (“Sweat was running down her face.” If Grace was the narrator she couldn’t see sweat running down her own face and “Grace didnt want to play academic games” and it would be weird if she said that herself). This response includes complete sentences where errors do not impact readability.

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How does the narrator’s point of view contribute to the mood of the story? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain how the narrator’s point of view contributes to the mood of the story (It makes the story sound a little more suspending). The response provides a sufficient number of concrete details from the text for support as required by the prompt (I felt anxious when the story said, “Grace’s muscles and nerves tightened as the lights on the sub got brighter. A huge boulder loomed of the sub.” and I felt suspended when the sub kept trying to get the coral, and missing). This response includes complete sentences where errors do not impact readability.

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irections 305025P

Read this article. Then answer questions XX through XX.

How to be a Smart Risk-Taker by Steven R. Wills

1

If the key to becoming a pioneer or a trendsetter is to be a smart risk-taker, then how can we learn to become smarter risk-takers? Some people figure this out by accident, or stumble on the secret of success—but most of us have to take charge and make these things happen for ourselves. If you want to be a smart risk-taker, you need a plan. Here’s one: STEP 1: Learn how to evaluate yourself.

2

How do you feel about the word “risk”? Does it make you think of danger, of anxiety, or of losing something? Or does it make you think of possibilities, of excitement, and of adventure? We aren’t all the same, and we need to be honest about it.

3

How do you feel about yourself? Sure, we all feel lousy about ourselves sometimes (although usually more than we have reason to). But when you think you have done well, what traits do you think made you succeed? Stanford University professor Dr. Carol S. Dweck discovered something interesting about the praise we receive when we do something well. She found that, if students were praised for being “smart,” they were less likely to take risks than students who were praised for “working hard.” Why? It seems that, if we think we do well just because we are smart, then we are less willing to try things where we might fail. However, if we think we are hard workers, then we are more willing to try things where we have to work hard—after all, that is what we are good at, right? Next time you succeed at something, recognize the work you put into it and the risks you took—don’t just figure it came to you because you were “smart” or “talented.”

4

Do you need to have things “all set” before you do something? Are you afraid of being rejected, and need the approval of others? Do you have to always be right? Are you unwilling to take the consequences for your actions? Do you look to others to solve a problem because you don’t believe you can do it? Do you need to play it safe? These are all ways of thinking that will get in your way if you want to be a smart risk-taker. If they describe you, then you know what you have to work on first. Remember, the way you think now can be changed—so get started.

5

On the other hand, are you willing to be vulnerable? Can you accept the consequences when things don’t work out? (Keep in mind that we are not talking about dumb risks.) Are you able to do things even though you aren’t likely to get the approval of your friends? Can you confront a problem and not blame it on someone else? These are the traits of a smart risk-taker. On to STEP 2.

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STEP 2: Learn how to evaluate risks. 6

Evaluating a risk isn’t really difficult—although it can take some effort to do well. Think of it this way: A smart risk is one where the potential upside outweighs the potential downside. For example: Should you ask ____ to hang out with you? Best potential upside? He/She says “yes,” you have a great time, and maybe you get together again. Worst potential downside? He/She says “no,” and you are embarrassed for maybe a whole day. If that’s the worst that can happen, you would be crazy not to ask, right?

7

Of course, sometimes it’s more complicated than that. However, you can always write down the risk and make a list of upsides and downsides. Be thorough—you don’t want to miss anything—and then examine your list. Which side carries more weight? (Remember, it’s not the length of the list that matters, it’s the importance of the items on the list.)

8

As you become more practiced at evaluating risks, you will be surprised to find that many risks have very limited downsides, but potentially awesome upsides. Clearly, those are the risks you should go for. This seems so obvious, yet we don’t usually take these risks. Why not? One reason might be that, in your list, the downsides are all immediate and the upsides are all long term. Keeping long-term goals in mind will also help when your work doesn’t seem to be paying off. Sometimes you just have to slug along. It’s the old “no pain, no gain” thing. STEP 3: Learn how to “make the move.”

9

Remember the slogan for Nike® shoes, “Just do it”? Well, there you go. You can only stand on the end of the diving board for so long. Sooner or later you are either going to have to climb back down (feeling lousy every step of the way) or you are going to have to dive. There is no third choice.

10

If you seem stuck on this step, don’t give up. There is a reason, and you need to find out what it is. Brainstorm for a bit. Are you stuck because you don’t really want this? Are you stuck because you think there is a better way to reach your goal? Pull out some scrap paper and make some lists. List alternative solutions. List reasons for not taking a risk in this case. List ways your life would be different if you didn’t take a risk. The answer to your dilemma is in there somewhere. STEP 4: Try it out.

11

Try some small risks first. Try joining a club in school (the drama club?). Try learning a new skill (Piano? Lacrosse? Cooking?).

12

Once you get the idea, the only thing left is to be on the lookout. Smart risks (also called “opportunities”) come up all the time. Be ready to be a smart risk-taker. Nike® is the registered trademark of Nike, Inc.

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133050029

According to the author, what is the value of being a smart risk-taker? Use two details from the article to support your answer.

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MEASURES CCLS: RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

HOW THIS QUESTION MEASURES RI.5.2: This question measures RI.5.2 because it asks students to determine a main idea the author makes about the value of being a smart risk-taker. This conclusion requires students to evaluate the text for details that support the author’s ideas.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: A response receiving full credit will use textual details to determine that according to the author, the value of being a smart risk-taker is that you get to choose which risks can benefit you and which may not. Paragraphs 6 through 8 ask students to evaluate risks by writing down the upsides and downsides in order to weigh them against each other because “many risks have very limited downsides, but potentially awesome upsides.” Paragraphs 9 and 10 also explain the value of getting you to face your fears and “just do it,” whatever your goal is. A full-credit response explains a drawn conclusion based on steps the author outlines, while citing specific, relevant details from the text that support the main idea. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RI.5.2: To help students succeed with questions assessing standard RI.5.2, instruction can focus on determining different main ideas within a text, including overall main ideas and ones from specific sections of a text. Students can practice identifying textual details and the ways they support the main ideas.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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According to the author, what is the value of being a smart risk-taker? Use two details from the article to support your answer.

Score Point 2 (out of 2 points) This response makes valid inferences from the text to explain the value of being a smart risk-taker (it get kid to try new things and it gets kids to make better choices). The response provides a sufficient number of concrete details from the text for support as required by the prompt (Try something small first. (Piano? Lacrosse? Cooking? and However, you can always write down the risk and make a list of the upsides and downsides). This response includes complete sentences where errors do not impact readability.

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According to the author, what is the value of being a smart risk-taker? Use two details from the article to support your answer.

Score Point 2 (out of 2 points) This response makes valid inferences from the text to explain the value of being a smart risk-taker (you chose what you think is right and really end up enjoying it). The response provides a sufficient number of concrete details from the text for support as required by the prompt (by making a list of upsides and downsides and like joining a club at school). This response includes complete sentences where errors do not impact readability.

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irections 305026P

Read this article. Then answer questions XX through XX.

The Young Man and the Sea by Zac Sunderland

1

I sailed around the world. Alone. At age 16. Here’s the amazing tale of my 13-month adventure. Inspiration Leads to Action

2

Extreme sleep deprivation was just one of the challenges I faced on my journey that took 13 months and 28,000 miles to complete.

3

I got the idea for my trip after reading “Dove” by Robin Lee Graham, a teen who sailed the world alone in the 1960s. I started sailing when I was 4 and loved it. Sailing is such an extreme sport. It’s such an adrenaline rush. I bought my boat for $6,500 and my dad (a shipwright), my friends and I worked on it for four months to get it ready for the trip.

4

I was 16 when I left Marina del Rey, Calif., on June 14, 2008. Reaching Hawaii, the first stop, took longer than expected—23 days—because the winds were mostly light. When I passed the continental shelf, Pacific rollers—tall swells like super-long mountains in deep water—jostled my boat. Seeing the Hawaiian Islands for the first time, I felt elated because I had just crossed an ocean alone.

5

It was so amazing that I just started laughing. Challenge After Challenge

6

In the early days of my trip, I slowly got used to the loneliness and lack of sleep. It was not unusual for me to stay up for 48 hours. It is weird how you can fall asleep standing up.

7

As I continued across the Indian Ocean, the Intrepid was accosted by strong winds. I was rocking and rolling on turbulent seas one morning when I found about 200 flying fish swept onto the deck. I hoped they would wash away so I wouldn’t have to pick them off.

8

Then I found the lighters on my stove had all died and my matches were damp. I counted 32 left and rationed them so I could keep heating my food.

9

Keeping my matches dry, it turned out, was the least of my problems. I was still on the Indian Ocean one night when I was awakened by a loud, crashing sound and felt the boat being slammed around. I ran on deck and saw the tiller, used in turning the rudder to steer, had broken. The boom, which holds down the sail, had crashed to the other side of the boat and cracked in two pieces.

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10

My main sail was sagging, but I managed to secure the boom. I was lucky the winds and current were in my favor as I maneuvered between two reefs to reach Home Island, a tiny island where I found a carpenter who made me a new boom from a chunk of teak.

11

One blistering hot day, I was working on deck and thinking about taking a swim. Then I saw a white shape moving under the water. Looking closer, I saw it was a shark. Not just one shark, but a school of them. These dangerous creatures were not like the dolphins in the Pacific that play around the boat. I was glad I hadn’t taken that swim.

12

Every day I got closer to home. Approaching Grenada, an island in the Caribbean Sea, I was trounced by a 20-foot high rogue wave at 2 a.m. When I saw the massive wave, I grabbed the mast and held on. It knocked the boat sideways, swamping it with water. I lost my electronics for four days. My parents were very relieved when I was finally able to call and let them know I was O.K. For the Adventure

13

On July 16, 2009, I returned to Marina del Rey. I had celebrated my 17th birthday (eating a microwave cake) at sea. At the time, I was the youngest person to sail solo around the world and the first to do it before age 18.

14

I could not have made this voyage without my parents, who let me do it. When I started my trip, I was doing it more for the adventure and experience of it than for the record. I am glad to have the record because it shows that young people can accomplish much more than what is expected of them and what they expect of themselves.

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133050036

How did the author’s reasons for making the voyage change over the course of his adventure? Use two details from the article to support your response.

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MEASURES CCLS: RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

HOW THIS QUESTION MEASURES RI.5.3: This question measures RI.5.3 because it asks students to explain how the author’s reasons for making the voyage change over the course of his adventure. Students must relate the reasons the author had for the trip at the beginning of the journey to why he had different goals toward the end.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses that receive full credit will use textual evidence to discuss how the author’s goals for his voyage change as the journey progresses. Specifically, full credit essays will recognize how the author’s initial goals for undertaking the voyage do not match the motivations he reveals at the end of his journey. For example, details in paragraph 3 explain how the author got the idea in the first place, as well as the reasons he enjoys sailing. Paragraph 14 more thoroughly explains the author’s reasons for starting the adventure and why he “is glad to have the record.” There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RI.5.3: To help students succeed with questions assessing standard RI.5.3, instruction can focus on relating two or more ideas, concepts, events, or people. Students can practice finding aspects that relate to each other within a text and citing details that explain the relationships or interactions between them.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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How did the author’s reasons for making the voyage change over the course of his adventure? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain how the author’s reasons for making the voyage change over the course of his adventure (in the beginning, he thought the trip would be an adventure and At the end, he said he took the trip for the record). The response provides a sufficient number of concrete details from the text for support as required by the prompt (he made the trip because of a book called “Dove” and so he could show young people that they could acomplish goals). This response includes complete sentences where errors do not impact readability.

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How did the author’s reasons for making the voyage change over the course of his adventure? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain how the author’s reasons for making the voyage change over the course of his adventure (when started the voyage he had done it for adventure, but when he came back he was glad he set a record). The response provides a sufficient number of concrete details from the text for support as required by the prompt (When I started my trip, I was doing it more for the adventure and experience and I am glad to have the record, because it showed that young people can accomplish much more than what is expected from them, and what they expect from themselves). This response includes complete sentences where errors do not impact readability.

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133050034

In “The Young Man and the Sea,” what lesson can be learned from the author’s trip around the world? Use two details from the article to support your response.

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MEASURES CCLS: RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

HOW THIS QUESTION MEASURES RI.5.2: This question measures RI.5.2 because it asks students to identify the lessons the author learns during his trip and discuss these lessons with the support of textual evidence. To develop this discussion, students must infer the lessons based on the details the author uses to describe his experiences.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses that receive full credit will identify the lessons the author learns based on the details used in the text. Specifically, the author frequently discusses the challenges he met at sea and implies the lessons learned are the characteristics that allowed him to overcome these challenges: perseverance, courage, patience, quick thinking, and a sense of adventure. All of these traits can serve as lessons and are supported by details throughout the text. A full-credit response determines a lesson, while citing specific, relevant details from the text that support the main idea. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RI.5.2: Instruction can focus on identifying the main ideas in a text and the specific details an author uses to expand on those ideas. Students can practice identifying textual details and the ways they support the text’s main ideas.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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In “The Young Man and the Sea,” what lesson can be learned from the author’s trip around the world? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes valid inferences from the text to explain what lessons can be learned from the author’s trip around the world (to never give up and belive). The response provides a sufficient number of concrete details from the text for support as required by the prompt (The young man traveld for months through storms, lack of gas and in isalation and once when he was in the Indiana Ocean a storm struck and broke the steer. He didn’t give up he still managed to sail). This response includes complete sentences where errors do not impact readability.

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In “The Young Man and the Sea,” what lesson can be learned from the author’s trip around the world? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain what lesson can be learned from the author’s trip around the world (you can accomplish somethings). The response provides a sufficient number of concrete details from the text for support as required by the prompt (the young Man was 16 when he started sailing and He survied a school of shark). This response includes complete sentences where errors do not impact readability.

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133050038

How does Zac Sunderland from “The Young Man and the Sea” demonstrate the ideas described in “How to be a Smart Risk-Taker”? Use details from both articles to support your response. In your response, be sure to • explain how Zac Sunderland from “The Young Man and the Sea” demonstrates the ideas described in “How to be a Smart Risk-Taker” • use details from both articles to support your response

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MEASURES CCLS: RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

HOW THIS QUESTION MEASURES RI.5.9: This question measures RI.5.9 because it asks students to analyze how information in one text relates to information in a paired text. Students successfully responding to this question must comprehend the text enough to know what it means to be a “smart risk-taker” and then determine how Zac Sunderland demonstrates smart risk-taking by planning for and following through with his epic adventure.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses that receive full credit will identify a key theme from “How to be a Smart Risk-Taker” (e.g. taking good risks) and communicate how this idea emerges in “The Young Man and the Sea.” The elaboration on a common point between the two texts will utilize textual evidence as the basis for identifying the common theme and explain why the student considers the theme to be similar in both texts. Students can approach the topic in several ways, including analyzing ways Zac followed f Wills’ steps. First, Zac learned how to evaluate himself to prepare for the trip. Next, he learned to evaluate major and minor risks and kept his longterm goal in mind as he faced many challenges along the way. Zac also “makes the move” and plunges into his trip around the world, rather than getting stuck thinking about doing it. There is no single “correct” response, but rather responses that sufficiently and clearly develop the topic based on the four criteria in the Extended-Response (4-point) Expository Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Student responses should include an introductory and concluding comment and be logically organized. Responses should be in complete sentences where errors, if present, do not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RI.5.9: Instruction should focus on how to identify a similar topic in different texts, and then use details from each text to discuss the ways each text speaks to this common topic. Students can practice by finding common themes in different texts and explaining why they consider these themes similar based on textual evidence.

See Extended-Response (4-point) Holistic Rubric, suggested sample student responses and scoring: two 4-pt responses, two 3-pt responses, two 2-pt responses, two 1-pt responses, and one 0-pt response.

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How does Zac Sunderland from “The Young Man and the Sea” demonstrate the ideas described in “How to be a Smart Risk-Taker”? Use details from both articles to support your response. In your response, be sure to • explain how Zac Sunderland from “The Young Man and the Sea” demonstrates the ideas described in “How to be a Smart Risk-Taker” • use details from both articles to support your response

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Score Point 4 (out of 4 points) This response clearly introduces a topic in a manner that follows logically from the task and purpose (Zac Sunderland…demonstrates the ideas described in “How to be a Smart Risk-Taker.” We should learn from him). This response demonstrates insightful comprehension and analysis of the texts [Zac took the risk because the downside (dying) was outweighed by the upside (adventure, experience, record, and showing that young people can do way more than expected)]. The topic is developed with relevant, well-chosen facts and concrete details from the texts (It is smart to take a risk only when the potential upside outweighs the potential downside and Zac made his dream come true by buying the boat and setting sail). The use of varied, relevant evidence is sustained throughout (He also didn’t give up while in the middle of the challenge and He is a hard worker). The response exhibits clear, purposeful organization, and ideas are linked using grade-appropriate words and phrases (One idea, Another idea, also). The language used is stylistically sophisticated with domain-specific vocabulary (Another idea is “making the move.” This is like making your dream come true). The response provides a concluding statement that follows from the topic and information presented (He demonstrates ideas in “How to be a Smart Risk-Taker.”). This response demonstrates grade-appropriate command of conventions, with few errors.

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How does Zac Sunderland from “The Young Man and the Sea” demonstrate the ideas described in “How to be a Smart Risk-Taker”? Use details from both articles to support your response. In your response, be sure to • explain how Zac Sunderland from “The Young Man and the Sea” demonstrates the ideas described in “How to be a Smart Risk-Taker” • use details from both articles to support your response

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2-Point Rubric—Short Response Score 2 Point

1 Point

0 Point*

Response Features The features of a 2-point response are • Valid inferences and/or claims from the text where required by the prompt • Evidence of analysis of the text where required by the prompt • Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt • Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt • Complete sentences where errors do not impact readability The features of a 1-point response are • A mostly literal recounting of events or details from the text as required by the prompt • Some relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt • Incomplete sentences or bullets The features of a 0-point response are • A response that does not address any of the requirements of the prompt or is totally inaccurate • A response that is not written in English • A response that is unintelligible or indecipherable

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1. * Condition Code A is applied whenever a student who is present for a test session leaves an entire constructed-

response question in that session completely blank (no response attempted).

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—exhibit no use of linking words and phrases

—demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

—exhibit little attempt at organization, or attempts to organize are irrelevant to the task —lack the use of linking words and phrases

—partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant —use relevant evidence with inconsistency —exhibit some attempt at organization

—inconsistently link ideas using words and phrases

—develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s) —sustain the use of relevant evidence, with some lack of variety —exhibit clear organization

—link ideas using gradeappropriate words and phrases

—develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s) —sustain the use of varied, relevant evidence —exhibit clear, purposeful organization

—skillfully link ideas using gradeappropriate words and phrases

—demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension

—demonstrate grade-appropriate command of conventions, with few errors

—are minimal, making assessment of conventions unreliable

—do not provide a concluding statement —provide a concluding statement that is illogical or unrelated to the topic and information presented —demonstrate a lack of command of conventions, with frequent errors that hinder comprehension —provide a concluding statement that follows generally from the topic and information presented

—provide a concluding statement that follows from the topic and information presented

—provide a concluding statement that follows clearly from the topic and information presented

—demonstrate emerging command of conventions, with some errors that may hinder comprehension

—use language that is predominantly incoherent or copied directly from the text(s) —use language that is imprecise or inappropriate for the text(s) and task

—inconsistently use appropriate language and domain-specific vocabulary

—use grade-appropriate precise language and domain-specific vocabulary

—use grade-appropriate, stylistically sophisticated language and domain-specific vocabulary

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, or incoherent should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0. * Condition Code A is applied whenever a student who is present for a test session leaves an entire constructed-response question in that session completely blank (no response attempted).

W.2 L.1 L.2

W.2 L.3 L.6

—exhibit no evidence of organization

—demonstrate little understanding of the text(s)

—demonstrate a literal comprehension of the text(s)

—demonstrate grade-appropriate comprehension and analysis of the text(s)

—demonstrate insightful comprehension and analysis of the text(s)

—provide no evidence or provide evidence that is completely irrelevant

—introduce a topic in a manner that does not logically follow from the task and purpose

—introduce a topic in a manner that follows generally from the task and purpose

0* Essays at this level: —demonstrate a lack of comprehension of the text(s) or task

— clearly introduce a topic in a manner that follows from the task and purpose

1 Essays at this level

— clearly introduce a topic in a manner that follows logically from the task and purpose

SCORE 2 Essays at this level:

3 Essays at this level:

4 Essays at this level:

Grade 5 Released NYS ELA Questions

CONTROL OF CONVENTIONS: the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

COHERENCE, ORGANIZATION, AND STYLE: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

W.2 W.9 R.1–9

W.2 R.1–9

CONTENT AND ANALYSIS: the extent to which the essay conveys ideas and information clearly and accurately in order to support an analysis of topics or texts

COMMAND OF EVIDENCE: the extent to which the essay presents evidence from the provided texts to support analysis and reflection

CCLS

CRITERIA

New York State Grade 4-5 Expository Writing Evaluation Rubric

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New York State Testing Program Grade 6 Common Core English Language Arts Test Released Questions with Annotations August 2014

Grade 6 NYS - ELA Released Test Questions Kweller Test Prep - www.KwellerPrep.com - 1 (800) 631-1757 1

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irections 206015P

Read this poem. Then answer questions XX through XX.

Ponies and donkeys were once used in mines to pull carts of ore—in the United States as well as Great Britain.

The Pit Ponies by Leslie Norris They come like the ghosts of horses, shyly, To this summer field, this fresh green, Which scares them. 5

They have been too long in the blind mine, Their hooves have trodden only stones And the soft, thick dust of fine coal, And they do not understand the grass. For over two years their sun Has shone from an electric bulb

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That has never set, and their walking Has been along the one, monotonous Track of the pulled coal-trucks. They have bunched their muscles against The harness and pulled, and hauled. But now they have come out of the underworld And are set down in the sun and real air, Which are strange to them. They are humble And modest, their heads are downcast, they

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Do not expect to see very far. But one Is attempting a clumsy gallop. It is Something he could do when he was very young. When he was a little foal a long time ago And he could run fleetly on his long foal’s legs, And almost he can remember this. And look,

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One rolls on her back with joy in the clean grass! And they all, awkwardly and hesitantly, like Clumsy old men, begin to run, and the field Is full of happy thunder. They toss their heads, Their manes fly, they are galloping in freedom. The ponies have come above ground, they are galloping!

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Why are the ponies scared in line 3?

A B C D

They are unable to see where they are headed. They are unfamiliar with the world above ground. They are uncomfortable being around other ponies. They are unsure why they are no longer in the mine.

Students selecting “B” show understanding of the central idea of the poem: the pit ponies are scared of the world above ground because it is unfamiliar. Line 4 states that the ponies “have been too long in the blind mine,” while line 7 says, “they do not understand the grass.” These details establish an unfamiliarity with their new surroundings. Lines 4 through 14 describe the world of the underground mine that they do know, and lines 15 through 17 explain that they are now in “sun and real air,/Which are strange to them.” Life above ground is unfamiliar because the ponies have spent their lives below ground in pit mines.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” believing the ponies’ fearfulness stems from being unable to see where they are going. Students may have inferred that the ponies cannot see because the text reads, “blind mine” in line 4. This line does not mean the ponies are blind but rather describes the experience of being in the mine. In lines 18 and 19 the poet also writes “they/Do not expect to see very far,” but these lines describe the limited distance the ponies could see in the darkened environment of the mines. In line 3, the ponies are above ground and are able to see far ahead. Choice C: Students may have chosen “C” because line 1 reads “shyly,” meaning that the ponies seem uncomfortable; however, the text does not allude to the ponies being uncomfortable with one another. Also, in lines 17 and 18, the ponies “are humble/And modest, their heads are downcast,” which supports the idea that they are uncomfortable. The text makes it clear though that the ponies’ fear is of the unfamiliar world above ground. Choice D: Students may have chosen “D” because the pit ponies are unfamiliar with these new surroundings and the reason for their emergence from the mine is not explained in the poem. However, the poet does not focus on this uncertainty as the cause of the ponies’ fear. Most of the poem supports their fear as coming from their lack of familiarity with the world above ground.

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What is the central theme of the poem?

A B C D

the appeal of discovering the unknown the thrill of newfound freedom the promise of a well-planned future the wonder and beauty of nature

Students selecting “B” are able to link specific details and sections from the poem to its central message. In lines 4–15, the poem describes the limited lives led by the ponies in the underground mines. In lines 16–19, the poem describes their unfamiliarity with the world above ground. Beginning in line 19, a shift occurs where the author describes the ponies rediscovering how to gallop in the open field. In line 29, the ponies are “galloping in freedom,” establishing that they have found freedom in their new surroundings, away from the dark and closed mines. The central theme of this series of descriptions, supported by the stark contrast in the mood and the descriptive language between the first and second halves of the poem, is the thrill of newfound freedom.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students selecting “A” show an understanding of the positive outcome for the ponies indicated by “the appeal of discovering” as the ponies adjust to the world above ground. However, the poem describes the ponies as remembering running above ground before (lines 20–24), so they are not discovering anything “unknown.” Furthermore, the poem’s contrast of life below and above ground focuses on a discovery of freedom (line 29), making “B” the most accurate choice. Choice C: Students may have chosen “C” because the change to the ponies’ world (lines 15–30) could point to a more positive future. The poem, however, does not articulate any “promise,” nor does it mention the future of the ponies. Choice D: Students may have chosen “D” because the poem includes positive language about the “sun and real air,” and “joy in the clean grass.” These details, however, are secondary to the overall theme of the ponies’ change from startled to “galloping in freedom.”

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In line 7, why don’t the ponies “understand the grass”?

A B C D

They are sick from breathing in too much coal dust. They are too old to remember where they are going and why. They have injured legs from pulling heavy coal-trucks. They have lived most of their lives in a dark and stony space.

Students selecting “D” have used textual evidence to arrive at a full understanding of the meaning of a line of the poem. The poet describes how “Their hooves have trodden only stones/And the soft, thick dust of fine coal” (lines 5 and 6) and “their walking/Has been along the one, monotonous/Track of the pulled coal-trucks” (lines 10 through 12). Because the ponies are used to walking on stones, dust, and track, grass has become unfamiliar to them and they do not “understand” it.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the poem describes a harsh existence where the ponies “have trodden only stones/And the soft, thick dust of fine coal” (lines 5 and 6), and “have bunched their muscles against/The harness” (lines 13 and 14). Although the ponies are described as “ghosts” (line 1) and the conditions they have been living in are described in unappealing terms, the poem presents no evidence that the ponies are sick from breathing in coal dust. Choice B: Students may have chosen “B” because the poem describes in lines 20–24 how the ponies have distant memories of this scenario, implying that they may be old. But these lines also establish that the ponies remember well what to do and are quickly rolling and galloping outside. Choice C: Students may have chosen “C” because the poem describes the ponies pulling coal-trucks (line 12) and have “bunched their muscles against/The harness and pulled, and hauled (lines 13 and 14). The poem also describes how the ponies are initially clumsy in learning how to gallop (line 20). But there is no evidence that pulling coal-trucks has injured them and that this is why they do not “understand” what grass is.

HOW TO HELP STUDENTS MASTER RL.6.1: To help students master questions that measure RL.6.1, instruction might focus on building students’ capacity to comprehend grade-level complex texts and providing guiding questions and instructing students to locate textual evidence to support interpretive and analytical statements made about texts.

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In line 1, what does the simile “like the ghosts of horses” suggest?

A B C D

Living in the mine has made the ponies fierce. The ponies are sick because of conditions in the mine. Working underground has changed the ponies. The ponies look dreadful covered with dust from the mine.

Students selecting “C” demonstrate the ability to identify qualities of the ponies that fit with ideas about what ponies emerging from a pit mine might be like, based on the poet’s descriptions. Describing the ponies as ghost-like horses suggests the ponies are weakened or at least changed versions of their former selves, not fully alive and not fully ponies. As the ponies reacquaint themselves with the grass and galloping, they undergo a change from their time in the mine. This suggests that working in the mines changed the ponies. Given that the other choices use the words fierce, sick, and covered with dust, all of which are details that are not included in the poem, the choice that describes the ponies as changed is the best option.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the poem describes the difficult labor the ponies did in the mines. However, the poem does not describe the ponies as fierce. Rather, the poem uses words such as “shyly,” “humble and modest,” and “clumsy” to describe the ponies in the outside world. Thus, the simile “like ghosts of horses” cannot be connected to the ponies being fierce. Choice B: Students may have chosen “B” because the poem describes the physical condition the horses experienced in the mines (lines 4–14). These include hauling coal-filled sleds in dark and dusty conditions. The poem does not say though that the ponies were ever sick because of these conditions, nor any other reasons. Although it may be inferred that sickness may lead to a ghostly appearance, the idea that the ponies were ill from their time in the mines is not supported by the poem. Choice D: Students may have chosen “D” because the text describes how the ponies have walked only on “soft, thick dust of fine coal” (line 6) and inferred that the ponies looked like ghosts. The poem does not say that the ponies are covered in dust, nor does it use any descriptive language that alludes to the ponies looking dreadful due to the dust.

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122060119_3

What is the importance of lines 19 through 24?

A B C D

They suggest that the ponies prefer playing to working. They show the feelings experienced by one unusual pony. They reveal what was once natural behavior for the ponies. They indicate that one pony is much smarter than the others.

Students selecting “C” demonstrate an understanding of how the details in lines 19 through 24 in the poem contribute to the meaning of the poem. Lines 20–21 read, “It is/Something that he could do when he was very young,” inferring that the pony had once experienced the freedom to run in a field and reveal to the reader that the ponies have not spent their entire lives in the pit mines. The details in lines 19–24 contrast with the description the poem gives of the ponies’ lives in the mines, where they only walk on a “monotonous track” (lines 11–12) and cannot see the light of the sun. The fact that the ponies had once run in the outdoors reveals that they are returning to their more natural state.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: A student selecting “A” has made a valid inference that is supported by the text; however, the text does not fully support the inference. While the poem does suggest that the ponies enjoy their galloping in the fields, lines 19–24 communicate to the reader that they had done this before. These lines serve as a transition from the description in lines 4–14 of their experience in the mines to the latter lines of the poem that describes their freedom. Choice B: Students may have chosen “B” because the poem indeed describes how a lone pony relearns how to run and gallop; however, the lines carry even greater importance as they reveal that the pony has done this before. This information is new to the reader and reveals that the ponies are doing something that “was once natural.” These details are meant to illustrate the general experience of all the emerging ponies and contribute to the theme of rediscovered freedom. Choice D: Students may have chosen “D” because the author singles out one pony that discovers how to run again. The poem continues to describe another pony rolling on the grass and ends with all the ponies galloping together. Rather than demonstrating the intelligence of one pony, the author clues in the audience to the fact that these ponies had experienced this kind of freedom before.

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In line 28, what is the “happy thunder”?

A B C D

the sound of a storm approaching the sound of the ponies running the sound of the trucks in the mine the sound of a pony rolling on the grass

Students selecting “B” demonstrate the ability to link the figurative phrase “happy thunder” in line 28 to textual details surrounding the phrase. In line 27, the poet describes how the ponies relearn to gallop in the field. Immediately following this line, the author uses the phrase “happy thunder.” The author uses the word “thunder” to describe a loud sound, in this case the horses running. The author also qualifies the word “thunder” with “happy,” which tells the reader that the word is being used figuratively as thunder itself cannot be happy.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the word “thunder” is often associated with a storm. The author uses the term figuratively, which is evident because of the use of the word “happy” to describe the “thunder.” Together, the words form a figurative rather than a literal phrase to describe the contentment of the horses as they make a loud noise galloping across the field. Choice C: Students may have chosen “C” because one of the poem’s settings is a mine. Although trucks in a mine would produce a loud sound, trucks are never mentioned in the poem. This section of the poem describes ponies learning how to run and not sounds in a mine. Also, “trucks in the mine” would not explain the author’s use of “happy.” Choice D: Students may have chosen “D” because line 25 depicts a pony “on her back with joy in the clean grass!” While this line would certainly account for the author’s use of “happy” in line 28, it does not account for the use of “thunder.” Rolling in the grass would not produce the kind of sound that warrants the term “thunder,” making “B” the best choice.

HOW TO HELP STUDENTS MASTER RL.6.4: Choices “A,” “C,” and “D” all present options which account for part of the description, “happy thunder,” but only “B” fully explains the meaning the poet most likely intended within the context of the poem. To help students succeed with questions measuring RL.6.4, instruction can focus on building students’ capacity to comprehend grade-level complex texts and linking figurative language to words and details surrounding the phrase in order to determine its meaning.

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irections 206031P

Read this article. Then answer questions XX through XX.

The Sea Turtle’s Built-In Compass by Sudipta Bardhan

If you were bringing friends home to visit, you could show them the way. You know the landmarks—a big red house, a bus-stop sign, or even a pothole in the front of your driveway. But what if you were swimming in the middle of the Atlantic Ocean, where everything looks almost the same? Could you find your way home? 5

A loggerhead sea turtle could. It’s born with a magnetic sense that tells it how to find its way from any place on Earth. These big turtles swim thousands of miles each year. But somehow, they know which way to turn to stay in warm waters where there is a lot of food.

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Loggerheads also seem to have a good memory for places, even for places they have seen just once before. Each female will lay eggs only on the beach where she was born, even if she hasn’t returned since she hatched. Each year, she goes back to the same beach. That means a baby loggerhead must figure out exactly where it is from the moment it hatches. “We think that the loggerhead turtles have a global-positioning system of sorts,” explains Dr. Ken Lohmann, “and that it is somehow based on Earth’s magnetic field.” This global-positioning system, or magnetic sense, is important. It helps the turtles locate what they need to live—from the best spots for finding food to their home beaches. Understanding the turtles’ magnetic sense will help researchers figure out which areas are important for the survival of this endangered species.

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It isn’t such a stretch to think that loggerheads may have a magnetic sense. Scientists already know of several animals that can detect magnetic fields. Whales, honeybees, birds, fish, and even some bacteria use Earth’s magnetic field to find their way. Many of these animals, including loggerheads, have a substance called magnetite in their bodies. That’s what may give them their magnetic sense.

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A difference between other animals and loggerheads, though, is the way they learn to use their magnetic sense. Young whales, honeybees, and birds can learn from adults. Loggerheads are abandoned as eggs.

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With no adults to learn from, how do hatchlings figure out how to use their magnetic sense? Lohmann thinks they use cues from the environment. One of the cues he tested was light on the horizon.

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Baby loggerheads hatch only at night. However, a small amount of light reflects off the ocean. The light makes that region brighter than the rest of the sky. Heading toward the light helps loggerheads get quickly out to sea, where they can find food. 35

Turtles hatching in eastern Florida first swim east, since that is the direction of the light. Lohmann tested whether hatchlings use this light source to set their magnetic compasses. “We outfitted each hatchling with a cloth bathing suit that was attached to a fishing line and set them free in the tank,” says Lohmann. The fishing line was connected to a tracking system so a computer could record which way the turtles swam.

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Around the tank, the scientists set up electrical coils to create a magnetic field that matched the Earth’s. They set a dim light to either the “east” or the “west” of the magnetic field. Then they let the hatchlings go. At first, the hatchlings swam toward the light, no matter where it was. After scientists turned off the light, the turtles that had seen the light in the “east” always swam toward “east.” When the researchers reversed the magnetic field, these turtles turned around and swam toward the new “east.” They had learned how to use their built-in compass. Turtles that had seen the light in the “west” swam toward “west.” In the wild, swimming west would take them the wrong way—away from the ocean. So the light helped set the built-in compass, even if it did give the wrong direction.

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Turtles that had their first swim in total darkness swam in random directions. These experiments showed that loggerheads use cues from the outside world to set their magnetic sense. Loggerheads can detect magnetic fields from birth, but at first they don’t know what they mean. After they follow the cues from their surroundings, they remember the “correct” magnetic direction.

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Lohmann’s work has led others to protect the loggerheads’ habitat. For example, if a turtle hatches on a beach with a bright boardwalk, the turtle may be confused about which lights to follow. If it turns the wrong way, its magnetic sense may be warped forever. That would make survival hard for the turtle. Lohmann is working to find other factors that are important in helping sea turtles find their way around the world. Many questions about these beautiful ocean creatures have still not been answered, so researchers have a lot of ideas to study.

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Which detail is most helpful for understanding the central idea of the article?

A B C D

Loggerhead turtles hatch in eastern Florida. Loggerhead turtles prefer to feed in warm waters. Scientists are interested in protecting animal habitats. Scientists have studied how different animals navigate.

Students selecting “D” show an understanding of the central idea of the article: how the built-in compass helps loggerhead turtles find their way throughout the world. Students selecting this answer understand that, to find how the turtles navigate, scientists need to compare what they know about the turtles to other animals. Lines 20 through 24 present other animals that scientists know can detect magnetic fields like the turtles do, while lines 40–50 present experiments that explore this ability.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because lines 29 through 50 describe experiments testing Lohmann’s hypothesis about loggerheads setting their internal compasses based on environmental cues, in this case the light on the horizon as it appears to loggerheads hatched in eastern Florida. However, the text is clear that navigation is an inherent property for turtles and, as such, is not dependent on the location of the turtles’ birth. Choice B: Students may have chosen “B” because lines 7 and 8 state that loggerheads prefer warm waters where they know they will find food. This fact refers more to the turtle’s memory and its ability to find any place it has been one time. So, turtles will remember where abundant food sources are. However, this textual detail is minor, as the rest of the article does not discuss feeding habits, but focuses on the turtle’s navigation ability. Choice C: Students may have chosen “C” because line 55 states that Dr. “Lohmann’s work has led others to protect the loggerheads’ habitat.” Line 56 lists some possible ways that a turtle might become confused after it hatches, but this fact does not help a reader understand the central idea of the article - how the turtles are able to navigate using their magnetic sense of direction.

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132060073_4

Why are lines 9 through 13 important to the article?

A B C D

They show how the turtles hatch eggs. They show the types of beaches turtles prefer. They explain why the turtles travel long distances. They explain why the turtle’s sense of direction is so important.

Students selecting “D” show an understanding of how a section of a text fits into the structure and meaning of the whole text. The passage explains how turtles are able to find their “way from any place on Earth” (line 6). Lines 9 through 13 establish that this trait must be nurtured from the moment the turtles hatch. This connects with a subsequent discussion (lines 16–19) that link the section in the question with the overall point of the passage.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because line 10 establishes that female turtles will lay their eggs on the same beach where she was hatched. This establishes a pattern of inherent behavior in the turtles. Students may have inferred that the section shows how females lay their eggs; however, it explains why the magnetic sense of direction is so important to turtles—so they can return to the beaches where they were born. Choice B: Students may have chosen “B” because the lines specify that turtles return to the beaches where they hatched. However, the text does imply that the turtles return to their hatching place because they prefer certain types of beaches. It does mean that their magnetic sense of direction allows them to find the beaches where they hatched in order to lay their own eggs. Choice C: Students may have chosen “C” because they inferred that turtles may have to travel long distances to return to their native hatching place. While the text does mention that these “turtles swim thousands of miles each year,” it does not clarify that they swim such distances due to their memory. Lines 9 through 13 show how important the turtle’s sense of direction is to the species’ survival, not how far a turtle has to travel to return to its place of birth.

HOW TO HELP STUDENTS MASTER RI.6.5: To select choice “D” students must recognize the way lines 9–13 relate to the overall point of this passage. Choices “A,” “B,” and “C” are based on inferences that are not supported by direct textual evidence. To help students succeed with questions measuring RI.6.5, instruction can focus on building students’ capacity to connect sections of a text to the structure of the text and the overall development of ideas.

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Why do loggerhead hatchlings have to learn differently from the way many other animals learn?

A B C D

They hatch when it is dark outside. They do not have adults to teach them. They do not live completely on land. They depend on their surroundings.

Students selecting “B” show an understanding of the difference between baby turtles and other animals that use magnetic sense is that the turtles do not have an adult to learn from (lines 25–26). When the turtles hatch, they are on their own. Their instincts will guide them to the water. Lines 5 and 6 explain that the turtles’ magnetic sense guides them in the correct direction. Lines 12 and 13 explain that the baby loggerheads must figure out where they are the moment they hatch. Line 27 tells readers that the turtles “are abandoned as eggs.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the text states that loggerhead turtles are born at night (line 31). However, that is not the reason they learn differently from other animals. The text establishes that since they are abandoned, they have no adults to serve as models of behavior. Choice C: Students may have chosen “C” because the turtles’ environment encompasses both land and sea. Lines 3 and 4 raise the question of difficulty of finding one’s bearings in the middle of an ocean. Lines 5 and 6 explain that loggerheads, because of their magnetic sense, can. Students may have inferred that learning to live on land and in the ocean is learning differently. However, lines 25 through 27 explain that the turtles are abandoned as eggs, and when they hatch, they have no adults to teach them. Choice D: Students may have chosen “D” because the text states that the hatchlings use their surroundings to learn how to us their magnetic sense (lines 31–54). Their surroundings when they hatch are the beaches, where they are near enough to the water to find their bearings. This is not, however, the reason why they learn differently. When they hatch, they do so alone with no adult guidance, which makes them different from other animals.

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132060079_4

Scientists conducted experiments to track the movements of baby turtles because they

A B C D

wanted to study how quickly turtles learn new behavior were hoping to recreate turtle territories in a laboratory were hoping to discover where turtles hatch wanted to learn how turtles react to light

Students selecting “D” show an understanding of a link between the result of the experiment (lines 53–54) and the central idea in the passage (how turtles navigate). The experiment shows how light cues help the turtles set their built-in compass (lines 43 through 49). Lines 53 and 54 conclude that following the cues helps the turtles set their magnetic sense.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because line 43 explains that turtles swam toward the light wherever it was, and when the magnetic fields were reversed (lines 45 and 46), the turtles adapted quickly to the change in magnetic fields. However, the experiment was not to see how quickly they adapted or learned new behaviors, but to see what triggers those behaviors since they have no adult role models. Choice B: Students may have chosen “B” because the tank the scientists created mimicked the Earth’s magnetic field (lines 40 and 41). However, the experiment’s purpose was to ascertain how turtles learned behaviors without adult role models to follow, not whether they could re-create the turtles’ habitat. Choice C: Students may have chosen “C” because the turtle eggs usually hatch on the beach, but scientists tried re-creating the habitat (lines 37 through 43) to see how turtles knew which way to go toward the water in total darkness, not to find where on the beach the eggs hatch.

HOW TO HELP STUDENTS MASTER RI.6.3: To select Choice “D” students must recognize the connection between the purpose of the scientist’s experiment and the overall point in the passage. Choices “A,” “B,” and “C” present aspects of the experiment that are not directly related to the overall point of the text or lack textual support. To help students succeed with questions measuring RI.6.3, instruction can focus on building students’ capacity to comprehend grade-level complex texts and activities and discussions that ask students to analyze how key individuals, ideas, or events are introduced, illustrated, or elaborated through examples.

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According to the article, how might humans threaten loggerhead turtles’ survival in the wild?

A B C D

by creating artificial magnetic fields by building bright structures near the ocean by preventing turtles from returning to their eggs by removing baby turtles from their natural habitat

Students selecting “B” show an understanding of the turtles’ guidance system and the need to find water near where they were hatched. The article explains that they often migrate toward light reflected off the water (lines 31–33). Line 43 states that “at first, the hatchlings swam toward the light, no matter where it was,” explaining how the turtles swim towards any light after hatching. Finally, the article states that a turtle’s magnetic sense could be ruined it “hatches on a beach with a bright boardwalk.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because line 5 mentions the turtle’s “magnetic sense,” and line 14 compares the turtle’s internal guidance system to a global positioning system. Students may have inferred that an artificial magnetic field might interfere with the turtle’s guidance system because of the experiment outlined in lines 37 through 49, but the article makes no mention of interference except that of artificial lighting. Choice C: Students may have chosen “C” because lines 9 through 13 inform readers that female turtles return to the beaches where they were hatched. Students may be inferring that the female turtles tend to their eggs when, in fact, they lay them in the hot sand to hatch on the beach later in the evening. The turtles’ survival depends on their ability to locate water after they hatch. Choice D: Students may have chosen “D” because scientists conducting the experiments removed turtle eggs from their nesting place on the beach and brought them to a control tank. However, the scientists were conditioning the turtles to follow their guidance system rather than interfering with the turtles’ progress.

HOW TO HELP STUDENTS MASTER RI.6.1: Choices “A,” “C,” and “D” present actions that are detrimental to the survival of turtles in the wild but that are not specifically stated in the article. Choice “B” indicates a human action described in the text that is detrimental to that survival. To help students succeed with questions measuring RI.6.1, instruction can focus on building students’ ability to comprehend grade-level complex texts; close reading of the text in order to identify specific, relevant details that support both implicit and explicit conclusions may also be helpful for students.

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What is the author’s main purpose for including Dr. Lohmann’s work in the article?

A B C D

to explain to readers how turtles behave in captivity to show how Dr. Lohmann conducts his experiments to highlight the important role of environment on turtles to describe the influence Dr. Lohmann has on the scientific community

Students selecting “C” show an understanding of the importance of the experiment and its findings: that turtles are dependent upon external cues, so their environment plays a large role in whether the turtles’ built-in compass is activated correctly (lines 48 and 49).

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the experiment is a sterile, secluded environment where external factors are carefully controlled, but the environment is not captivity. The researchers who conducted the experiment are still trying to find ways to protect the natural habitats of the loggerheads (lines 59 through 61). Choice B: Students may have chosen “B” because lines 37 through 43 detail how the experiment was set up, and lines 43 through 50 showed what resulted from the experiment. However, the author’s purpose for including the experiment was to corroborate the ideas in the first part of the article that show that loggerheads learn to navigate on their own, without adult aid, from the time they hatch. Choice D: Students may have chosen “D” because line 55 states that Dr. Lohmann has inspired others to work toward protecting the habitats of the loggerheads. However, this information is additional and not related to the purpose of the experiment.

HOW TO HELP STUDENTS MASTER RI.6.6: To arrive at Choice “C” students must understand the experiment and its results in the context of the entire passage. Choices “A,” “B,” and “D” do not present the experiment or its results in this context, so they are not supported by the text. To help students succeed with questions measuring RI.6.6, instruction can focus on building students’ ability to comprehend grade-level complex texts and activities and discussions that ask students to determine an author’s point of view or purpose in a text and how it is conveyed in the text.

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Which statement from the article best represents a central idea?

A

“It’s born with a magnetic sense that tells it how to find its way from any place on Earth.” (lines 5 and 6)

B

“Loggerheads also seem to have a good memory for places, even for places they have seen just once before.” (lines 9 and 10)

C

“In the wild, swimming west would take them the wrong way—away from the ocean.” (lines 47 and 48) “Lohmann is working to find other factors that are important in helping sea turtles find their way around the world.” (lines 59 and 60)

D

Students selecting “A” show an understanding of the central idea of the article. The text discusses the turtle’s built-in guidance system and how it helps it navigate from the moment it hatches. Lines 5 and 6 make clear that loggerhead turtles have a magnetic sense that guides them from any place on Earth. Finally, the text points out that this ability is something that turtle can do from the moment it is born.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because lines 9 and 10 explain that loggerheads can remember locations they have been to only one time. The turtle’s remarkable memory is a facet of its magnetic sense and represents a supporting idea, but it is not the central idea of the article. Choice C: Students may have chosen “C” because lines 47 and 48 allude to the experiment conducted on the turtles, which caused the turtles to swim toward the west. However, the central idea of the article is that turtle’s have a built-in guidance system. The experiment just supports the idea that the turtles are guided by an inherent compass. Choice D: Students may have chosen “D” because the lines allude to the turtle’s ability to find their way from anywhere in the world, but the lines also reflect research into other factors that help the turtles find their way, factors other than their internal compass. The quoted selection is not central to the passage.

HOW TO HELP STUDENTS MASTER RI.6.2: To select Choice “A” students must recognize that the natural ability turtles have to navigate is the central idea of the text. Choices “B,” “C,” and “D” present ideas that pertain to loggerhead’s magnetic sense, but do not best represent this main idea of the text. To help students succeed with questions measuring RI.6.2, instruction can focus on building students’ capacity to comprehend grade-level complex texts and activities and discussions that ask students to identify specific details in a text that relate to a central idea.

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Read this article. Then answer questions XX through XX.

Ring of Horses by Cindy Seiffert

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You hand the man your ticket. The round platform rocks slightly as you step onto it. Spying your favorite mighty steed, you rush toward it, weaving your way past the other horses. As you scramble into the sky-blue saddle, the bouncy cadence of the organ makes you smile. You hold on tightly to the shiny gold pole in front of you as your horse begins to move up and down, round and round. The world whirls around you, the horse galloping through it. What a wonderful ride! You’ve probably ridden a carousel at least once, maybe many times. Did you ever wonder who decided to make pretend horses spin in a circle with people riding them?

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The origins of the carousel can be traced all the way back to games played on horseback by Arabian and Turkish men in the 1100s. In one game riders played catch with clay balls filled with scented oil or water. In another the men held a lance while riding and tried to run it through a small ring dangling by ribbons from a tree or pole. If a rider was successful, the ribbons would pull off the tree and stream behind the ring on his lance like a waving rainbow. Hundreds of years later, Italian and Spanish travelers observed these games and brought them to Europe. The contests were called garosello by the Italians and carosella by the Spanish. Both words mean “little war.” The English word carousel comes from those words. The first carousel-like contraption was created in France and was designed to help men practice for their “little war” games. It didn’t look as fancy as the carousels you see today, but the structure was similar. The umbrella-like construction had a wooden pole with spokes radiating from the top. Chains hanging from the spokes held carved wooden horses. Men, real horses, or mules turned the center pole while riders practiced putting their lances through a brass ring hanging to one side. In the late 1700s carousels like the ones we know today began to appear throughout Europe. Rather than being used for training, these were enjoyed for the sheer thrill of the ride. In the beginning the carousel was ridden mostly by grownups, not children. Light and small, these first carousels were designed to be easily spun by man or mule. Gustav Dentzel began building the first carousels in America in the 1860s. Powered by steam engines, these carousels moved faster and held more weight than the old model, allowing for a more lavishly decorated machine. Dentzel’s company is famous for having carved and painted a variety of animals for his carousels, including cats, lions, ostriches,

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pigs, rabbits, and even a kangaroo! For those who could not or did not want to straddle a horse or other animal, he created handsome chariots. 35

Remember the game of tilting a lance through a brass ring? The early carousel designers had this game in mind when they hung brass rings on a wooden arm next to many of their carousels. As the carousel turned, riders would try to grab the ring; if they succeeded, they won a free ride. Today you’d be lucky to find a carousel with a brass ring arm—only a handful in the United States still feature them.

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Carousels were so popular that nearly 4,000 were built from 1860 to 1930. But when hard times came upon America during the Great Depression in the 1930s, few people had money to spend on extras. Many carousels stopped being used and fell into disrepair, and no one could afford to fix them. Some were even taken apart and put into storage.

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These beautiful machines had nearly disappeared when, in the 1970s, people began to realize the importance of keeping the magic of the carousel alive for future generations. Enthusiasts formed the National Carousel Association and the American Carousel Society to raise money, restore, and preserve wooden carousels. Thanks to their efforts, today about 150 antique carousels are back in service.

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Which phrase best explains why people first created carousels?

A B C D

to provide people with a thrilling ride as training devices for soldiers to display carved animals as a game for horses

Students who choose “B” show an understanding of the text and the chronology of the events the text describes. Lines 19 and 20 say, “The first carousel-like contraption was created in France and designed to help men practice for their ‘little war’ games.” Lines 26 and 27 offer more evidence with the indication that the carousels built later in the 1700s were no longer used for training.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the text states that in the 1700s, carousels “were enjoyed for the sheer thrill of the ride.” However, the text also states that the “first carousel-like contraption was created in France and designed to help men practice for their ‘little war’ games.” Choice C: Students may have chosen “C” because Gustav Dentzel’s carousels are famous for their carved animals, which were “lavishly decorated. ” However, this evidence refers to the “the first carousels in America in the 1860s” rather than the first ones that were first built in France for soldiers. Choice D: Students may have chosen “D” because the first French carousels were built to practice the “little war games,” which involved horses. However, the text explains that riders, not horses, “practiced putting their lances through a brass ring hanging to one side.”

HOW TO HELP STUDENTS MASTER RI.6.1: While all of the choices for this question refer to the development of carousels, only “B” is accurately based on the text’s chronology and evidence. To help students succeed with questions measuring RI.6.1, instruction can focus on building their capacity to comprehend grade-level complex texts, locating evidence to answer a specific question, and noting the chronology of events within a text. Students can practice this skill by accurately answering a question and identifying the specific details that provide evidence for that answer.

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What made more elaborate carousels possible?

A B C D

new kinds of animals a new source of power the addition of a chariot the inclusion of brass rings

Students who choose “B” show an understanding of the text by recognizing the connection between using steam power and the appearance of more elaborate carousels. Lines 29 through 31 say, “Powered by steam engines, these carousels moved faster and held more weight than the old model, allowing for a more lavishly decorated machine.“

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because in lines 31 through 34, lavishness is attributed to the heavily carved animals and chariots. However the text uses the animals as examples of Dentzel’s elaborate designs, not as an explanation for why they were possible on the new carousels. Choice C: Students may have chosen “C” because line 34 mentions the “handsome chariots” made by Dentzel, “for those who could not or did not want to straddle a horse or other animal.” This textual evidence provides a description of lavish variety of options on his carousels, but it does not explain what made them possible. Choice D: Students may have chosen “D” because brass rings are mentioned in the text from the time of the early games to the modern carousel era. Although line 38 says that grabbing the brass ring meant getting a free ride, there is no textual evidence to connect the brass rings with the increased lavishness of the carousels of the 1860s.

HOW TO HELP STUDENTS MASTER RI.6.1: While all of the choices for this question refer to characteristics of the elaborate carousels, only “B” accurately reflects the reason they were made possible – steam engines. To help students succeed with questions measuring RI.6.1, instruction can focus on building their capacity to comprehend grade-level complex texts and using evidence to answer text-based question. Students can practice this skill by accurately answering a question and identifying the specific details in the text that provide that answer.

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Based on the entire article, the word “lavishly” in line 31 shows that the carousels were

A B C D

faster than they had been larger than they had been fancier than they had been stronger than they had been

Students who choose “C” demonstrate an ability to use the context of an article to determine the meaning of a word. Line 21 says that early carousels were not as “fancy” as the ones today. The use of the word “lavishly” in line 31 coincides with a description of Dentzel’s carousels that were “carved and painted” and included several types of animals.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because line 30 says that the carousels were faster than the previous ones; however the sentence continues by referring to the “lavishly decorated machine.” The text continues with sentences that describe the appearance rather than the movement of the carousel, indicating that “faster” is not what the word means. Choice B: Students may have chosen “B” because in line 27 the first carousels are described as “light and small,” while the carousels powered by steam engines “moved faster and held more weight.” However, there is no textual evidence describing a difference in the size. Choice D: Students may have chosen “D” because line 30 says that the newer design “moved faster and held more weight.” implying that it was stronger. However, these details are provided to explain why lavish designs were possible, not to describe an implied strength.

HOW TO HELP STUDENTS MASTER RI.6.4: While all of the choices for this question refer to possible features of the later carousels, only “C” fits the context of the way the word “lavishly” is used and described. To help students succeed with questions measuring RI.6.4, instruction can focus on determining the meaning of a word used in grade-level complex texts. Students can practice this skill by accurately identifying text-based clues to the meaning of a word, and describing how different words have an impact on the meaning of a text.

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How do the details about the Great Depression in lines 40 through 43 contribute to the development of the article?

A B C D

by helping readers form a mental image of an abandoned carousel by describing for readers the costs involved in running a carousel by creating curiosity about where the carousels were stored by providing an explanation for the decline of carousels

Students who choose “D” demonstrate an understanding of how a part of an article contributes to the whole. Prior to lines 40 through 43, the carousel is described as being increasingly elaborate and popular. The lines about the Great Depression explain why they “nearly disappeared” and provide background for understanding the information in the remainder of the article.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the lines contain descriptions of the abandoned carousels’ condition. However those details are not in reference to the Great Depression, nor is the carousels’ condition a part of the development of the remainder of the article. Choice B: Students may have chosen “B” because lines 41 and 42 say that “few people had money to spend on extras” and line 43 says, “no one could afford to fix them.” However, these details provide information about the “hard time (that) came upon America during the Great Depression,” not on carousels. Choice C: Students may have chosen “C” because line 43 says many were placed in storage. However, the location of the storage is not part of the development of the rest of the article, and there is no textual evidence to draw interest or attention to the places where carousels were stored.

HOW TO HELP STUDENTS MASTER RI.6.5: While all of the choices for this question refer to something mentioned in lines 40 through 43, only “D” is connected to the development of the rest of the article. To help students succeed with questions measuring RI.6.5, instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing how a particular idea fits into the development of a text. Students can practice this standard by explaining the importance of a sentence in understanding the rest of the information provided in an article.

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What does the history of the word “carousel” reveal about the modern-day carousel?

A B C D

Carousels were once used for training; now they have been put into storage. Carousels were once celebrated for their beauty; now they have fallen into disrepair. Carousels were once used for military practice; now they are used for entertainment. Carousels were once appreciated for their decoration; now they are used for amusement.

Students who choose “C” demonstrate an ability to follow information about the meaning of the word carousel to its modern-day use. Students must determine how its original meaning, “little war,” relates to the description of carousels built after the late 1700s, when “rather than being used for training, (carousels) were enjoyed for the sheer thrill of the ride.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because both pieces of evidence come from the text. However, the original meaning of “carousel” is explained in lines 15 through 20, and the text explains that the current use for carousels is nor enjoyment, not storage.” Choice B: Students may have chosen “B” because the article describes the elaborately carousels, and then goes on to say in line 42 that they “fell into disrepair.” However, this choice does not address the original meaning of the word “carousel.” Choice D: Students may have chosen “D” because the article describes the beautiful decorations, and says that they are now used for amusement. However, the text reveals that the lavishly carved carousels were the same ones that were designed for people’s amusement. In addition, the texts states that the first use of the word was related to military practice, rather than amusement.

HOW TO HELP STUDENTS MASTER RI.6.3: While all of the choices for this question refer to characteristics of carousels and evidence in the text, only “C” is based on an accurate analysis of the history of the word “carousel.” To help students succeed with questions measuring RI.6.3, instruction can focus on analyzing the development of an idea from its introduction to its final mention in grade-level complex texts. Students can practice this skill by accurately describing the way an idea is presented at different points in an article, and use textual evidence to justify their descriptions.

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Which statement best expresses the author’s point of view in the article?

A B C D

The carousel is an exciting and fascinating piece of history. The work to restore and preserve carousels has been completed. The first carousels in Europe were more beautiful than later ones. The National Carousel Association can do more to save the carousel.

Students who choose “A” demonstrate an ability to use evidence when identifying the point of view of the author. The details the author provides describe carousels as a unique and important piece of history, from its early beginnings, to their near disappearance, to their current resurgence. Additionally, the author presents a history of the carousel’s development using sentences like, “What a wonderful ride!” (line 6) and phrases like, “the sheer thrill of the ride” (lines 26 and 27).

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because, based on the final paragraph, the author provides details about the efforts to restore and preserve carousels. Although “over 150” are back in service, the author’s belief that the work is complete is not conveyed by any of the textual details in the article. Choice C: Students may have chosen “C” because lines 25 through 28 offer a complimentary picture of European carousels. However, the author does not compare their beauty with other carousels, and details in the text indicate that the first in America were “more lavishly decorated.” Choice D: Students may have chosen “D” because the article credits the association (along with the American Carousel Society) with providing money and services to save abandoned carousels. However, the author’s opinion about whether the National Carousel Association should be doing more is not conveyed in the textual details of the article.

HOW TO HELP STUDENTS MASTER RI.6.6: While all of the choices for this question refer to a possible point of view, only “A” is conveyed clearly by the details in the article. To help students succeed with questions measuring RI.6.6, instruction can focus on building their capacity to comprehend grade-level complex texts and determining what several details convey about the author’s point of view. Students can practice this skill by stating a point of view that is conveyed by a variety of sentences from an article, and defending this claim with evidence.

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irections 306025P

Read this article. Then answer questions XX through XX.

Excerpt from We Were There, Too! by Phillip Hoose

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The French and Indian War settled the long struggle in North America between Britain and France. When it ended in 1763, after many years of fighting, Britain was the clear winner. British forces controlled the most important rivers, commanded the key forts, and held the best seaports. But Britain was broke. The war had left a national debt of 133 million pounds, and King George III wanted even more money to put new British “peacekeeping” forces in North America. He decided that the American colonists should pay for their “defence.” Beginning in 1764, British authorities imposed taxes on tea, glass, lead, paints, paper, and other items. The idea backfired: It made many colonists rethink their relationship with Britain. Why were they being treated like children? Why should they be taxed if they had no votes in the British Parliament? Now that the French and Spanish were weak, and now that the colonists outnumbered the Indians nearly twenty to one, why did they need British soldiers to protect them? Hadn’t they cleared the wilderness, built their own homes, and organized their own cities? In short, they asked themselves, wasn’t this really their land to govern? Spinning for Liberty The thirteen colonies acted together for the first time by vowing not to import goods from England until the hated taxes were dropped. Sadly, that meant no English tea in the afternoon. It also meant colonists now had to make all the goods they used to get from England.

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On a chilly evening in 1766, seventeen girls and women rapped at the door of a large white house in Providence, Rhode Island. Each walked in with all the wool or yarn she could gather. They quickly sat down and began to spin and weave. They were there to protest the British taxes by making their own cloth so they wouldn’t have to import it from England.

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Whether they meant to or not, they started a movement. Word spread so fast that they had to move their second meeting to a courthouse. Soon there were “patriotic sewing circles” all over New England. Four hundred spinning wheels were built in Boston alone in 1769. One patriot boasted that “some towns have more looms than houses.” Soon fashionable Boston girls wouldn’t be seen in British brocades or anything fancy-looking at all. In 1768, the entire Harvard graduating class proudly got their diplomas in plain white

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homespun. The students at Brown did the same the next year. Girls blazed away at their looms. They knew their strong nimble fingers were as important to liberty as the male fingers that would soon pull triggers. Charity Clark, fifteen, spun wool for “stockens” in her home in New York City. She wrote to her cousin in England, “Heroines may not distinguish themselves at the head of an Army, but freedom [will] also be won by a fighting army of amazones [women] . . . armed with spinning wheels.” In 1771, a British military officer sent his twelve-year-old daughter, Anna, to Boston to get an education. Anna Green Winslow got an education, all right—just not the one her father intended. One uncle taught her the difference between Whigs (patriots) and Tories (British sympathizers). Another lectured her about politics and religion. But her aunt gave her the best lesson of all: She took Anna to a sewing circle and showed how she could help the cause of liberty. The girls and women met at Anna’s church each morning. As the sunlight poured in and the minister stood before them reading from the Bible, each sat at a wheel spinning wool as fast as she could. Sometimes they sang together. They raced one another to see who could spin the most. During breaks they refreshed themselves with liberty tea, made from local herbs, instead of British India tea. Soon Anna began to boast of spinning feats in her diary. After a week she wrote, “Another ten knot skane of my yarn was reel’d off today.” A few days later, the girl whose diary had just weeks before been full of notes about parties and feathered hats wrote her own declaration of independence in a letter to her father: “As I am (as we say) a daughter of liberty I chuse to wear as much of our own manufactory as pocible.” Young ladies in town, and those that live round, Let a friend at this season advise you: Since money’s so scarce, and times growing worse Strange things may soon hap and surprize you: First then, throw aside your high top knots of pride Wear none but your own country linnen: Of Oeconomy boast, let your pride be the most To show cloths of your own make and spinning. —A popular song in Boston in 1767

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How does the information in lines 1 through 6 relate to the information in lines 7 through 15? Use two details from the article to support your response.

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MEASURES CCLS: RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g. through examples or anecdotes).

HOW THIS QUESTION MEASURES RI.6.3: This question measures RI.6.3 by asking students to analyze how the events described in lines 1 through 6 relate to the decisions described in lines 7 through 15. Students who successfully answer this question demonstrate an understanding of cause and effect and how the British government’s need for funds led them to impose taxes on the colonies.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses receiving full credit include a well-supported analysis of the situation, including what caused the need for funds and what the eventual outcome was. Situations such as Britain’s war debt and their need for more money to fund “peacekeeping” forces in the colonies may be mentioned as causes for the taxes that King George III imposed on the colonies. As a result, the imposed taxes became a cause for the dissention that arose in the colonies. Evidence that may be cited is that Britain acquired a national debt of 133 million pounds funding the French and Indian War. Having secured the borders, they needed money to fund “peacekeeping” forces they planned to move to the colonies. Colonials wondered why they needed British forces to govern and protect them when they could do the job themselves. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Where errors are present, they should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RI.6.3: To help students succeed with questions assessing standard RI.6.3, instruction can focus on building students’ capacity to comprehend grade-level texts through activities and discussions that ask students to analyze how key events in a text are introduced, illustrated, and elaborated throughout the text. See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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How does the information in lines 1 through 6 relate to the information in lines 7 through 15? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain how the information in lines 1 through 6 relates to the information in lines 7 through 15 (cause and effect). The response provides a sufficient number of concrete details from the text for support as required by the prompt (the British decided to put tax in essentials such as tea since they were broke and the Americans was insulted in a way and decided to break off their relationships with the British government). This response includes complete sentences where errors do not impact readability.

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How does the information in lines 1 through 6 relate to the information in lines 7 through 15? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain how the information in lines 1 through 6 relates to the information in lines 7 through 15 (1 through 6 are the cause and the information in lines 7 through 15 are the effect). The response provides a sufficient number of concrete details from the text for support as required by the prompt (The war between the Brithish and France made the Britains broke which made them put taxes on items and Colonists were upset with the taxes so they vowed to manufacture their own items). This response includes complete sentences where errors do not impact readability.

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133060038

In lines 38 and 39, the author states, “Anna Green Winslow got an education, all right—just not the one her father intended.” Explain what the author means by this statement. Use two details from the article to support your response.

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MEASURES CCLS: RI.6.4.: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

HOW THIS QUESTION MEASURES RI.6.4: This question measures RI.6.4 by asking students to explain what the author means by a particular statement. Students who answer this question successfully demonstrate an ability to discern the figurative meaning implied in the author’s statement based on their understanding of the events in Anna Green Winslow’s life in America.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses receiving full credit will include well-supported inferences of the author’s statement based on the events in Anna Green Winslow’s life in America. These may include her extended family introducing her to controversial topics and her aunt introducing her to sewing circles designed to advance the cause of America’s liberty from England. Evidence that may be used in support of an inference will likely include one uncle teaching her the difference between Whigs and Tories and another uncle lecturing her about politics and religion. Responses may also cite how Winslow’s aunt introduced her to sewing circles that helped advance the cause of liberty by creating garments made in the colonies rather than buying garments made in England and paying high taxes. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Where errors are present, they should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RI.6.4: To help students succeed with questions assessing standard RI.6.4, instruction can focus on building students’ capacity to comprehend grade-level texts through activities and discussions that ask students to determine the meaning of unknown words and phrases, including connotative meanings, by searching for context clues within the text. See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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In lines 38 and 39, the author states, “Anna Green Winslow got an education, all right—just not the one her father intended.” Explain what the author means by this statement. Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain what the author means by the statement, “Anna Green Winslow got an education, all right—just not the one her father intended” (He probably wanted Anna to learn “educational” things such as math, science, manners, and behavior). The response provides a sufficient number of concrete details from the text for support as required by the prompt (one uncle taught her the difference between Whigs and Tories and She [Anna’s aunt] took Anna to a sewing circle and showed how she could help the cause of liberty). The response includes complete sentences where errors do not impact readability.

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In lines 38 and 39, the author states, “Anna Green Winslow got an education, all right—just not the one her father intended.” Explain what the author means by this statement. Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain what the author means by the statement, “Anna Green Winslow got an education, all right—just not the one her father intended” (Anna got educated about Liberty and working against Britain). The response provides a sufficient number of concrete details from the text for support as required by the prompt [Anna’s uncle taught her the difference between Whigs (patriots) and Tories (British symphasizers) and Her aunt took Anna to a sewing circle and showed how she could help the cause of Liberty]. The response includes complete sentences where errors do not impact readability.

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irections 306020P

Read this article. Then answer questions XX through XX.

Windblown by Britt Norlander

When howling winds whip up in Earth’s largest deserts, it’s time to head for cover. Billowing gusts kick up sand, forming walls of fast-moving dust that can block the sun. “You can’t see anything that’s more than a few meters away,” says Joseph Prospero, an atmospheric chemist at Florida’s University of Miami, who studies dust storms. 5

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Grains of sand pelt against your skin like thousands of piercing needles, and mustysmelling grit coats your mouth and nostrils. “The amount of dust that gets in the air feels suffocating,” says Prospero. For people who live in and around the deserts along Earth’s midsection—such as Central Asia’s Gobi Desert and Africa’s Sahara Desert—dust storms frequently disrupt daily routines. “When a storm kicks up, you just have to go inside and wait it out,” says Prospero. But scientists have discovered that the effects of dust storms extend much farther than the deserts’ sandy borders. Global winds lift dust from Asia and Africa and carry it to other continents thousands of miles away, including North America. Now, many scientists are concerned that the grimy visitor may be putting people and other organisms in danger. Hoping to learn more about the storms’ potential health risks, researchers are following the dust trails. WORLD TOUR During the Asian dust storm season—from March through May—winds frequently blow dust clouds eastward across the Pacific Ocean. In just a week, the dust can complete a journey from Asia, over the Pacific, and across the entire United States.

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As Asia’s storms settle, windstorms begin kicking up dust in Africa’s deserts. Between May and October, African dust drifts westward across the Atlantic Ocean, making its way toward the southeastern coast of the U.S. and islands in the Caribbean Sea. FOUL CLOUDS

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The billows of traveling dust disrupt air quality—creating hazy skies along their routes. Eventually, the winds slow and can no longer keep the sandy particles airborne. The dust drops from the sky, depositing a gritty film on every exposed surface. Studies have shown that this falling desert dust is actually an important nutrient for plants. “Researchers think that rain forests in the northern Hawaiian Islands are nurtured by Asian dust events,” says Dale Griffin, a microbiologist with the U.S. Geological Survey.

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But the same falling dust that is welcomed by plants can cause health problems for humans and other animals that inhale it. HITCHHIKERS Many scientists are now concerned that dust storms are also carrying harmful chemical pollutants. In many areas around deserts, farmers sprinkle artificial herbicides and pesticides onto the soil. When that soil blows skyward, these dangerous chemicals can hitch a ride too.

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By examining Asian dust that has been dumped on the U.S., scientists have also discovered that soot and other air pollutants can latch on to the particles. In New England, scientists analyzed the material left behind after dust from a Gobi Desert storm passed by in 2001. They discovered that the airborne particles contained the toxic gas carbon monoxide—probably emitted by a power plant in Asia. “As a dust storm generated in Asia passes over urban areas, polluted air gets mixed with the dust, and it all gets transported at the same time,” explains Robert Talbot, an atmospheric chemist at the University of New Hampshire. DRIED OUT

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Scientists believe that local sources of air pollution outweigh the input from foreign dust storms. But the amount of dust traveling across oceans—and the pollutants it carries—is growing. Today, an estimated 3 billion metric tons of dust blow around Earth each year. And, according to the United Nations Environmental Programme, dust storms in Northeast Asia have increased five fold in the last 50 years. Africa’s storms have also intensified over the last 30 years. What’s to blame for the increase? Africa has been experiencing a drought, or period of time when there is unusually low rainfall. With less moisture weighing down the sand, it’s easier for strong winds to kick it up. And in some areas, humans may be partly to blame for the growing intensity of the dust storms. Overuse of water has drained lakes—leaving behind dusty holes. Plus, farmers sometimes cut down forests to plant crops, or they allow livestock to overgraze grasslands. “In areas where agriculture strips the protective vegetation from the surface of the soil, you can get a lot more dust moving,” says Prospero. CLEAN UP Better farming practices may keep more soil packed close to the ground. But, Griffin says, “You are never going to stop the dust storms. They have been occurring for billions of years.”

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Still, scientists hope that by reducing worldwide pollution from sources like power plants and cars, the most negative impacts of the storms can be lessened. “There’s not much that humans can do to control the emissions [of dust] from a desert,” says Talbot. “But you can do something to reduce the emissions [of pollutants] in industrial areas.”

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PACIFIC OCEAN EQUATOR ATLANTIC OCEAN

Arid Regions

Dust Movement

Trade Winds

INDIAN OCEAN

Prevailing Westerlies

Two major global wind belts blow dust around Earth. Along the planet’s midsection, trade winds (examples shown above), blow from east to west while moving toward the equator. These winds propel dust from Africa across the Atlantic Ocean. At mid-latitudes, prevailing westerlies (examples shown above), travel from west to east while blowing toward Earth’s poles. Dust from Asia that gets caught in this wind pattern journeys to the U.S.

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133060001

What is the author’s central claim about the windblown dust moving from continent to continent? Use two details from the article to support your response.

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MEASURES CCLS: RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

HOW THIS QUESTION MEASURES RI.6.1: This question measures RI.6.1 because it requires students to make an inference regarding the central claim made by the author and cite evidence the author includes supporting this claim. Students who successfully answer the question demonstrate an ability to determine the author’s central claim about the windblown dust moving from continent to continent and can communicate how the author supports this claim with details.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses receiving full credit will include a well-supported inference about the author’s central claim and at least two details that the author uses in support. The author makes a case that although the dust storms are a naturally occurring phenomenon that does offer some benefits (lines 26 through 28), dangerous chemicals and pollutants are being transported with the dust are causing negative impacts from these transcontinental dust storms. The author explores details in support in this claim in lines 23 through 25 and the “Hitchhikers” section of the article; the author also explores causal relationships in lines 49 through 55. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability. See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, one 0-pt response.

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What is the author’s central claim about the windblown dust moving from continent to continent? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain the author’s central claim about the windblown dust moving from continent to continent (this dust moving around can be good for some thing but can be harmful for others). The response provides a sufficient number of concrete details from the text for support as required by the prompt (When the dust reaches the Hawaiian islands is can be used as nutrients for the rain forests and Many farmers put chemicals into the soil to help the crops grow. But when the soil that has the chemicals in it hitchhikes with the duststorm it can cause harm for humans). This response includes complete sentences where errors do not impact readability.

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What is the author’s central claim about the windblown dust moving from continent to continent? Use two details from the article to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain the author’s central claim about the windblown dust moving from continent to continent (it may be dangerous for humans and other organisms). The response provides a sufficient number of concrete details from the text for support as required by the prompt (he says carbon monoxide latches on to the particles and The traveling particles also dis rupt air quality…can cause health problems for humans and animals that inhale it). This response includes complete sentences where errors do not impact readability.

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irections 306028P

Read this story. Then answer questions XX through XX.

This is a fictional portrayal of a real person, eighteen-year-old Perce Blackborrow, who joined the crew of the Endurance. Ernest Shackleton commanded the ship in 1914, intending to cross Antarctica. The vessel was crushed by icebergs, and the men were stranded for more than four months before all were rescued.

Shackleton’s Stowaway by Victoria McKernan Once on deck, Perce stopped and stared. The flat, endless ice plain they had lived in for months was torn apart. But rather than opening up the sea for their escape, it was trapping them more than ever. 5

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Great jagged slabs of ice were piled up all around the ship, lifting her hull half out of the water, tipping the Endurance until she was almost on her side. Deck planks were snapping, and metal halyards screeched like fingernails on a chalkboard. Shackleton stood on the bridge, calmly giving orders in the chaos. Wild directed the men as they came on deck. “Billy,” Wild shouted. “Help McNeish with the lifeboats.” The Endurance was heeled so far over, the lifeboats on the port side were in danger of being crushed against the ice. “Blackie, Tim,” Wild commanded. “Help get the dogs on board.” Dogloo city was a wreck. The dogs howled with fright. Some of the chains had come free, and the loose dogs ran everywhere. Others were trapped and buried in their dogloos. Huge slabs of ice stuck straight up like tombstones in a giant’s graveyard. Perce grabbed an ax in one hand and a pike in the other. It was hard even getting to the dogs through the maze of broken ice. Perce began to chop the chains free. Crean was digging Sampson out of his collapsed dogloo. “What’s happening?” Perce had to shout to be heard over the noise of crunching ice.

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“Pressure!” Crean shouted back. “Ice starts to break up, and the current jams it all together. Then the wind catches the broken slabs like sails and pushes it up more.” It was scary to see blocks of ice that weighed ten tons piled up around them like a child’s building blocks. Crean freed Sampson and led him to the safety of the ship, with the four grown pups running right behind. Hurley had his hands full with Shakespeare but grabbed another dog from Perce. They bolted in opposite directions, almost pulling him in two. Hurley swore, yanked on the leashes, and muscled the dogs back to his side. It was a frantic race, but within ten minutes every dog was securely on board the ship. They were so terrorized, they even forgot to fight. They just cowered in corners and whined.

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McNeish came running, as much as anyone could run on the sloping deck. 30

“She’s sprung fore an’ aft, Boss!” he announced. “There’s two foot of water in the hold, and the pump’s froze up.” “Very well,” Shackleton said evenly. “Get some men on the hand pumps. Can you stem the leaks?” “Timbers is split, sir. I might build a cofferdam, though. Might keep the water back from the engines.”

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“Take whatever men you need.” “You two—” Wild pointed at Perce and Tim. “Help Hurley secure the dogs, then relieve the men on the pumps. You there—Bill, Vincent, the rest of you there—get the pikes, let’s try to push some of this ice back from the ship. The rest of you with McNeish.”

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They worked all day and all night. McNeish and his crew sloshed waist deep in the freezing water as they tried to stop the leaks. The sailors, officers, and scientists worked shoulder to shoulder. They were so wet and dirty, you could hardly tell one man from another. Fifteen minutes on the hand pumps—fifteen minutes’ rest, half hour chopping at the ice or helping with the dam down below. Perce pounded nails and stuffed blankets into cracks, then went back to the pumps. The labor was extreme. The water was pouring in so fast, they had to pump full out. After five minutes, his arms ached. After ten minutes, his shoulders and neck were in a spasm. The night became a blur. Once Perce fell asleep while holding a board in place on the dam. Once he found a mug of soup in his hand and didn’t know how it got there. The strangest thing was how the Boss was everywhere all the time. When a shift finished on the pumps, there he was with mugs of chocolate. When the strips of blanket floated out of the cofferdam, it was Shackleton’s hand that caught them. His clothes were as wet and dirty as any of theirs, but he never rested, never seemed tired. Finally, late the next morning, the efforts began to show success. Water still came in, but slower. Shackleton ordered an hour’s rest. Charlie had somehow managed to cook with the galley at a crazy tilt and now dished out big bowls of porridge. The men ate hunched over, too tired to speak. Some fell asleep at the table, their heads beside the empty bowls. And always, the terrible screech and groaning of the pressing ice continued all around them.

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133060051

What is a central idea of lines 1 through 27 of “Shackleton’s Stowaway”? Use two details from the story to support your response.

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MEASURES CCLS: RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

HOW THIS QUESTION MEASURES RL.6.2: This question measures RL.6.2 by asking students to express a central idea contained within selected lines and explain how that idea is developed in the lines. Students who successfully answer the question demonstrate the ability to express a central idea statement, as well as isolate and explain aspects of the selected text.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses receiving full credit will include a coherent expression of a central idea contained within the selected text. Central idea statements will likely focus on the dangers presented by the breakup of the ice surface and its effect on both men and animals. Relevant support may include a description of the broken surface of ice or the damage the breaking ice caused to the Endurance. The answer may also describe how hard the men worked and with calm resolve despite the treacherous situation to remedy the situation. Support may include the men working together to pump water, and Shackleton’s amazing help throughout the ordeal. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses that receive full credit will have the following characteristics: relevant and sufficient use of textual detail; organization of details in a logical way; include an introduction and conclusion; and be composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RL.6.2: To help students succeed with questions assessing standard RL.6.2, instruction can focus on building students’ capacity to comprehend grade-level texts through activities and discussions that ask students to determine central themes in a text and support these themes using various details throughout the text. See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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What is a central idea of lines 1 through 27 of “Shackleton’s Stowaway”? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain a central idea of lines 1 through 27 of “Shackleton’s Stowaway” (the iceblocks surrounding them were causing trouble to people on the ship). The response provides a sufficient number of concrete details from the text for support as required by the prompt (great jagged slabs of ice were piled up all around the ship and blocks of ice that weighed ten tons piled up around them like a child’s building blocks). This response includes complete sentences where errors do not impact readability.

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What is a central idea of lines 1 through 27 of “Shackleton’s Stowaway”? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain a central idea of lines 1 through 27 of “Shackleton’s Stowaway” (how they had to work really hard). The response provides a sufficient number of concrete details from the text for support as required by the prompt (they had to secure the lifeboats and they had to get all the dogs on board safely). This response includes complete sentences where errors do not impact readability.

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133060048

Why must the crew of the Endurance work through the night? Use two details from the story to support your response.

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MEASURES CCLS: RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

HOW THIS QUESTION MEASURES RL.6.1: This question measures RL.6.1 by asking students to make an inference from the text and cite the textual evidence used to support the inference. Students who successfully answer the question demonstrate an ability to draw an inference about why the crew of the Endurance must work through the night and cite the relevant support that led them to their inference.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses receiving full credit will include well-supported inferences about why the crew must work through the night. Circumstances and situations, such as the ice buckling and puncturing the aft section of the ship, causing it to leak, may be used to support the inference and reason why they work so diligently. Other evidence that may be used is that the engine compartment is in danger of flooding and the leak must be shored up so the engines are not damaged. Students may cite line 39, which states that the crew “worked all day and all night” trying to repair the damage. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Where errors are present, they should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RL.6.1: To help students succeed with questions assessing standard RL.6.1, instruction can focus on building students’ capacity to comprehend grade-level texts through activities and discussions that ask students to support inferences and what the text says explicitly with textual details. See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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Why must the crew of the Endurance work through the night? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain why the crew of the Endurance must work through the night (there were leaks in the boat). The response provides a sufficient number of concrete details from the text for support as required by the prompt (Can you stem the leaks? and The water was pouring in so fast, they had to pump full out). This response includes complete sentences where errors do not impact readability.

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After a short rest, the young climbers continued up. It was clear to DeMaistre that they were completely exhausted, that only a combination of fear and desperation was keeping them from falling off. Having come more than halfway up the mountain, they now realized that their only chance lay in making it to the top. To climb back down would have been harder—maybe impossible. “When they reach that shattered boulder,” DeMaistre whispered, “I’m going to call out. But I’m going to speak calmly, as if it were the most natural thing in the world to run into them up here, on this terrible, icy face.”

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When he saw Louise at the boulder, DeMaistre called down to his daughter. He asked her in a cheerful voice if she had remembered to bring him up some chocolate—he was getting hungry, he said, and it was still hours till dinnertime. At the sound of her father’s voice, an expression of fear, surprise, and deep relief crossed Louise’s face. Until that moment, she had believed that she would never see him again—that she and her brother were doomed to die on this terrible cliff, which they had mistakenly thought they could climb. “Papa! Oh—Papa! I don’t know what to do! I’m so scared. And Jean-Claude has cut his hand badly, and we’re very tired. . . .”

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Just then, Jean-Claude reached the boulder, too. DeMaistre could see that his hand was wrapped in a piece of bloody cloth. Jean-Claude was equally surprised to see his father above them—so surprised, that he almost lost his grip and fell. “Careful!” his father shouted anxiously. “Quickly, tie yourselves in to the rock! I can’t believe you’ve climbed all this way without belaying. Be calm now; don’t do anything foolish, and I’m sure we’ll get out of this alive.”

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When his two children were attached to the cliff, DeMaistre dropped a rope down to the shattered boulder. Then he carefully climbed down. He examined Jean-Claude’s hand. Two of the boy’s fingers looked broken, and there was a deep cut across the back of his hand. “You’ll be all right,” he said. “But we have to keep climbing—on up to the caves. Think you can do it?”

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“Y-y-yes,” Jean-Claude said uncertainly. “You’ve done well so far. No one has ever climbed this route before, did you know that? But tell me: has Louise been leading the whole time? Or just since you hurt your hand?”

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“Well . . . not quite the whole time,” the boy answered slowly. “There was a smooth patch of rock, you see, very icy and steep, and I had trouble getting up. Louise isn’t bothered by things like that. Oh, Papa—I’m so sorry! I don’t know why I did this crazy thing! I’ll never disobey you again, never! I promise!” And then he started to cry.

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DeMaistre comforted his son, and he tied him on to his own climbing rope. He urged Jean-Claude to begin climbing to the higher ledge. The boy went at a painfully slow pace, but eventually he arrived. Then it was Louise’s turn. She climbed much faster, with little show of difficulty. “Very good,” their father called up. “Now follow Leval’s instructions. I’ll climb behind you, bringing the yellow rope.”

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By slow, careful progress, the party made its way up. Just before dark they arrived at a tiny cave, so small that they couldn’t all squeeze into it together. DeMaistre had to spend the night outside, huddled on a ledge. The cave with the Canadians was just above, only about fifty feet away. However, neither party was aware of the other, and everyone passed a cold, uncomfortable night.

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In “Excerpt from In Caverns of Blue Ice,” how do lines 8 through 15 change the mood of the story? Use two details from the story to support your response.

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MEASURES CCLS: RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

HOW THIS QUESTION MEASURES RL.6.5: This question measures RL.6.5 by asking students to demonstrate how a story’s structure contributes to its meaning. Students who successfully answer this question demonstrate an ability to explain how the craft and structure an author chooses for a story supports the intended purpose, plot, meaning, or other aspect of the text. Students also demonstrate an ability to cite relevant textual evidence in support of their conclusions.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses that receive full credit will use textual details to discuss the way that events in the narrative alter the mood of the story. Specifically, these responses will recognize the way that language associated with the danger the ice presents shifts the tone in the text. Supported inferences as to how lines 8 through 15 change the mood of the story may include references to the danger presented by the ice. Responses may reference lines 4 and 5 that state, “the traverse they were on might be possible.” Line 6 describes the climb as “difficult” and “slippery.” Responses may also reference DeMaistre’s thoughts upon seeing other climbers below them. He thought that whoever would come out under those conditions had to be crazy, and he was worried that the climbers on the “icy stretch of the mountain wall” might not make it. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RL.6.5: To help students succeed with questions assessing standard RL.6.5, instruction can focus on building students’ capacity to comprehend grade-level texts through activities and discussions that ask students to determine how specific sections of a text influence, relate to, and contribute to the development of the text as a whole. See Short-Response (2-point) Holistic Rubric, suggested sample student responses and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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In “Excerpt from In Caverns of Blue Ice,” how do lines 8 through 15 change the mood of the story? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain how lines 8 through 15 change the mood in “Excerpt from In Caverns of Blue Ice” (from a some what calm to an astonished and fearful mood). The response provides a sufficient number of concrete details from the text for support as required by the prompt (“As long as the sun didn’t melt, the traverse they were on might be possible.” This statement in the story creates a reasurring and calm mood and “They’ll never make it – that part of the wall has never been climbed, as far as I know,” changes the mood into a terrified state). This response includes complete sentences where errors do not impact readability.

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In “Excerpt from In Caverns of Blue Ice,” how do lines 8 through 15 change the mood of the story? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain how lines 8 through 15 change the mood in “Excerpt from In Caverns of Blue Ice” (by making it seem like the other two climbers’ might not make it). The response provides a sufficient number of concrete details from the text for support as required by the prompt (the rock’s were icey and slippery that day and DeMaistre thaught the two climber’s were crazzy to be up thier). This response includes complete sentences where errors do not impact readability.

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Compare the theme of “Shackleton’s Stowaway” to the theme of “Excerpt from In Caverns of Blue Ice.” How do the settings affect the way the authors develop each theme? Use details from both stories to support your response. In your response, be sure to • compare the theme of “Shackleton’s Stowaway” to the theme of “Excerpt from In Caverns of Blue Ice” • explain how the settings affect the way the authors develop each theme • use details from both stories to support your response

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MEASURES CCLS: RL.6.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary.

HOW THIS QUESTION MEASURES RL.6.2: This question measures RL.6.2 by asking students to express a theme that two passages have in common and explain how that theme is developed in each passage. Students successfully responding to this question demonstrate the ability to express a theme statement, as well as isolate and explain the aspects of a story an author uses to develop this theme.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses that receive full credit will identify clearly a central theme from each text, and using textual evidence, discuss how the themes compare to one another. Responses that receive full credit will focus on the ways that the setting in each text affects the way the each author develops the common theme. Students should, then, discuss each theme based on the details that characterize each passage. Both texts relate a theme of danger and remaining calm in the face of danger, and each shows how the main character deals with the perilous situation before him. Responses may indicate that in “Shackleton’s Stowaway,” the crew of the Endurance encounters ice slabs that have punched a hole in the ship and it is taking on water. Responses may cite the ever shifting, icy field around the crew, the coldness of the water, the destruction of the dog igloos, and the final relief of warm food. All of these elements add to the setting and help the author develop the theme. In “Excerpt from In Caverns of Blue Ice,” the danger presents itself on the side of the mountain, when an experienced climber sees his children far below just beginning to ascend the mountain. However, the fear is not for the experienced climber but for his children Elements of the setting responses may cite include: “rotten, unstable rock” of the mountain and consequential “slippery climbing;” the children’s ascent up one of the “most dangerous routes in the Alps;” the cliff halfway up; and the son’s hurt hand. These all add to the story’s tense and adventurous theme. There is no single “correct” response, but rather responses that sufficiently and clearly develop the topic based on the four criteria in the Extended-Response (4-point) Holistic Rubric and responses that do not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions and inferences made about the text and the selection, discussion, relevance, and organization of supporting details. Student responses should include an introductory and concluding comment and be logically organized. Responses should be in complete sentences where errors, if present, do not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RL.6.2: To help students succeed with questions assessing standard RL.6.2, instruction can focus on building students’ capacity to comprehend grade-level texts through activities and discussions that ask students to determine how authors develop and present information and events that support a central idea of theme. To help students with questions that require synthesis of information across multiple texts educators can use graphic organizers to help students track information and events in different texts in order to identify and analyze points of comparison among the different texts. See Extended-Response (4-point) Holistic Rubric, suggested sample student responses and scoring: two 4-pt responses, two 3-pt responses, two 2-pt responses, two 1-pt responses, and one 0-pt response.

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Compare the theme of “Shackleton’s Stowaway” to the theme of “Excerpt from In Caverns of Blue Ice.” How do the settings affect the way the authors develop each theme? Use details from both stories to support your response. In your response, be sure to • compare the theme of “Shackleton’s Stowaway” to the theme of “Excerpt from In Caverns of Blue Ice” • explain how the settings affect the way the authors develop each theme • use details from both stories to support your response

Guide Paper 1a Page 112

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Score Point 4 (out of 4 points) This response clearly introduces a topic in a manner that follows from the task and purpose (As similar yet different passages, they have differing themes, and each author develops it in his or her own way). The response demonstrates insightful analysis of the texts [The theme of McKernan’s “Shackleton’s Stowaway is that, with the teamwork – and endurance (just as their ship is named for) – it is always likely that your problems(s) can be solved; Roper’s “In Caverns of Ice Blue” expresses the theme that, if you keep calm, all will be well; the setting – the mountains – affects the way Roper develops his theme, as it provides first a perilous and dangerous event, but slowly dies down to a calm tone]. The topic is developed with the sustained use of relevant, well-chosen concrete details from the texts (the crew works together, through the night, to solve the leaks within the ship; as the frigid sea is the setting, McKernan has the crew first split into small partnerships; as the situation worsens, the crew – altogether – joins to fix the leaks that threaten all of their lives; DeMaistre finds himself worried and startled at the sight of his children, but convinces himself to keep calm for the safety of them all). The response exhibits clear organization with the skillful use of appropriate and varied transitions to create a unified whole (Both, As similar yet different passages, On the other hand, In “Shackleton’s Stowaway”, However, “In Caverns of Ice Blue”). The response establishes and maintains a formal style using precise language and domain-specific vocabulary (peril and danger, incident, rescue mission, encounter, portrayed, depicted, partnerships, threaten, perilous). No concluding statement is provided. The response demonstrates grade-appropriate command of conventions, with few errors.

Guide Paper 1b Page 113

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Compare the theme of “Shackleton’s Stowaway” to the theme of “Excerpt from In Caverns of Blue Ice.” How do the settings affect the way the authors develop each theme? Use details from both stories to support your response. In your response, be sure to • compare the theme of “Shackleton’s Stowaway” to the theme of “Excerpt from In Caverns of Blue Ice” • explain how the settings affect the way the authors develop each theme • use details from both stories to support your response

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Score Point 4 (out of 4 points) This response clearly introduces a topic in a manner that follows from the task and purpose (The theme of “Shackleton’s Stowaway” and “Excerpt from In Caverns of Blue Ice” are very alike). The response demonstrates insightful analysis of the texts (Both the themes talk about never giving up and working hard pays off in the end and in both stories, the setting causes the problem and the themes tell about the solution to the problem). The topic is developed with the sustained use of relevant, wellchosen concrete details from the texts (the crew of The Endurance keeps working to fix their ship; the main character DeMaistre, his children, and his climbing partner work hard to get to the cave and try to be brave; the ice strands the crew; the main characters show the theme as they climb up an icy mountain). The response exhibits clear organization with the use of appropriate transitions to create a unified whole (Both the themes, In “Excerpt from The Caverns of Blue ice, The settings affect the way, In “Shackleton’s Stowaway”). The response establishes and maintains a formal style using precise language and domain-specific vocabulary (keep striving, goal, fear, climbing partner, brave, solution to the problem). The concluding section follows from the topic and information presented (This is how both stories themes are alike and how the setting affects the themes). The response demonstrates grade-appropriate command of conventions, with occasional errors (the main character DeMaistre, develope, settings) that do not hinder comprehension.

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2-Point Rubric—Short Response Score 2 Point

1 Point

0 Point*

Response Features The features of a 2-point response are • Valid inferences and/or claims from the text where required by the prompt • Evidence of analysis of the text where required by the prompt • Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt • Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt • Complete sentences where errors do not impact readability The features of a 1-point response are • A mostly literal recounting of events or details from the text as required by the prompt • Some relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt • Incomplete sentences or bullets The features of a 0-point response are • A response that does not address any of the requirements of the prompt or is totally inaccurate • A response that is not written in English • A response that is unintelligible or indecipherable

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1. * Condition Code A is applied whenever a student who is present for a test session leaves an entire constructed-

response question in that session completely blank (no response attempted).

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W.2 L.1 L.2

W.2 L.3 L.6

W.9 R.1–9

W.2 R.1–9

CCLS

—develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s) —sustain the use of relevant evidence, with some lack of variety —exhibit clear organization, with the use of appropriate transitions to create a unified whole —establish and maintain a formal style using precise language and domain-specific vocabulary

—provide a concluding statement or section that follows from the topic and information presented —demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension

—sustain the use of varied, relevant evidence —exhibit clear organization, with the skillful use of appropriate and varied transitions to create a unified whole and enhance meaning —establish and maintain a formal style, using grade-appropriate, stylistically sophisticated language and domain-specific vocabulary with a notable sense of voice —provide a concluding statement or section that is compelling and follows clearly from the topic and information presented —demonstrate grade-appropriate command of conventions, with few errors

—demonstrate grade-appropriate analysis of the text(s)

3 Essays at this level: — clearly introduce a topic in a manner that follows from the task and purpose

—develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s)

—demonstrate insightful analysis of the text(s)

4 Essays at this level: —clearly introduce a topic in a manner that is compelling and follows logically from the task and purpose

—demonstrate emerging command of conventions, with some errors that may hinder comprehension

—provide a concluding statement or section that follows generally from the topic and information presented

—establish but fail to maintain a formal style, with inconsistent use of language and domain-specific vocabulary

—exhibit some attempt at organization, with inconsistent use of transitions

—use relevant evidence with inconsistency

—partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant

—demonstrate a literal comprehension of the text(s)

SCORE 2 Essays at this level: —introduce a topic in a manner that follows generally from the task and purpose

—provide a concluding statement or section that is illogical or unrelated to the topic and information presented —demonstrate a lack of command of conventions, with frequent errors that hinder comprehension

—lack a formal style, using language that is imprecise or inappropriate for the text(s) and task

—exhibit little attempt at organization, or attempts to organize are irrelevant to the task

—demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

—demonstrate little understanding of the text(s)

1 Essays at this level: —introduce a topic in a manner that does not logically follow from the task and purpose

—are minimal, making assessment of conventions unreliable

—do not provide a concluding statement or section

—use language that is predominantly incoherent or copied directly from the text(s)

—exhibit no evidence of organization

—provide no evidence or provide evidence that is completely irrelevant

0* Essays at this level: —demonstrate a lack of comprehension of the text(s) or task

Grade 6 Released ELA - NYS Questions and Answers

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, or incoherent should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0. * Condition Code A is applied whenever a student who is present for a test session leaves an entire constructed-response question in that session completely blank (no response attempted).

CONTROL OF CONVENTIONS: the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

COHERENCE, ORGANIZATION, AND STYLE: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

COMMAND OF EVIDENCE: the extent to which the essay presents evidence from the provided texts to support analysis and reflection

CONTENT AND ANALYSIS: the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

CRITERIA

New York State Grade 6-8 Expository Writing Evaluation Rubric

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New York State Testing Program Grade 7 Common Core English Language Arts Test Released Questions with Annotations August 2014

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irections 207021P

Read this article. Then answer questions XX through XX.

On the Roof of the World by Benjamin Koch

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A few summers ago, I was lucky to travel to Tibet, the “roof of the world.” Tibet is a small country surrounded on all sides by gigantic snowy mountain peaks. For thousands of years, these towering mountains acted like a fence, keeping people from entering the country. That’s one reason why explorers and writers have called Tibet the roof of the world. It’s hard to get to. The other reason is Tibet’s high elevation. When I climbed mountain passes over 17,000 feet above sea level, I gasped for air. I was more than three miles high! Years ago, the people of Tibet were nomads—people without permanent homes. The ground in Tibet is much too rocky and thin to grow crops, so Tibetans centered their daily life and survival on the yak. The yaks provided the nomads with nearly everything they needed—milk, butter, meat, and wool for clothes and ropes. Even yak dung was used for fires. Tibetan nomads would lead their herds of yak and sheep across pastures, valleys, and mountainsides in search of the best grazing lands. The yak provides the nomads with food and clothing. They did not live in permanent homes made of wood, brick, or stone. Times are changing in Tibet, and more and more people live and work in villages and cities. But there are still nomads who survive on the high plateau just as their ancestors did. Becoming a Modern Nomad

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Some friends and I were traveling with our teacher, Dudjom Dorjee, to Kham, in the eastern part of Tibet. Dudjom was born in Tibet and lived the first years of his life as a traditional nomad. Because of political problems, Dudjom’s family had to flee to India when he was still young. We were following Dudjom back to his birthplace and getting a taste of that ancient, nomadic way of life—with a few modern updates.

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We had the advantage of automobiles—a luxury that nomads have happily survived without. When it comes time for a nomad family to move, they pack all their things into large backpacks that they strap over their yaks. A typical family might need from 30 to 50 yaks to carry all their supplies. My friends and I had more than 50 bags to carry. We stuffed them into a bus, while we piled into four-wheel drives. Problems Along the Way

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When it comes to crossing rough country, yaks are the true all-terrain travelers. Many times, the nomads have to cross raging rivers. For the loyal and determined yaks, crossing is not a problem. But when we had to cross a river, our four-wheel drives turned out to be not so loyal and reliable. We got stuck in the muddy banks of the river, and it took at least a dozen people pushing to get us out.

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When nomads arrive at their destination, they are so skilled at setting up their large yak-hair tents that they have them up in minutes. My friends and I, with our fancy supermodern tents, weren’t quite as quick. At one campsite, I remember wrestling with one of my tent poles trying to pass it through the loops of my tent. Some smiling nomad kids approached and had me set up in no time, though they’d never seen a tent like that before. It’s Cold Up There!

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The weather in Tibet is cold, and the brutal wind seems to show no mercy. Sitting inside a nomad tent, though, you’d never know it. With a warm fire burning in the mud stove and the snug black walls of the tent, you are as comfortable as can be. This was not the case in the fancy modern tents my friends and I slept in. I remember shivering through my four sweaters, three pairs of pants, and blanket, listening to the chill rain hit my tent. Having the Right Attitude

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On this trip, I learned that it takes much more than snug tents and thick, hearty tea to survive. You need the right attitude. Everywhere we traveled, the Tibetans were generous, happy, and curious. It might be a monk warming my frozen hands in his fur robes. It might be a family of nomads taking a break to dance and sing in a circle, or a handful of kids watching me with beaming smiles. Though their lives are full of challenges, the nomads never take their day-to-day problems too seriously. They know how impermanent things are, including their homes. We modern nomads learned some of these lessons. Perhaps when we cross the raging rivers or face the cold bitter days of our lives, we’ll do it with a lot more of the right attitude—the same attitude that shines from the bright smiles of the Tibetan nomads.

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122070074_1

Why did the author and his friends choose to travel with Dudjom Dorjee?

A B C D

because he could show them the nomadic life he had lived in Tibet because he was friends with many of the local Tibetans because he could teach them to communicate with the nomads because he could show them how to avoid traveling difficulties

A student selecting “A” shows an understanding of how an interaction between individuals fits into the article. Arriving at an accurate conclusion involves understanding the information the author presents about Dudjom Dorjee and making a valid inference about what motivation the author and his friends would have to travel with him. The reader learns that they wish to get a “taste of that ancient, nomadic way of life.” The author and his friends see the opportunity to travel with their teacher as a chance to witness a way of life that would otherwise be unavailable to them.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: A student selecting “B” is making an inference that might be true but which misses the bigger picture of why the author and his friends would travel with their teacher. Although it is not stated, it is possible that Dudjom Dorjee would know many local Tibetans, having spent part of his youth in the area of his birthplace; however, the text offers no support for the inference that this is the main reason why the author and his friends choose to travel with him. The reason behind the decision to travel with Dudjom Dorjee involves the expectation that Dudjom Dorjee’s personal experience of the region and its culture will be part of the group’s experience. Choice C: A student selecting “C” is making an inference that makes sense but goes beyond the information presented in the article. Although possible, the larger purpose suggested by the decision is not encapsulated by the specificity of this response. The group’s decision to travel with Dudjom Dorjee is not limited to the possibility that he might teach them to communicate with the nomads; nor is this possibility specified in the article. Choice D: A student selecting “D” is making a reasonable inference about why the group is choosing to travel with Dudjom Dorjee, presuming that difficulties will be in store for the travelers; however, the specificity of the conclusion misses a larger purpose (to experience Tibetan nomadic living) that is well supported by the text.

HOW TO HELP STUDENTS MASTER RI.7.3: Choices “B,” “C,” and “D” express reasonable inferences as to why the author and his friends might choose to travel with Dudjom Dorjee; however, the inferences miss the larger purpose of their choice. “A” and “D”

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What does the author mean by describing yaks as “true all-terrain travelers”?

A B C D

The yaks are not afraid of rough country. The yaks are very gentle and good-natured. The yaks manage Tibet’s geographic obstacles very well. The yaks provide everything the Tibetan nomads need.

A student selecting “C” shows an accurate understanding of what a metaphorical phrase means in the context of the article. “True all-terrain travelers” suggests that the yaks are well-adapted to the challenges of all landscapes in Tibet like an “all-terrain” vehicle and that the yaks greatly expedite travel for the Tibetans who use them. The use of “true” suggests that absolutely nothing the geography of Tibet has to offer daunts these intrepid creatures, making yaks possibly a “truer” “all-terrain” vehicle than actual all-terrain vehicles themselves would be in this environment.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: A student selecting “A” demonstrates understanding that describing yaks as “all-terrain travelers” means that yaks can handle rough country just as much as an all-terrain vehicle can. However, the yaks encounter more than just rough country, and suggesting they lack fear does not as completely encompass the author’s meaning as does “C,” which describes the yaks as managing all the specific obstacles in Tibetan geography very well. Choice B: A student selecting “B” is making an inference that suggests a possible characteristic of a “true allterrain traveler,” but this option is otherwise not well-supported by the text and not a necessary characteristic of a beast able to easily manage Tibet’s geographic obstacles. The yaks could be ornery and cantankerous and still be characterized as “true all-terrain travelers.” The inference about a yak’s nature goes somewhat beyond what can be deduced from the phrase and misses the specific characteristic the author is implying in the description. Choice D: A student selecting “D” is making a slightly inaccurate inference based on the text and one which goes beyond the characteristic the author is specifically pointing to with the phrase “true all-terrain traveler.” The interpretation in “D” fails to focus on the specific comparison the author is making. In addition, the author states that yaks provided “nearly” everything Tibetans need, making the statement inaccurate.

HOW TO HELP STUDENTS MASTER RI.7.4: “A,” “B,” and “D” present possible conclusions about yaks, but each fails to accurately identify the meaning of the author’s description of yaks as “true all-terrain travelers.” Helping students succeed with questions

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122070073_4

Why does the author include the story about his trouble setting up a tent?

A B C D

to explain why he wished he had bought a better tent to demonstrate the difficulty of working in the harsh climate to show why he would have preferred a Tibetan yak-hair tent to provide an example of the abilities and generosity of young Tibetans

A student choosing “D” shows an understanding of how an example illustrating an interaction among individuals supports the central ideas of an article. The example that describes the Tibetan children helping the author set up his tent, a tent the children have never seen before, illustrates the abilities and the generosity of the young Tibetans. The example of this interaction serves the goal of illustrating reasons for the author’s overall admiration of the Tibetans, a central idea of the article.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: A student selecting “A” has interpreted the event of setting up the tent literally and failed to miss the event’s larger significance within the article. In addition, the student has made an inference about the author that is not well-supported. The role played by the event in the article is to illustrate what the author saw as a characteristic of the Tibetans. At this point in the article, the author has not indicated that he wants a better tent. Even if he did, the role played by the event in the article is to illustrate what the author saw as a characteristic of the Tibetan people, not to illustrate his own shortcomings in choosing equipment for his travels. Choice B: A student selecting “B” shows an understanding of a larger thread present in the article—that the weather could be punishing; however, the question refers to the section of text about erecting the tent, not the section describing the lackluster performance of the tent itself. Drawing conclusions about the weather, at this point, is premature. Moreover, the anecdote reveals qualities of the Tibetans themselves more than the nature of their environment. Choice C: A student selecting “C” has made an inference better supported by an upcoming portion of the article than by the identified anecdote. When the author is erecting his tent, he has yet to discover its failings in the Tibetan cold. Preference for a yak-hair tent is not likely to have entered his mind at the time the Tibetan youths help him with his tent. In addition, the anecdote supports the author’s conclusions about tents less than his conclusions about the nature of the Tibetan people.

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122070069_1

Which sentences from the article best explain why Tibet is called “the roof of the world”?

A

“When I climbed mountain passes over 17,000 feet above sea level, I gasped for air. I was more than three miles high!” (lines 5 through 7)

B

“Times are changing in Tibet, and more and more people live and work in villages and cities. But there are still nomads who survive on the high plateau just as their ancestors did.” (lines 25 through 27)

C

“But when we had to cross a river, our four-wheel drives turned out to be not so loyal and reliable. We got stuck in the muddy banks of the river, and it took at least a dozen people pushing to get us out.” (lines 40 through 42) “The weather in Tibet is cold, and the brutal wind seems to show no mercy. Sitting inside a nomad tent, though, you’d never know it.” (lines 48 and 49)

D

Students selecting “A” demonstrate competence in identifying textual evidence that supports a statement in the text. Tibet is called “the roof of the world” because of its high elevation and presence amongst some of the highest mountain peaks in the world. Understanding the full import of this phrase requires combining a metaphorical interpretation of the phrase with evidence sufficient to support the interpretation. A “roof of the world” could indicate any number of things, but in the context of the article, it ties in best with the idea that elevations in Tibet are high as though Tibet were a “roof of the world” just like a roof is the highest part of a building. The quotation in “A” directly states that the region has elevations “over 17,000 feet above sea level,” or “more than three miles high,” making this choice the best fit.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: A student selecting this response may have noted the connection between “high plateau” and “roof of the world”; however, the other details in the statement that discuss demographic changes do not provide the strongest support for the idea behind calling Tibet “the roof of the world.” The movement of people from country to city and the persistence of some groups that choose a nomadic and traditional life, do not fit well with the intended figurative meaning of “roof of the world.” Choice C: A student selecting this response has chosen support that describes some of the challenges of the terrain in this region of the world; however, the description focuses on the difficulty of forging rivers in the travelers’ four-wheel-drive vehicles, an idea that does not support or explain why the author calls Tibet “the roof of the world.” Choice D: A student selecting this response has chosen text that describes one of the ways nomads overcome the challenges of living in Tibet. The weather is brutal, but nomadic tents provide protection. Although having

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Grade 7 NYS- Released ELA Questions and Answers

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122070070_3

Which sentence from the article best supports the conclusion that traditional nomadic customs can be as good as modern conveniences?

A

“We had the advantage of automobiles—a luxury that nomads have happily survived without. When it comes time for a nomad family to move, they pack all their things into large backpacks that they strap over their yaks.” (lines 33 through 35)

B

“At one campsite, I remember wrestling with one of my tent poles trying to pass it through the loops of my tent. Some smiling nomad kids approached and had me set up in no time, though they’d never seen a tent like that before.” (lines 45 through 47)

C

“With a warm fire burning in the mud stove and the snug black walls of the tent, you are comfortable as can be. This was not the case in the fancy modern tents my friends and I slept in.” (lines 49 through 51) “Though their lives are full of challenges, the nomads never take their day-to-day problems too seriously. They know how impermanent things are, including their homes.” (lines 65 and 66)

D

A student selecting “C” has ranked the quotations and reasoned that the lines in choice “C” most strongly support the conclusion stated. Choice “C” compares traditional tents and their amenities with modern ones and finds modern ones lacking and not up to the task of providing maximum comfort. This example most strongly supports the conclusion that traditional nomadic customs are as good as modern conveniences.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: A student selecting “A” may have noted that both automobiles and yaks are helpful in nomadic travel; however, the author states that automobiles are an advantage the travelers readily choose, even though the nomads have “happily survived without” them. This statement suggests the nomads have reasons for not incorporating vehicles into their lives and have no desire to; however, these reasons are not elaborated. On the other hand, the phrase “We had the advantage of automobiles” makes clear the travelers prefer using automobiles even if they understand nomadic techniques. Due to what appears to be a disagreement, the idea that traditional ways are as good as modern conveniences is not as well-supported here as in choice “C.” Choice B: A student selecting “B” may have noted that the nomads are more adept at tent-raising than the travelers. The incident depicted in “B” suggests that the nomadic youths who helped set up the author’s tent are skilled at figuring things out and putting things together. The quality of the tent is unclear, though, as are the reasons why the tent was difficult for the author to erect. The incident does not provide the best support for an evaluation of nomadic customs against modern conveniences.

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122070076_1

How is the article mainly structured?

A B C D

with sub-sections focused on specific topics with an exploration of one nomadic group’s life by presenting observations in chronological order by contrasting positive and negative aspects of nomadic life

A student selecting “A” demonstrates the capacity to describe how an article is organized separate from, but in conjunction with, its specific content. In this article, the author provides discussion of several topics to do with time spent with Tibetan nomads. The headings “Becoming a Modern Nomad,” “Problems Along the Way,” “It’s Cold Up There!” and “Having the Right Attitude” suggest discussions of various topics, which is confirmed after closer reading of the information provided in each of these sub-sections.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: A student choosing “B” has selected a thread that runs through the article: the reader does learn about nomadic life; however, there are other topics touched upon, such as yaks, Tibet itself, and how the author came to spend time with some nomads—none of which are included in this description of how the article is organized. Choice C: A student selecting “C” has chosen a popular organizational method, but one which does not accurately describe how this article is organized. Although parts of the article, particularly examples, are presented chronologically, as a whole the article is better described as a collection of discussions of various subtopics. Choice D: : A student selecting “D” has noted that the author describes both positive and negative aspects of nomadic life; however, the article is not organized as a comparison of positive and negative aspects of nomadic life.

HOW TO HELP STUDENTS MASTER RI.7.5: “B,” “C,” and “D” are attractive for touching upon aspects of the article as a whole. “B” and “D” describe components of the author’s discussion, and “C” describes the way parts of the article are conveyed. Only “A” accurately describes how the author presents the information. To help students with questions measuring RI.7.5, teachers might have students collect examples of articles organized in a range of ways, as well as analyze how an author uses these same organizational methods within an article. For example, this article is organized as a collection of discussions on various topics, but some of these topics are discussed using examples that are presented in chronological order.

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Grade 7 NYS- Released ELA Questions and Answers

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122070071_3

Which of these is the best summary of this article?

A

On his travels to Tibet, the author found that although many Tibetan people have moved to cities, there are still those who prefer the nomadic life. They do not live in permanent homes but instead move around in this three-mile high country. Their yak-hair tents provide greater warmth than the author’s modern tents.

B

As the author learned during his visit to Tibet, Tibetan weather is harsh. However, the Tibetan nomads continue to follow the old ways, raising yaks for all of their survival needs. During their moves from place to place, they often have to cross difficult rivers and rough terrain. Nevertheless, they maintain a wonderful attitude about life.

C

When the author traveled with friends to Tibet, he learned that many Tibetans continue to live as nomads. They follow the old customs of raising yaks, which help the nomads move from place to place as well as provide for their basic needs. Though the lives of the nomads present many difficulties, they have developed happy attitudes that suit their lives.

D

Traveling in Tibet, the author saw that Tibetan nomads have learned to depend on the yaks for survival. They get food, clothing, shelter, and even warmth from the animals, which are extremely good natured. The author refers to them as “all-terrain vehicles” for their ability to cross any river without problem. In one situation, the yaks proved to be more dependable than automobiles.

A student choosing “C” shows an ability to select an objective summary that emphasizes the most important information in the article, organizes the information appropriately, and avoids unnecessary information. “C” describes the major components of the article: the author’s travels to Tibet and participation in—and observation of—nomadic life. Yaks, a central aspect of the article, are also mentioned. The answer is completed with an inclusive conclusion. No evaluation of the article is presented, and no major information is omitted. The summary gives appropriate space to the key points without mentioning less-important details.

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WHY THE OTHER CHOICES ARE INCORRECT: Choice A: A student selecting “A” has chosen an objective summary, but one which focuses too closely on specific details in favor of providing a bigger, more general picture that cites the major ideas. Although the details are accurate, their organization is not cohesive and does not reflect what is emphasized in the article itself. Choice B: A student selecting “B” has chosen a summary, but one which focuses too closely on specific details like the weather or crossing difficult rivers. At the same time, it fails to describe more significant components like nomadic life or the landscape. In addition, the final conclusion that the nomads maintain a “wonderful attitude” is more of an evaluation than an objective description of nomadic philosophical beliefs. Choice D: : A student selecting “D” has chosen a summary focused on a specific part of the article: the value of yaks to Tibetan nomads. Because the summary fails to include information from the entire article, it is not the best summary.

HOW TO HELP STUDENTS MASTER RI.7.2: “A,” “B,” and “D” are appealing for summarizing some or all of the article; however, each exhibits flaws that prevent it from being the best summary. A high-quality summary, like “C,” mimics the emphasis of the article it is summarizing and remains objective. To help students master RI.7.2, teachers should first focus instruction on building students’ capacity to comprehend grade-level complex texts, because without comprehension, there can be no summarizing. If students are able to comprehend the text, teachers can then proceed by providing opportunities for students to practice writing summaries, obtaining feedback, and rewriting to incorporate that feedback. Instruction could also focus on support techniques, like outlining, and practice differentiating objective statements from non-objective statements. In addition, students may need guidance determining the scope and length of a summary in relation to its full text and in rephrasing sections of a text in their own words.

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D

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irections 207038P

Read this story. Then answer questions XX through XX.

Molly is the only girl on the eighth-grade baseball team. This story takes place during her first weeks of practice.

The Girl Who Threw Butterflies by Mick Cochrane During practice that week, the team worked on the finer points of playing the field— defending against the bunt, executing cutoffs. Molly learned that if she gave up a big hit she couldn’t just stand on the mound and kick the rubber in disgust. There was no time to be angry with herself. She had to back up third base. 5

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Every day Molly learned how much more there was to baseball than what the camera showed on television. With a runner on first base, it was the pitcher’s responsibility to talk to the shortstop and second baseman, letting them know who should cover second. When a ball was hit into the air, Molly was supposed to point at it so that her fielders could pick it up. And if the first and third basemen were both charging a bunt, it was Molly’s job to call out who should take it and where to throw it. Shouting didn’t come naturally to Molly, but Morales teased her into it. He cupped his ear like an old, hard-of-hearing man. “Did someone say something?” Before long, Molly was hollering out instructions to her infielders loud and clear. She stopped worrying about sounding ladylike and concentrated on being heard. Morales was gentle with physical errors. They were unavoidable, part of the game. What really bugged him were examples of what he called a failure to communicate. Two outfielders running into each other because neither called for the ball, that sort of thing. “You gotta talk to each other,” he told them over and over again. At the last practice before their game Morales sat them on the bench and taught them a simple set of signs they’d use when the team was up at bat. If he touched his belt buckle, that was the indicator: What followed then was the real sign, the rest was gibberish. A touch of the forearm meant steal, the bill of his cap was bunt. Molly had always liked to watch the third-base coaches in big league games, all their twitchy antics, their elaborate coded messages, all that clapping, pointing, wiping. It was comical, but beyond the goofy theatrics, the whole idea fascinated her: an entire system of wordless communication. She loved the beautiful, perfect clarity of it. A touch of the forearm meant steal. Nothing more, nothing less. There was no chance to be misunderstood. There was no need to puzzle over what it meant.

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30

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40

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It occurred to Molly that maybe she and her mother ought to try communicating using signs. It was an appealing fantasy. The two of them sitting across from each other at dinner, silent, just touching their elbows, going to their belt buckles, tugging their earlobes. It would make for a funny skit. But what if you wanted to convey something more complicated than “bunt” or “steal”? That was the trouble. “I love you and all that, but right now everything about you bothers me.” What would be the sign for something like that? Or how about this: “Please don’t make me move to Milwaukee.” Half the time Molly had no idea what she wanted to get across. No signs could help with that. During the last practice, it occurred to Molly that in this country of baseball, she was still a kind of alien. Not a tourist. She was learning the customs, could speak the language well enough to get by. But she still didn’t quite fit in. Someone like Ben Malone was native born, fluent. He belonged so naturally, he didn’t even know it. He took it for granted, he didn’t have to think about it. He had no idea how much energy it took to be as ever-vigilant as Molly had to be on the field, always watching herself, always planning her next move, rehearsing, calculating.

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132070090_1

Morales’s coaching style affects Molly by

A B C D

pushing her to develop skills she has never used before allowing her to grow in other areas of her life helping her feel comfortable on the team showing her how good she is at baseball

Students selecting “A” understand the main impact that Morales’s coaching style has on Molly by summarizing the descriptions of their interactions provided in the text. Morales’s coaching style is described in lines 7 through 22, which detail his emphasis on communication and his demands that his players use it. The text states that “Shouting didn’t come naturally to Molly, but Morales teased her into it. . . . Before long, Molly was hollering out instructions to her infielders loud and clear.” In lines 29 through 36, Molly’s issue with communication is developed, further implying an issue with communication. This underscores that Morales’s coaching techniques are pushing her to develop skills she did not previously have.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” recognizing that Morales’s coaching is helping Molly learn to communicate better; however, this skill is mainly, if only, helping her in baseball, not other areas of her life. The text only establishes how her coach helps her communicate better. Choice C: Students may have chosen “C” because as Molly improves from Morales’s coaching it could be inferred that her level of comfort on the team increases. In addition, lines 23 through 28 detail her appreciation of her new found communication skills in baseball; however, lines 37 through 44 reveal that Molly continues to feel that “she still didn’t quite fit in.” The text explicitly establishes a connection between her coach and improving Molly’s communication, making “A” the best choice. Choice D: Students may have chosen “D” because lines 1 through 4 open with a brief description of baseball skills practiced by the team and Molly does show improvement in communicating; however, no overall assessment of her abilities in baseball are discussed in the text nor are the specific techniques Morales employs focused on revealing to Molly her skill level.

HOW TO HELP STUDENTS MASTER RL.7.3: Choices “B,” “C,” and “D” make reasonable inferences about Morales’s teaching techniques; however, only “A” expresses their impact as supported by the text. Improving students’ ability to answer questions assessing RL.7.3 may involve practice in close reading of complex texts as well as providing the opportunity for students to notate their thoughts and inferences as they read. In particular, instruction can focus on identifying how relationships and interactions between characters develop in a text.

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132070089_4

Which important idea does the author develop by repeating the line, “A touch of the forearm meant steal” (lines 21 and 22 and lines 26 and 27)?

A B C D

Different coaches communicate differently. Molly needs to learn more about signals. Baseball requires patience and attention. Molly appreciates clear messages.

Students selecting “D” show an understanding of the repeated line as pointing to a central idea or theme in the story, in this case, Molly’s appreciation of clear messages. Much of the story describes aspects of communication in Molly’s life, whether on her baseball team, with her mother, or with other individuals; therefore, repeating lines about this topic point to an overall theme or idea about it that the author is developing.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because touching the forearm to mean steal describes a sign the baseball team uses to communicate; however, in the context of the story, the statement has meaning beyond its literal interpretation. The text does not elaborate on different communication styles, but only that they used this system to communicate. These lines are repeated to emphasize Molly’s appreciation of clear signals, a theme that is born out in other parts of the story. Choice B: Students may have chosen “B” believing the lines are repeated to show the importance of Molly learning them. Although it is important Molly learn that touching the forearm means steal, the text says she “loved the beautiful, perfect clarity of it,” implying she has little difficulty learning these signals. Choice C: Students may have chosen “C” because learning specific signals may require patience and attention; however, the text does not discuss developing patience and attention so much as developing clear communication.

HOW TO HELP STUDENTS MASTER RL.7.2: Choices “A,” “B,” and “C” present inferences related to the quoted lines; however, only “D” connects the quote to the rest of the story and explains the quote’s significance. To help students master questions assessing RL.7.2, teachers can focus instruction on discussing a text’s central ideas and themes and how specific quotes relate or develop them.

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132070086_3

Why does wordless communication work in baseball but not in Molly’s home?

A B C D

Molly’s mother is not willing to communicate using signs. Molly’s mother does not know the signs Molly uses in baseball. Molly needs to communicate messages that are too complicated. Molly does not have the equipment needed for using baseball signs at home.

Students selecting “C” have inferred from lines 32 through 36 that the feelings Molly wants to communicate are not simple, like the instructions given through signs in baseball. Lines 33 through 34 and line 35 give two examples of things that Molly might like to say to her mother. In lines 34 and 35, she indicates she wouldn’t know how to communicate something this complicated through signs. In contrast, line 33 uses “bunt” and “steal” to show the simplicity of what is being expressed through signs in baseball.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because there is no indication that Molly’s mother has any interest in using signs for communication. This might lead a student to infer that the mother is unwilling to use signs; however, lines 32 through 36 make it clear that Molly is not considering the reaction of her mother to the idea. All of the references relate to Molly’s own perceptions. Choice B: Students may have chosen “B” because, based on the text, there is no reason to conclude that the mother knows the signs Molly has learned from her coach. This inference, however, is contradicted in line 34 when Molly says, “What would be the sign for something like that?” Since these words are a clear indication that Molly does not envision using the same signs, it is irrelevant whether or not her mother knows the baseball signs. Choice D: : Students may have chosen “D” because in lines 20 through 22, as well as line 31, the narrator mentions using the hat or belt buckle as part of the sign. Students might infer from this that the hat and belt buckle would be necessary equipment for communicating with signs; however, since the words in the relevant paragraph (lines 29 through 36) imply a deficiency in the signs used for baseball, it is clear that a lack of identical equipment would have no impact on the ability to use “wordless communication” at home.

HOW TO HELP STUDENTS MASTER RL.7.1: Choices “A,” “B,” and “D” all refer to the text, but only “C” indicates a reason that is supported by relevant details. To help students succeed with questions measuring RL.7.1, instruction can focus on building their capacity to comprehend grade-level complex texts with a focus on drawing inferences from specific paragraphs. Practice in indicating the portion of a passage that provides evidence for a specific inference may also help students reach conclusions based on analysis of text.

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132070087_4

Which statement best shows a main concern of Molly’s?

A B

“There was no time to be angry with herself.” (lines 3 and 4)

C D

“There was no need to puzzle over what it meant.” (line 28)

“She stopped worrying about sounding ladylike and concentrated on being heard.” (lines 13 and 14) “Half the time Molly had no idea what she wanted to get across.” (lines 35 and 36)

Students selecting “D” demonstrate an ability to make an inference about what most concerns Molly. Most of the story describes Molly’s struggle to communicate more clearly and effectively, first in baseball, then with her mother. She admires the simple communication system developed in baseball and wishes there were such a system for talking to her mother. Choice “D” expresses Molly’s frustration with communication.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the statement expresses a concern Molly has: if she makes a mistake in baseball, she has no time to be angry with herself. Although this is a concern of Molly’s, it is not as pressing to her as learning to communicate more clearly and expressing her concerns to others. Choice B: Students may have chosen “B” because the statement suggests Molly is worrying about something and the solution is to be less ladylike. In the story, these lines refer to Molly learning how to yell loudly and forcefully enough to be heard by her teammates. Because Molly succeeds in being less “ladylike,” she moves onto a greater concern about communication in general, making “B” less central to the story than “D.” Choice C: Students may have chosen “C” because it suggests a concern or puzzle; however, the line says that there is no reason to puzzle over the coded messages. Molly expresses no concern over the signs, but says the signs used in baseball are clear and in no need of interpretation (lines 19–28).

HOW TO HELP STUDENTS MASTER RL.7.1: Choices “A,” “B,” and “C” all express concerns present in the story, but only “D” expresses Molly’s main concern. To help students master questions assessing RL.7.1, close-reading techniques to enhance comprehension may prove helpful. Basic comprehension practice on story elements using grade-appropriate complex texts may also help students with the inferencing skills of this standard.

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Grade 7 NYS- Released ELA Questions and Answers

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What effect does the author achieve by including the imagined scene in lines 29 through 36?

A B C D

The author creates excitement about Molly and her life. The author adds tension and depth of meaning to the story. The author changes the story’s mood from serious to humorous. The author reveals Molly’s reasons for joining the baseball team.

Students selecting “B” have understood that the selected lines represent a shift in the story that adds tension and meaning to the account of Molly’s experience with baseball. Readers learn that Molly’s struggle to communicate is complicated by deep-seated desires to have a conversation with her mother, prompting her wish that what she needs to say to her mother could be as simple or as easily communicated as signs in baseball.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students who have chosen “A” have understood that another dimension has been added to the account of Molly’s time spent in baseball and that the additional conflict with her mother adds “excitement” to the story; however, “excitement” too generally expresses the impact of the imagined scenario. Choice C: Students may have chosen “C” because the information that Molly struggles with communicating important thoughts to her mother shifts the mood of the story; however, the mood does not shift from serious to humorous. Choice D: Students may have chosen “D” thinking Molly joined the baseball team to learn how to communicate better so she could speak to her mother; however, this inference is not well-supported by the text. That Molly is improving her communication specifically in baseball is a side-benefit of playing the sport and not the reason why she engaged in it in the first place.

HOW TO HELP STUDENTS MASTER RL.7.5: Choices “A,” “C,” and “D” show some understanding of how an element of the text impacts the whole; however, only “B” accurately explains how the imagined scene affects the story. Students may be helped in questions assessing RL.7.5 by focusing instruction on how different parts of a text help develop specific elements or main ideas of the text.

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D

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irections 207024P

Read this article. Then answer questions XX through XX.

Asteroids, Meteoroids, Comets by Kenneth C. Davis

Where do asteroids like to hang out?

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Asteroids, or “minor planets,” can be found all over the solar system, but most orbit the Sun in an asteroid belt between Mars and Jupiter. Asteroids are space rocks that never formed into a planet when the solar system was born. This is probably because of the gravitational effects of Mars and Jupiter. Even if the asteroids had become a planet, it would be less than one quarter the size of Earth. How many asteroids are out there?

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Astronomers have found more than 20,000 asteroids since 1801 and discover more every year. The largest asteroid, Ceres, was the first one found. Ceres is almost 600 miles (970 km) across, or about one quarter of the size of our Moon. But that’s pretty unusual. Though a few asteroids are 150 miles (240 km) across or more, most are less than a few miles wide and many are smaller than a car. There are more small asteroids than large ones because the space rocks often crash into each other and break into smaller pieces. (The little pieces become meteoroids, some of which are sent on a path toward Earth.) That’s also why most asteroids are lopsided and full of craters. I have a head and a tail. I can move around, but you can’t take me for a walk. What am I?

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A comet. Comets are dirty, rocky snowballs that orbit the Sun. They spend most of their lives far away from us, but when a comet’s orbit brings it near the Sun, part of its frozen “head” defrosts into a dusty, gaseous “tail” millions of miles long. Then the comet appears as a brilliant streak we can see in the sky for weeks or even months. Since the pressure of the Sun’s radiation—which is what pushes the dust and gas away from the comet—always flows away from the Sun, the comet’s tail always points away from the Sun, too. That means that sometimes the comet seems to travel backward, with the tail leading the head!

The word comet comes from the ancient Greek word kometes, meaning “long-haired.” People thought comets looked like heads with hair streaming out behind them. Comets have long inspired fear and awe because, unlike the predictable Sun, Moon, and stars, they appeared to come and go as they pleased. Ancient people believed the unannounced visitors were warnings of something unusual and terrible—war, flood, death, sickness, or earthquake.

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Where do comets come from?

30

Most astronomers think that comets come from two places: the Oort Cloud, a huge icy ring around the edge of the solar system, and the Kuiper Belt, a ring of planetary leftovers inside the Oort Cloud. Comets that come in our direction have probably been pulled in slowly because of the gravitation tugs of planets or passing stars. All comets orbit the sun in a predictable period, or amount of time. Short-period comets orbit at least once every 200 years and probably come from the Kuiper Belt. Longperiod comets take more than 200 years and most likely come from the Oort Cloud. Edmond Halley (1656–1742) As a student at Oxford University in England, Edmond Halley (rhymes with valley) was so excited about astronomy that he left school to map the stars in the Southern Hemisphere’s skies. Halley is best known for his groundbreaking work on comets, especially the one that bears his name. Halley was the first to say that comets sighted in 1531, 1607, and 1682 were actually the same comet returning every 76 years. He predicted the comet’s return in 1758, though he knew he wouldn’t live to see the prediction come true. When it did, the comet was named in his honor. Astronomy was just one of Edmond Halley’s many strengths. Among countless other things, he developed the first weather map and studied Earth’s magnetic field. The multitalented Halley was England’s Astronomer Royal from 1719 until he died in 1742 at Greenwich Observatory in England.

Who’s coming to visit in 2062? 35

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Halley’s Comet, the most famous of them all. Halley’s visits have been connected to several historic events. The Chinese saw the comet in 240 B.C. and blamed it for the death of an empress. The Romans recorded it in 12 B.C. and thought it was connected to the death of one of their statesmen. In 1066, the Normans of France believed the comet marked the invasion of England by William the Conqueror. (The comet is even shown on the Bayeaux Tapestry, which records William’s victory.) Halley’s Comet also came through the years the famous American writer Samuel Clemens—also known as Mark Twain—was born and died.

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Grade 7 NYS- Released ELA Questions and Answers

1 (800) 631-1757

Based on the information in lines 6 through 13, which statement is the most likely conclusion?

A B C

A minimum of 20,000 additional asteroids will be found in the next few years.

D

An unusual characteristic of Ceres made it possible for it to be found more easily than other asteroids.

The fastest moving meteoroids are the ones that are sent on a path toward our planet. Scientists were able to compare the sizes of our Moon and Ceres because of their proximity to each other.

Students selecting “D” demonstrate an ability to make a reasonable inference based on textual evidence. Ceres is the largest asteroid, almost 600 miles across. Most asteroids are less than a few miles wide and many are “smaller than a car.” Ceres’s size is “pretty unusual.” Using this textual evidence, students can infer that its unusually large size contributed to its discovery in 1801.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because lines 6 through 13 are headed by the question “How many asteroids are out there?” and line 6 states that “Astronomers have found more than 20,000 asteroids since 1801 and discover more every year.” This information may suggest that the answer to the question in the heading is that 20,000 more will be found since astronomers discover more asteroids every year. However, these lines are only meant to suggest that many asteroids continue to be discovered and that asteroids are plentiful. Choice B: Students may have chosen “B” because lines 10 through 13 state that sometimes the smaller pieces of rock that break off when space rocks crash reach our Earth. Students may conclude that the fastest rocks are “sent on a path” to hit Earth. However, there is no textual evidence that supports that the fastest rocks are the ones that reach Earth. Choice C: Students may have chosen “C” because lines 6 through 13 compare the sizes of Ceres and the Moon; however, the ability to compare their sizes is not due to their proximity to each other and there is no textual evidence to support this conclusion.

HOW TO HELP STUDENTS MASTER RI.7.1: While choices “A,” “B,” and “C” all contain elements of the text, only “D” contains an inference that is accurate and based on the text. To help students succeed with questions that measure RI.7.1, teaching may focus on strategies to closely read for textual details using guiding questions.

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Grade 7 NYS- Released ELA Questions and Answers

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According to the article, what is one difference between asteroids and comets?

A B C D

Comets are not affected by gravity; asteroids are affected. Comets orbit the Sun; asteroids orbit Earth. Comets are made up of dust, ice, and gas; asteroids are rocks. Comets travel backward; asteroids travel forward.

Students selecting “C” have identified an accurate distinction between comets and asteroids. Students selecting this response have noted the composition of comets, mainly discussed in lines 14 through 27 and recalled that asteroids are rocks, which is stated in lines 2 and 3.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: : Students may have chosen “A” because the article mentions that comets are pulled toward Earth by the gravitational pull of planets and stars; however, it is also true that asteroids are affected by gravity. Lines 3 through 5 explain that the asteroid belt is affected by the gravitational pull of Mars and Jupiter. Choice B: Students may have chosen “B” because comets orbit the Sun as stated in lines 14 and 15; however, lines 1 and 2 state that most asteroids also orbit the Sun. Choice D: Students may have chosen “D” because lines 25 through 27 explain that sometimes comets appear to be traveling backward because the tail always flows away from the Sun regardless of the direction of the comet; however, no matter how they might appear, comets are always traveling forward, as are asteroids.

HOW TO HELP STUDENTS MASTER RI.7.3: Choices “A,” “B,” and “D” all contain some information taken from the text; however, closer reading reveals that parts of each statement are not supported by the text. To help students with questions assessing RI.7.3, teachers may use complex texts to practice close reading, note-taking, outlining, using organizational diagrams, or skimming and scanning for details.

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Grade 7 NYS- Released ELA Questions and Answers

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What is the impact of the phrase “planetary leftovers” in lines 29 and 30?

A B C D

It gives a connotation of something saved from a previous use. It suggests the importance of the planets’ gravitational pull. It provides more detail about the appearance of the comets. It gives a scholarly sound to the sentence.

Students selecting “A” show an understanding of the meaning of “leftovers” in the context of the article. Lines 28 through 30 explain that there are two main sources of comets. One source is an area called the Kuiper Belt. The Kuiper Belt is described as being made up of “planetary leftovers” or pieces of what were once the “previously used” parts of planets.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because line 31 explains how comets travel in “our direction”: “the gravitation tugs of planets and passing stars.” However, “planetary leftovers” refers to where comets come from but not how they come within range of Earth. Choice C: Students may have chosen “C” because “leftovers” may create an image and some of the article discusses the appearance of comets; however, in the context of the explanation, the idea surrounding “leftovers” is related to reusing materials. Choice D: Students may have chosen “D” because this section of the article uses terms like “Oort Cloud” and “Kuiper Belt”, which may be unfamiliar to students, leading them to think the author is trying to sound scholarly. The phrase “planetary leftovers,” however, is more colloquial and metaphorical than scholarly.

HOW TO HELP STUDENTS MASTER RI.7.4: Choices “B,” “C,” and “D” make inferences about the meaning of the figurative phrase that are related to the surrounding text but not fully taking it into account. To help students with questions assessing RI.7.4, teachers may find it helpful to have students brainstorm connotations and multiple meanings of figuratively used words and then eliminate those that cannot be supported by the surrounding text.

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122070149_1

The information in the text box on Edmond Halley offers support for which claim made by the author?

A B C D

Comets are predictable. Comets are affected by radiation from the Sun. Comets come from the edge of the solar system. Comets warn of important and sometimes terrible events.

Students selecting “A” have connected the information in the text box whereby Halley discovers that Halley’s comet returns at regular, predictable intervals of 76 years with the author’s claim in line 32 that “All comets orbit the sun in a predictable period, or amount of time.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because lines 21 through 25 explain how radiation from the Sun affects comets; however, there is no support for this claim in the text box. Choice C: Students may have chosen “C” because lines 28 and 29 claim that “most astronomers think that comets come from two places: the Oort Cloud, a huge icy ring around the edge of the solar system, and the Kuiper Belt”; however, even though the text box discusses the predictability of comets and Halley’s work studying them, there are no details in the text box that support this specific claim by the author. Choice D: Students may have chosen “D” because the first text box explains that “Comets have long inspired fear and awe” because of their unpredictability. Ancient people felt comets warned of something “unusual or terrible.” However, the second text box explains how comets came to be understood as predictable, so although this text box discusses comets, it provides no support for the claim that comets predicted unusual or terrible events.

HOW TO HELP STUDENTS MASTER RI.7.8: Choices “B,” “C,” and “D” present claims or assertions made in the article but none of them are supported by the details in the second text box. To help students master questions assessing RI.7.8, teachers might help students determine claims made in complex texts, then help students locate and evaluate support for these claims.

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Grade 7 NYS- Released ELA Questions and Answers

1 (800) 631-1757

122070144_2

Which sentence best states the main idea of the text box about Edmond Halley?

A

“As a student at Oxford University in England, Edmond Halley (rhymes with valley) was so excited about astronomy that he left school to map the stars in the Southern Hemisphere’s skies.”

B

“Halley is best known for his groundbreaking work on comets, especially the one that bears his name.”

C

“Halley was the first to say that comets sighted in 1531, 1607, and 1682 were actually the same comet returning every 76 years.” “The multitalented Halley was England’s Astronomer Royal from 1719 until he died in 1742 at Greenwich Observatory in England.”

D

Students selecting “B” have determined that the main idea of the information in the text box is Edmond Halley’s contribution to knowledge of comets and selected the statement “Halley is best known for his groundbreaking work on comets, especially the one that bears his name.” Since Halley’s comet is one of the most famous comets and named after a person who contributed important information to the field, this quote represents the best expression of the main idea of the text box.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because it is the first sentence of the paragraph and introduces Halley’s career in astronomy. That the information in the text box is organized chronologically also makes this choice appealing. However, the information in this sentence acts as a supporting detail, not an expression of a main idea. Choice C: Students may have chosen “C” because the finding expressed in the sentence represents a groundbreaking moment in Halley’s work. However, the information presented is a supporting detail, not an expression of the main idea of the text box. Choice D: Students may have chosen “D” because Halley’s appointment as Astronomer Royal sums up the significance of his achievements and contributions to astronomy; however, this information is acting as support for the main idea, not expressing it.

HOW TO HELP STUDENTS MASTER RI.7.2: Choices “A,” “C,” and “D” are appealing because they contain information that is important to understanding the main idea, but “B” most closely expresses the main idea of the text box. Teachers may find it helpful to have students outline sections of complex texts, separating supporting details from main ideas. If main ideas are not expressed, practice creating a statement that takes into account the supporting details may prove helpful.

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122070152_4

Read this sentence from the text box on comets. Ancient people believed the unannounced visitors were warnings of something unusual and terrible—war, flood, death, sickness, or earthquake. Which section of the article supports this claim?

A B C D

How many asteroids are out there? Where do comets come from? Edmond Halley Who’s coming to visit in 2062?

Students selecting “D” demonstrate an ability to locate support for a claim. The section Who’s coming to visit in 2062? provides numerous historical examples of ancient people who used the seemingly random appearances of Halley’s comet to explain terrible events such as death and war.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students may have chosen “A” because the section How many asteroids are out there? explains that space rocks and meteoroids do reach Earth, an unusual and irregular event; however, the claim refers to the effect of the irregular appearance of comets, not that of asteroids or meteoroids. Choice B: : Students may have chosen “B” because the section Where do comets come from? describes the distant source of comets and the different orbit times of different comets, suggesting irregular appearances; however, although irregularity is suggested, this information is not the strongest support for the author’s claim. Choice C: Students may have chosen “C” because the section Edmond Halley describes how the orbits of comets were considered irregular before Halley discovered their regularity; however, this information is tangentially related to the author’s claim and does not provide clear support.

HOW TO HELP STUDENTS MASTER RI.7.8: Choices “A,” “B,” and “C” provide support for topics related to the stated claim, but only “D” provides clear support. To help students with questions assessing RI.7.8, teachers can provide students with practice identifying support for claims in grade-appropriate complex texts.

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122070147_1

The purpose of the article’s structure is to

A B C D

provide a guide to the topics that are discussed indicate the vocabulary that may be unfamiliar to readers provide a historical background for the scientific discussion show readers what major questions still puzzle the scientific community

Students selecting “A” have deduced that the headings and text boxes help guide the reader through the various topics that are discussed and help fulfill the author’s purpose of answering pertinent questions about asteroids, meteoroids, and comets. The questions that form each heading are answered in the following paragraphs. The text boxes indicate with bold lettering the topics that will be discussed. In this way, the structure of the article interacts with the author’s purpose.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students may have chosen “B” because vocabulary is presented and defined throughout the article, most notably “comet” in the first text box. Though many of the terms presented are central to the author’s purpose, vocabulary does not structure the article as the headings and text boxes do. Choice C: Students may have chosen “C” because historical background is given throughout the article to support the scientific information about asteroids, meteoroids, and comets. However, historical information is interwoven into the main discussion in a variety of ways but not consistently for every point made. Isolating the historical details as a main structuring element does not accurately describe how the article’s structure interacts with the author’s purpose. Choice D: Students may have chosen “D” because the article is structured with headings phrased as questions. However, these questions do not puzzle the scientific community but have been answered by it. Thus, each paragraph contains a response to the questions posed in the headings.

HOW TO HELP STUDENTS MASTER RI.7.5: Choices “B,” “C,” and “D” present elements of the article’s structure or author’s purpose, but only “A” accurately describes how the effect of the article’s structure. To help students with questions assessing RI.7.5, teachers might have students write their own statements of both an author’s purpose and an author’s organizational method, then discuss how the two interact, using a variety of complex texts.

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D

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irections 307022P

Read this article. Then answer questions XX through XX.

Bringing Solar Power to Indian Country by Harriet Rohmer

Debby Tewa is a solar electrician—and a light-bringer. She brings electric light and power to some of the most isolated places on the Hopi and Navajo reservations— communities like the one where she grew up. “I can identify with the people I’m helping,” she says. “I really understand their excitement when they turn on a light for the first time.” 5

10

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Hopi land has been home to Debby’s family for many generations. It is a beautiful, dry desert environment, with three major mesas (rocky tables of land) that rise as high as 7,200 feet (nearly 2,200 meters). Surrounding the mesas are low-altitude deserts and gullies. Most people live either in the 12 traditional villages on top of the mesas or in modern communities below. The high-mesa villages are famous around the world for their culture and long history. Old Oraibi, for example, is believed to be the oldest continuously inhabited community in the United States—established more than 850 years ago, around the year 1150. Many Hopi households are connected to the electrical grid, which means they get electricity from the power company’s lines, like most city-dwellers all over the country. But several hundred households on the 1.6 million-acre (647,000-hectare) reservation are too far away from the power lines to hook into the grid.

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Debby was in the fourth grade and living with her parents off the reservation when she first had electricity at home. “I liked being able to study at night and watch TV,” she remembers. She started thinking about how she could help bring electricity to places like her grandmother’s community.

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After graduating at the top of her class from Sherman Indian High School in California, Debby returned to the Hopi Reservation, where she took a job helping other young people find summer work. One day, a woman came to the office to recruit boys to attend trade school. “Can girls go too?” Debby asked. When the woman said yes, Debby jumped at the chance.

30

“We could choose electricity or plumbing,” Debby remembers. “At first, I chose plumbing because I was scared of electricity. Then a couple of Hopi classmates wanted me to come over to electricity. They promised they would help me out if I did. And sure enough, they did help.” Later, she got to help them when they worked together on jobs. “I’m lucky because I’ve always had a lot of support for what I’m doing.”

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Debby’s next big opportunity came in 1987, when The Hopi Foundation, created by Hopi people to improve life on the reservation, started an organization called Native Sun. The idea was to bring energy to isolated Hopi communities in a way that would fit in with their traditional way of life. Solar energy seemed like a perfect solution. It didn’t cause the pollution and health problems that coal-powered plants did. It was silent, it was easy to install, and it required very little maintenance. Best of all, since the energy was coming from the sun, it was “renewable” energy, meaning the supply wouldn’t get used up. Solar power would also enable Hopi households to be “energy independent,” because they wouldn’t have to rely on energy from power companies outside their land. To spread the word about solar energy, The Hopi Foundation recruited several members of the tribe who could speak the Hopi language. One of them was Debby Tewa. Part of Debby’s job was to teach people about solar energy—how to choose the right solar electric system, how to use it, and how to take care of it. “I wanted them to feel that it was theirs.” But first she had to get people interested.

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Debby set up demonstration Solar panels are made of many solar power systems in three solar cells. When sunlight strikes villages on the mesas. People the solar cells, the energy causes came to see how solar panels electrons in the cells’ atoms to could be wired into their houses break free from the nuclei they so they could have electricity. A orbit. These free electrons then 90-year-old woman was amazed flow into an electric current. that she could flick a switch and Electricity is stored in batteries light would come on. A connected to the solar panels, so the system still works seamstress could use an electric at night and on cloudy days. sewing machine. Kids could do schoolwork and watch TV at night. And they didn’t have to pay for the new system all at once, because Native Sun offered loans to their customers. When people wanted to try it out, Debby loaned them a small trailer-mounted system for a week. This helped them decide how large a system they wanted, and then Debby would drive out and install it. She would strap on her tool belt, climb up a ladder onto the roof, and go to work. Sometimes she would be on top of a 200-year-old stone house, looking out over a hundred miles of low desert and high mesas. In the next few years, Debby installed more than 300 solar panels on Hopi houses, and people on the reservation started calling her “Solar Debby.” She also installed solar panels on the neighboring Navajo Reservation and trained other electricians, especially women, in places as far away as Ecuador in South America. Debby has four solar panels on her own house on the reservation. That’s enough for lights and TV. “It’s not like the power lines bring,” she says, “but it’s enough.”

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For people like Debby’s aunt and her aunt’s 90-year-old neighbor, who had never had electricity before, solar power has made a life-changing difference. They no longer have to read by the light of a propane lamp. But best of all, they know that they have control over their own electricity. “When you get your own solar electrical system, it’s yours,” Debby explains. “You’re not dependent on a power company. With solar energy, we can be independent.”

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133070010

How do lines 1 through 12 of “Bringing Solar Power to Indian Country” contribute to the understanding of the rest of the article? Use two details from the article to support your response.

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MEASURES CCLS: RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

HOW THIS QUESTION MEASURES RI.7.5: This question measures RI.7.5 by asking students to demonstrate how a specific section contributes to the understanding of the rest of the article. Students who successfully respond to this question show an ability to explain how the author’s organization of an article impacts what the reader understands. These students also demonstrate an ability to cite relevant textual evidence in support of their conclusions.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Inferences about Debby’s motivation may include information about her background and strong family ties, emphasizing her personal connection to the land and how her expertise will help the Hopi people. Evidence may include Debby’s position as a solar electrician and that her family has lived on a Hopi reservation for many generations. Students may also link the Hopi people’s strong, traditional culture and long history in an isolated area to their interest in having solar power. Furthermore, responses may comment on how these lines give an introduction to the character and setting that are elaborated throughout the rest of the article. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RI.7.5: To help students succeed with questions assessing standard RI.7.5, instruction can focus on building students’ capacity to comprehend grade-level texts through activities and discussions that analyze organizational patterns in texts and how the organization impacts what readers understand. Students may benefit from the opportunity to compare the structure of several texts at once.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses, and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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133070011

How does the author of “Bringing Solar Power to Indian Country” support the claim, “with solar energy, we can be independent” (line 74)? Use two details from the article to support your response.

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MEASURES CCLS: RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

HOW THIS QUESTION MEASURES RI.7.8: This question measures RI.7.8 by asking students to identify the support relevant to a claim made in a text. Students successfully responding to this question demonstrate an ability to trace an argument and determine the support that is relevant to the claim.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Support for the claim that “with solar energy, we can be independent” may include a discussion of how because solar energy is renewable, the Hopi would have an infinite supply of power that they could harness and that would belong to them (lines 36 through 40). They would not have to rely on power companies outside their community for their electricity (lines 73 and 74). There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RI.7.8: To help students succeed with questions like this, instruction can focus on isolating claims made by authors in grade-appropriate complex text and listing support provided for each claim. Discussion of stronger and weaker support as well as modeling evaluation of support may prove beneficial.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses, and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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Grade 7 NYS- Released ELA Questions and Answers

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irections 307032P

Read this story. Then answer questions XX through XX.

Our Expedition by Shaun Tan

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My brother and I could easily spend hours arguing about the correct lyrics to a TV jingle, the impossibility of firing a gun in outer space, where cashew nuts come from, or whether we really did see a saltwater croc in the neighbor’s pool that one time. Once we had a huge argument about why the street directory1 in Dad’s car stopped at Map 268. It was my contention that obviously certain pages had fallen out. Map 268 itself was packed full of streets, avenues, crescents and cul-de-sacs, right up to the edge—I mean, it’s not like it faded off into nothing. It made no sense. Yet my brother insisted, with an irritating tone of authority enjoyed by many older siblings, that the map was literally correct, because it would otherwise have “joins Map 269” in small print up the side. If the map says it is so, then so it is. My brother was like this about most things. Annoying. Verbal combat ensued; “It’s right”—“it’s not”—“it is”—“not”—“is”—“not”—a ping-pong mantra performed while eating dinner, playing computer games, brushing teeth, or lying wide awake in bed, calling out through the thin partition between our rooms until Dad got angry and told us to stop. Eventually we decided there was only one solution: go and see for ourselves. We shook hands over a mighty twenty-dollar bet, a staggering amount to gamble even on a sure thing, and planned an official scientific expedition to the mysterious outer suburbs.

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My brother and I took the number 441 bus as far as it would go and set off on foot after that. We had filled our backpacks with all the necessities for such a journey: chocolate, orange juice, little boxes of sultanas and, of course, the contentious street directory. It was exciting to be on a real expedition, like venturing into a desert or jungle wilderness, only much better signposted. How great it must have been long ago, before shops and freeways and fast-food outlets, when the world was still unknown. Armed with sticks, we hacked our way through slightly overgrown alleys, followed our compass along endless footpaths, scaled multilevel parking garages for a better view, and made careful notes in an exercise book. Despite starting out bright and early, however, we were nowhere 1street

directory: a book of gridded maps showing the layout of streets within a city

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30

near the area in question by mid-afternoon, when we had planned to be already back home on our beanbags, watching cartoons.

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The novelty of our adventure was wearing thin, but not because our feet hurt and we were constantly blaming each other for the forgotten sunscreen. There was some other thing that we could not clearly explain. The farther we ventured, the more everything looked the same, as if each new street, park, or shopping mall was simply another version of our own, made from the same giant assembly kit. Only the names were different. By the time we reached the last uphill stretch, the sky was turning pink, the trees dark, and we were both looking forward to nothing more than sitting down and resting our feet. The inevitable victory speech I had been mentally preparing all along now seemed like a meaningless bunch of words. I wasn’t in the mood for gloating.

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I guess my brother felt much the same. Always the impatient walking companion, he was some distance ahead, and by the time I caught up he was sitting with his back to me, right in the middle of the road, with his legs hanging over the edge. “I guess I owe you twenty bucks,” I said. “Yup,” he said.

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One annoying thing I forgot to mention about my brother: He is almost always right.

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133070066

What is the effect of lines 33 through 35 on the mood of the story? Use two details from the story to support your response.

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MEASURES CCLS: RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

HOW THIS QUESTION MEASURES RL.7.5: This question measures a student’s mastery of RL.7.5 by asking the student to demonstrate how a specific section contributes to the overall mood of the story. Students who successfully respond to this question show an ability to explain how the author’s description in these lines lead up to the puzzling and mysterious events at the end of the story. These students also demonstrate an ability to cite relevant textual evidence in support of their conclusions.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses that receive full credit identify how these lines contribute to the overall mood of the passage. For example, students may claim how the lines affect the mood of the story by making it mysterious, puzzling, perplexing, or odd. The lines also serve to foreshadow the puzzling ending of the story where the older brother’s legs are hanging over a mysterious edge. Before these lines, the narrator describes a seemingly straightforward adventure as he expects to find that the town indeed does continue beyond where the map stops. Responses may point out how lines 33–35 alter this tone by describing how “the farther we ventured, the more everything looked the same.” The lines describe a strange scene and introduce a puzzling mood to the story. Responses receiving full credit support claims by citing textual details. There is no single “correct” response but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RL.7.5: To help students succeed with questions assessing standard RL.7.5, instruction can focus on building students’ capacity to comprehend grade-level texts through activities and discussions that analyze how a text is organized and how the organization impacts the tone or meaning of a passage.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses, and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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Grade 7 NYS- Released ELA Questions and Answers

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Grade 7 NYS- Released ELA Questions and Answers

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irections 307028P

Read this story. Then answer questions XX through XX.

In this fictionalized account, Paul Revere’s horse, Scheherazade, tells the story of her master, Paul Revere, working with Patriots to protest British taxes by preventing tea brought on English ships from being unloaded in Boston and other east coast ports.

Excerpt from Mr. Revere and I by Robert Lawson It was late one evening when we got back to Boston, but late though it was there seemed to be a great bustle of excitement in the streets. As we rode into the back yard young Paul rushed out to unsaddle me. 5

“Father,” he cried breathlessly. “The Dartmouth is here. She came in this afternoon, loaded with tea. Mr. Sam Adams has been looking for you. Everybody’s down at Griffin’s Wharf. May I go down, Father?” “Yes,” Mr. Revere answered absently, “but be careful. This means trouble.” Young Paul dashed off, Mr. Revere mounted again, and we trotted down to Griffin’s Wharf.

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The whole town seemed to be gathered there. I could see, and hear, Sam Adams mounted on a molasses barrel making a speech. Around him were all the prominent Patriots: Dr. Warren, James Otis, Sam’s cousin John Adams, Mr. Hancock. The leading members of the Sons of Liberty and the Committee of Correspondence were there as well as every well-known judge, minister, banker, lawyer and merchant. All, that is, except the Loyalists, who were noticeably absent. As we worked our way slowly through the throng the Captain of the Dartmouth was arguing with Mr. Hancock. “No tea goes ashore,” Mr. Hancock said firmly. “Not one ounce.” “Go back to England,” the crowd roared. “Go back to England and take your rotten tea with you!”

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“Listen, Mr. Hancock,” the Captain pleaded, “I don’t care tuppence about the blasted tea or the blasted tax or the blasted King or his blasted Ministers. I’m a good Nantucketer, I am. All I’m talking about are my ship and my crew. These men haven’t been ashore for six weeks and they’re getting ugly. Hang the tea, I’m sick and tired of the stuff.” After a few moments of consultation Mr. Hancock told the Captain: “Your ship will be unharmed; the Sons of Liberty guarantee its safety. As for your men, they are at perfect liberty to come ashore—but see that they bring no tea with them, not a pocketful. And the longer they stay ashore the better for all concerned.”

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At this announcement the crew broke into a cheer and came piling ashore, each man with a grin turning out his pockets to show that he bore none of the hated tea. 30

35

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The Sons of Liberty took charge at once. Twenty-five muskets were dealt out to twenty-five men who were to act as guards, Mr. Revere one of them. The guards pushed the crowd back five paces from the ship’s side and began pacing their posts as smartly as any King’s sentries. The relieved Captain brought out a rocking chair and settled himself on the poop deck with his pipe and the ship’s cat. Slowly the crowd melted away, leaving only a small group of the Patriot leaders and the pacing sentries. Young Paul rode me home; fed, watered and bedded me down. As he stumbled sleepily into the house all the meetinghouse bells struck three. Mr. Revere came home a little after sunrise when the guard was changed. He slumped down wearily while Mrs. Revere, Deborah and the old lady bustled about, getting him a good hot breakfast. He had not eaten since noon of the previous day. “Paul dear,” old Mrs. Revere asked, “did you bring your mother just a little bit of that lovely English tea?” “No, Mother, of course not. Not an ounce of that tea was unloaded or ever will be, in America.”

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“But I must have tea,” the old lady wailed. “Seems to me you could have brought your poor old mother just a tiny scrap of tea.” “But Mother, you have your smuggled Dutch tea.”

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“Nasty old dried-up stuff,” she cried, “and so expensive! This would be much cheaper even with the tax. I don’t see why you men have to be so stubborn about a little old tax and me practically dying for a cup of really good tea.” “But Mother, I’ve explained and explained. It’s a matter of principle, it’s not the cost. England has not the right to tax us even one penny without our say-so. If we—”

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At this moment the door crashed open and Sam Adams burst in. “To horse my boy, to horse,” he shouted excitedly. “Word has just come that these minions of Tyranny1 may attempt to land the cursed Bohea2 at some other port. Every town on our coast must be warned. Five messengers have already left; you are the sixth. You will go to Marblehead and Salem and rouse the Sons of Liberty there. Order them to warn Gloucester, Newburyport, Portsmouth!” “But my breakfast . . .” poor Mr. Revere protested.

60

“No time for breakfast, when duty calls,” Sam cried. ‘‘I’ll take care of that.” 1minions 2Bohea:

of Tyranny: Sam Adams is referring to the British a type of tea

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Young Paul had me already saddled. As Mr. Revere wearily mounted, I caught a glimpse of Sam Adams seating himself in Mr. Revere’s vacant chair and contemplating with approval the steaming dishes spread before him. The last thing we heard as we headed out of the stable into a driving cold drizzle was the voice of old Mrs. Revere. 65

70

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“Now surely, Mr. Adams,” she was saying, “with your high position and great influence, surely you could manage to get a poor old Grandmother just a pound or so of that delicious tea?” It was a miserable cold wet ride to Marblehead and Salem, the longest we had yet taken. In Salem I was fed and watered, while the Sons of Liberty rushed Mr. Revere off to consult with their leaders. I did hope they gave the poor man a decent meal, for he had now been twenty-four hours without food. However, I had barely finished my oats when he reappeared, mounted (with considerable groaning), and we set out on the long trip home. As Mr. Revere stumbled wearily into the kitchen Mrs. Revere cried, “My poor Paul, do sit down and get a rest, supper will be ready in a moment. I hope they gave you a good dinner in Salem.” “Codfish,” Mr. Revere answered sadly. “And Deborah, my girl, will you please fetch a pillow for my chair?” He sank onto the pillow with a groan of relief and within a few moments was enjoying his hot supper. But before he was half through his clam chowder there was a knock at the door and again Sam Adams entered. “My tea?” exclaimed old Mrs. Revere. “Not yet, Madame,” Sam answered, “but I have the matter under advisement. Come, Paul, my boy, time for changing the guard.”

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With another slight groan Mr. Revere rose stiffly from his half finished meal, and donned his greatcoat; and the two set off for Griffin’s Wharf. For the next two weeks there was no peace in the Revere home, in fact in all Boston. Very soon two more tea-laden vessels, the Eleanor and the Beaver, arrived and were also moored at Griffin’s Wharf. Mr. Revere was on the guard over the tea ships every night. All day he was here, there and everywhere; at meetings of the Sons of Liberty, of the Caucus Club, at mass meetings in the Old North Church, riding on business for the various committees. He had no time for his shop; when he slept I cannot imagine, and he almost never was allowed to finish a meal without interruption.

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Grade 7 NYS- Released ELA Questions and Answers

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133070037

Why does the author of “Excerpt from Mr. Revere and I” develop parts of the story around meals? Use two details from the story to support your response.

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Grade 7 NYS- Released ELA Questions and Answers

1 (800) 631-1757

MEASURES CCLS: RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

HOW THIS QUESTION MEASURES RL.7.5: This question measures RL.7.5 by asking students to demonstrate how a story’s structure contributes to its meaning. Students successfully responding to this question show an ability to explain how the craft and structure an author chooses for a story support the intended purpose, plot, meaning, or other aspect of the text. Students also demonstrate an ability to cite relevant textual evidence in support of their conclusions.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Supported inferences as to why the author structures the story around meals may include supporting the purpose of showing how busy and essential Paul Revere is since he never gets to finish a meal. Inferences may also show how urgent, continuous, and immediate the stand-off against the British is, or demonstrating the effort needed to advance the cause. Support may include details in lines 53 through 60, when Sam Adams prevents Paul Revere from finishing his breakfast because Revere is needed to warn the Sons of Liberty that the British are planning to dock their ships at other ports. The matter is urgent and Revere is “the sixth” (line 56) man needed to communicate the alert. Once Revere completes this task and returns home, he barely seats himself for dinner when he is interrupted again to help the cause (lines 79 through 83). Both interruptions help establish Revere’s importance to the effort to prevent the British from landing, show the urgency of the situation, and demonstrate the sacrifices individuals made at this time. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD RL.7.5: To help students succeed with questions assessing standard RL.7.5, opportunities for practice analyzing organizing elements of dramas can be provided using grade-appropriate complex texts. Students may benefit from the opportunity to compare the structure of several texts at once.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses, and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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Grade 7 NYS- Released ELA Questions and Answers

1 (800) 631-1757

Why does the author of “Excerpt from Mr. Revere and I” develop parts of the story around meals? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain why the author of “Excerpt from Mr. Revere and I” develops parts of the story around meals (to show how busy it was). The response provides a sufficient number of concrete details from the text for support as required by the prompt (Before he was half through his clam chowder there was a knock at the door and again Sam Adams entered and With another slight groan Mr. Revere rose stiffly from his half finished meal, and donned his greatcoat; and the two set off for Griffin’s Wharf). This response includes complete sentences where errors do not impact readability.

Guide Paper 1 Page 81

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Grade 7 NYS- Released ELA Questions and Answers

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Why does the author of “Excerpt from Mr. Revere and I” develop parts of the story around meals? Use two details from the story to support your response.

Score Point 2 (out of 2 points) This response makes a valid inference from the text to explain why the author of “Excerpt from Mr. Revere and I” develops parts of the story around meals (to show that they were always going to have to warn other people about the British coming with tea even if they were busy eating). The response provides a sufficient number of concrete details from the text for support as required by the prompt (Mr. Revere is eating breakfast but is called to warn the people in Marblehead and Salem and Mr. Revere is eating supper and Sam Adams tells him to come and warn more people). This response includes complete sentences where errors do not impact readability.

Guide Paper 3 Page 83

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Grade 7 NYS- Released ELA Questions and Answers

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irections 307029P

Read this article. Then answer questions XX through XX.

Excerpt from The Many Rides of Paul Revere: The Boston Tea Party by James Cross Giblin

5

Ships filled with cargoes of tea were already sailing toward American ports. The first to arrive in Boston was the Dartmouth. The Sons warned its owner not to unload the vessel “on his peril.” Twenty-five members of the Sons, armed with muskets and bayonets, stood guard that night to make sure the owner obeyed the warning. Among them was Paul Revere. The next day, the Sons decided that nearby seaports should be alerted that British tea ships might try to unload at their docks. In a time before the telegraph and telephone had been invented, the only means of speedy communication was a rider on a fast horse. So the Sons assigned five horsemen, including Paul, to carry their urgent message.

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Paul must have been an excellent rider for this would be only the first of many rides he would make on behalf of the Revolution. We don’t know where he was headed on that December day, or how long it took him to ride there and back. But he must have had to fight weariness all the way, since he’d had no sleep the night before. In Boston, meanwhile, two more tea-ships joined the Dartmouth at Griffin’s Wharf. A huge crowd in Old South Meeting House agreed with Samuel Adams that all three ships must return to England without unloading. But the royal governor wouldn’t let them leave the wharf. Samuel Adams announced the governor’s decision to the crowd at Old South, saying, “This meeting can do nothing more to save the country.” In response, a man jumped up, shouting “To Griffin’s Wharf!” Another yelled, “Boston Harbor will be a teapot tonight!” That night more than a hundred men, most of them Sons of Liberty, gathered at the wharf where the three tea ships were docked. The men wore ragged clothes and had darkened their faces with soot or lamp black so they would not be recognized. As part of their disguise, many of the men carried tomahawks like those used by Native Americans.

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Hundreds of other Bostonians watched from the wharf as the men boarded the first of the ships. After getting the key to the hold, the men hauled the tea chests up onto the deck, broke them open, and hurled them into the water. Once all the tea from the first ship had been disposed of, the men moved on to the other ships and repeated the process.

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No one tried to stop them. By the time the men had finished, Boston Harbor was awash with tea. Was Paul one of those who dumped the tea? Legend says he was, and his name appears (along with that of his friend, Dr. Joseph Warren) in a song about the event that was written immediately afterward by an unknown poet. Rally Mohawks! Bring out your axes,

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And tell King George we’ll pay no taxes On his foreign tea. . . Our Warren’s here and bold Revere With hands to do and words to cheer For Liberty and laws. . .

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What we do know for sure is that the day after the Boston Tea Party, as it came to be known, Paul Revere set out once again. This time he rode to New York and then on to Philadelphia to tell sympathizers in those cities what had happened in Boston.

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Starting out before dawn on a hired horse, Paul followed a route mail riders—the mailmen of their day—had carved out over the years. The route headed west from Boston to Worcester and Springfield, Massachusetts, then turned south to Hartford and New Haven, Connecticut, and southwest from there to New York City. The dirt roads Paul traveled were dusty in dry weather, muddy when wet, and always rough.

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After meeting with fellow rebels in New York, Paul climbed back into the saddle and took a ferry across the Hudson River to New Jersey. Picking up speed, he rode south through New Jersey to Trenton, where he boarded another ferry that carried him and his horse across the Delaware River to Pennsylvania. From there it wasn’t far to his final destination, Philadelphia.

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Grade 7 NYS- Released ELA Questions and Answers

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How do lines 34 through 39 of “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party” relate to the rest of the article? Use two details from the article to support your response.

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MEASURES CCLS: RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

HOW THIS QUESTION MEASURES RI.7.5: This question measures RI.7.5 by asking students to demonstrate their understanding of how a specific section of a text contributes to the development and ideas in an article as a whole. Students will show an ability to cite relevant textual evidence in support of their conclusions.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: A response receiving full credit will provide a text-based inference as to how lines 34 through 39 contribute to the article. The 6 lines of song, written by an unknown poet, relate directly to the night that 100 men, most of them Sons of Liberty, dumped tea from British ships into Boston Harbor. The song includes details that directly relate to information in the passage. For example, the song says, “Rally Mohawks,” while the passage describes in lines 22 through 24 how the participants “wore ragged clothes” and “carried tomahawks.” The lines also make reference to Paul Revere’s presence, along with that of his friend Dr. Joseph Warren, at the event. Since Revere’s presence that night is disputed (lines 31 through 33), the inclusion of the lines points to the author’s efforts to support the idea that Revere did participate. Inferences about the author’s inclusion of these lines then might include that they provide support for the idea that Revere was present, that he was a true patriot, or that the described events occurred. There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD Rl.7.5: To help students succeed with questions assessing standard RI.7.5, instruction can focus on helping students to determine the purpose or central idea of specific paragraphs or sections of a text and discussing how these sections relate to the development of ideas or other elements in the text as a whole.

See Short-Response (2-point) Holistic Rubric, suggested sample student responses, and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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Grade 7 NYS- Released ELA Questions and Answers

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133070043

What is a central idea in “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party”? Use two details from the article to support your response.

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MEASURES CCLS: RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

HOW THIS QUESTION MEASURES RI.7.2: This question measures RI.7.2 by asking students to state a central idea of the text and support their assertion with relevant textual support. Students successfully responding to the question demonstrate an ability to determine a central idea in an article and cite evidence in support of their claim.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Responses may include the central idea that Paul Revere was essential or central to the causes and protests of the Sons of Liberty, the communication of information, or the events of the Boston Tea Party. Relevant support would include details about Revere’s participation, such as ensuring the Dartmouth obeyed the orders not to unload their tea (lines 1 through 5), alerting other ports of potential attempts by the British to land (lines 6 through 9), most likely helping to dump British tea in Boston Harbor (lines 31 through 39), and traveling again to report news of the Boston Tea Party to New York and Philadelphia (lines 40 through 42). There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-point) Holistic Rubric and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of conclusions, inferences, and supporting details. Responses should be organized in a logical manner and composed in complete sentences. Any errors should not impact readability.

HOW TO HELP STUDENTS MASTER STANDARD Rl.7.2: To help students succeed with questions assessing standard RI.7.2, students can practice stating central and main ideas in grade-appropriate complex texts.

See the Short-Response (2-point) Holistic Rubric, suggested sample student responses, and scoring: two 2-pt responses, two 1-pt responses, and one 0-pt response.

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Grade 7 NYS- Released ELA Questions and Answers

1 (800) 631-1757

133070040

The story “Excerpt from Mr. Revere and I” and the article “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party” are written from different points of view. How do the different points of view affect the understanding of the events surrounding the Boston Tea Party? Use details from both passages to support your response. In your response, be sure to • explain the point of view presented in “Excerpt from Mr. Revere and I” • explain the point of view presented in “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party” • explain how the different points of view affect the understanding of the events surrounding the Boston Tea Party • use details from both passages to support your response

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responses should include an introductory and concluding comment and be logically organized. Responses should be in complete sentences where errors, if present, do not impact readability.

HOW TO HELP STUDENTS MASTER STANDARDS RL.7.6 AND RL.7.9: To help students succeed with questions measuring RL.7.6 and RL.7.9, instruction can be given on close reading techniques that allow students to compare elements in two grade-appropriate complex texts that recount similar events from differing points of view. Special attention can be given to comparing how each author’s point of view affects the passage’s purpose and development of central claims.

See Extended-Response (4-point) Holistic Rubric, suggested sample student responses, and scoring: two 4-pt responses, two 3-pt responses, two 2-pt responses, two 1-pt responses, and one 0-pt response.

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Grade 7 NYS- Released ELA Questions and Answers

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The story “Excerpt from Mr. Revere and I” and the article “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party” are written from different points of view. How do the different points of view affect the understanding of the events surrounding the Boston Tea Party? Use details from both passages to support your response. In your response, be sure to • explain the point of view presented in “Excerpt from Mr. Revere and I” • explain the point of view presented in “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party” • explain how the different points of view affect the understanding of the events surrounding the Boston Tea Party • use details from both passages to support your response

Guide Paper 1a Page 111 61

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Score Point 4 (out of 4 points) This response clearly introduces a topic in a manner that follows logically from the task and purpose (These points of view affect the understanding, the story...is told by Paul Reveres horse, the article...is told by an outside narrator). The response demonstrates insightful analysis of the texts (in the story the sorrounding events at the Boston Tea Party sounded serene. It didn’t sound violent or disturbing. This is because the story was told by fictional characters and in the article the sorrounding events of the Boston Tea Party sounded violent and dangerous. That is because the author talked more about the event and it was told by using sources and real facts). The topic is developed with the sustained use of relevant, well-chosen information from the texts (in the story...The narrator talks more about Mr. Revere’s actions in the Boston Tea Party than the actions taken during the Boston Tea Party and In the article, the narrator speaks more of the Boston Tea Party than just talking about one person. This author listed facts and important events). Clear organization is exhibited by the skillful use of appropriate and varied transitions (First, Second, In the article, In conclusion, As a result). A formal style is established and maintained through the use of grade-appropriate and domain-specific vocabulary (serene, violent or disturbing, dangerous). The concluding section follows clearly from the topic and information presented (The story was more serene and calm. In the other hand, the article was more violent and dangerous). The response demonstrates grade-appropriate command of conventions, with few errors (sorrounding).

Guide Paper 1b Page 112

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Grade 7 NYS- Released ELA Questions and Answers

1 (800) 631-1757

The story “Excerpt from Mr. Revere and I” and the article “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party” are written from different points of view. How do the different points of view affect the understanding of the events surrounding the Boston Tea Party? Use details from both passages to support your response. In your response, be sure to • explain the point of view presented in “Excerpt from Mr. Revere and I” • explain the point of view presented in “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party” • explain how the different points of view affect the understanding of the events surrounding the Boston Tea Party • use details from both passages to support your response

Guide Paper 3a Page 115 63

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Score Point 4 (out of 4 points) This response clearly introduces a topic in a manner that is compelling and follows logically from the task and purpose (“Excerpt from Mr. Revere and I,” was written in point of view from a horse, while “Excerpt from the Many Rides of Paul Revere” was written from the point of view of a historian). The response demonstrates insightful analysis of the texts (The horse didn’t know any of the details about the Boston Tea Party, therefore the reader of that article wouldn’t know either and Only someone who found all of that detailed information could have known the things that he/she wrote about. Sience there were alot of detailed events in the article I understanded it better). The topic is developed with the sustained use of relevant, well-chosen information from the texts (The horse was telling what he saw or heard, didn’t really have anything to do with the desisons that were made, he had to ride Paul Revere around all the time, knew all of the details about every event that happened before the Revolution). Clear organization is exhibited by the skillful use of appropriate and varied transitions (while, therefore, On the other hand, Sience). A formal style is established and maintained through the use of grade-appropriate and domain-specific vocabulary (point of view of a historian and studied the event). The concluding statement follows clearly from the topic and information presented (The horse...vague and had no inside information. The other article was easier to understand). The response demonstrates grade-appropriate command of conventions, with occasional errors (desisons, Sience, alot, understanded, horse...were) that do not hinder comprehension.

Guide Paper 3b Page 116

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W.2 L.1 L.2

W.2 L.3 L.6

W.9 R.1–9

W.2 R.1–9

CCLS

—develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s) —sustain the use of relevant evidence, with some lack of variety —exhibit clear organization, with the use of appropriate transitions to create a unified whole —establish and maintain a formal style using precise language and domain-specific vocabulary

—provide a concluding statement or section that follows from the topic and information presented —demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension

—sustain the use of varied, relevant evidence —exhibit clear organization, with the skillful use of appropriate and varied transitions to create a unified whole and enhance meaning —establish and maintain a formal style, using grade-appropriate, stylistically sophisticated language and domain-specific vocabulary with a notable sense of voice —provide a concluding statement or section that is compelling and follows clearly from the topic and information presented —demonstrate grade-appropriate command of conventions, with few errors

—demonstrate grade-appropriate analysis of the text(s)

3 Essays at this level: — clearly introduce a topic in a manner that follows from the task and purpose

—develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s)

—demonstrate insightful analysis of the text(s)

4 Essays at this level: —clearly introduce a topic in a manner that is compelling and follows logically from the task and purpose

—demonstrate emerging command of conventions, with some errors that may hinder comprehension

—provide a concluding statement or section that follows generally from the topic and information presented

—establish but fail to maintain a formal style, with inconsistent use of language and domain-specific vocabulary

—exhibit some attempt at organization, with inconsistent use of transitions

—use relevant evidence with inconsistency

—partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant

—demonstrate a literal comprehension of the text(s)

SCORE 2 Essays at this level: —introduce a topic in a manner that follows generally from the task and purpose

—provide a concluding statement or section that is illogical or unrelated to the topic and information presented —demonstrate a lack of command of conventions, with frequent errors that hinder comprehension

—lack a formal style, using language that is imprecise or inappropriate for the text(s) and task

—exhibit little attempt at organization, or attempts to organize are irrelevant to the task

—demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

—demonstrate little understanding of the text(s)

1 Essays at this level: —introduce a topic in a manner that does not logically follow from the task and purpose

—are minimal, making assessment of conventions unreliable

—do not provide a concluding statement or section

—use language that is predominantly incoherent or copied directly from the text(s)

—exhibit no evidence of organization

—provide no evidence or provide evidence that is completely irrelevant

0* Essays at this level: —demonstrate a lack of comprehension of the text(s) or task

Grade 7 NYS- Released ELA Questions and Answers

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2. • If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. • Responses totally unrelated to the topic, illegible, or incoherent should be given a 0. • A response totally copied from the text(s) with no original student writing should be scored a 0. * Condition Code A is applied whenever a student who is present for a test session leaves an entire constructed-response question in that session completely blank (no response attempted).

CONTROL OF CONVENTIONS: the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

COHERENCE, ORGANIZATION, AND STYLE: the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

COMMAND OF EVIDENCE: the extent to which the essay presents evidence from the provided texts to support analysis and reflection

CONTENT AND ANALYSIS: the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

CRITERIA

New York State Grade 6-8 Expository Writing Evaluation Rubric

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New York State Testing Program Grade 8 Common Core English Language Arts Test Released Questions with Annotations August 2013

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Read this passage. Then answer questions XX through XX.

Jason’s Gold by Will Hobbs day.

When the story broke on the streets of New York, it took off like a wildfire on a windy

“Gold!” Jason shouted at the top of his lungs. “Read all about it! Gold discovered in Alaska!” 5

The sturdy fifteen-year-old newsboy waving the paper in front of Grand Central Depot had arrived in New York only five days before, after nearly a year spent working his way across the continent. “Gold ship arrives in Seattle!” Jason yelled. “EXTRA! EXTRA! Read all about it! Prospectors from Alaska. Two tons of gold!”

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The headline, GOLD IN ALASKA, spanned the width of the entire page, the letters were so enormous. People were running toward him like iron filings to a magnet. He was selling the New York Herald hand over fist. His sack was emptying so fast, it was going to be only a matter of minutes before he was sold out.

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“Prospectors from Alaska arrive in Seattle! Two tons of gold!” Jason wanted to shout, Seattle is where I’m from! but instead he repeated the cry “Gold ship arrives in Seattle,” all the while burning with curiosity. Beyond the fact that the ship had arrived this very day—this momentous seventeenth of July, 1897—he knew nothing except what was in the headlines. He hadn’t even had a chance to read the story yet. It was unbelievable, all this pushing and shoving. A woman was giving a man a pursebeating over his head for knocking her aside. “Skip the change!” a man in a dark suit cried amid the crush, pressing a silver dollar into Jason’s hand for the five-cent newspaper. “Just give me the paper!”

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When there was only one left, Jason took off running with it like a dog with a prize bone. In the nearest alley, he threw himself down and began to devour the story. At six o’clock this morning a steamship sailed into Seattle harbor from Alaska with two tons of gold aboard. Five thousand people streamed from the streets of Seattle onto Schwabacher’s Dock to meet the gold ship, the Portland.

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Five thousand people at Schwabacher’s Dock! He knew Schwabacher’s like the back of his hand. Mrs. Beal’s rooming house was only six blocks away! Were his brothers,

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Abraham and Ethan, among the five thousand? Maybe, but probably not. At that hour they would have been on their way to work at the sawmill. Would they have risked being fired for arriving late? He didn’t think so. His older brothers were such cautious sorts. Hurriedly, Jason read on: “Show us your gold!” shouted the crowd as the steamer nosed into the dock. The prospectors thronging the bow obliged by holding up their riches in canvas and buckskin sacks, in jars, in a five-gallon milk can, all manner of satchels and suitcases. One of the sixty-eight, Frank Phiscator, yelled, ‘‘We’ve got millions!”

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Jason closed his eyes. He could picture this just as surely as if he were there. He’d only been gone for ten months. Suddenly he could even smell the salt water and hear the screaming of the gulls above the crowd. Imagine, he told himself, millions in gold. His eyes raced back to the newsprint: Another of the grizzled prospectors bellowed, “The Klondike is the richest goldfield in the world!” “Hurrah for the Klondike!” the crowd cheered. “Ho for the Klondike!”

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Klondike. Jason paused to savor the word. “Klondike,” he said aloud. The name had a magical ring to it, a spellbinding power. The word itself was heavy and solid and dazzling, like a bar of shiny gold. One of the newly rich disembarking the ship was a young man from Michigan who’d left a small farm two years before with almost nothing to his name. As he wrestled a suitcase weighing over two hundred pounds down the gangplank, the handle broke, to a roar from the crowd.

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It almost hurt reading this, it was so stupendous. Two hundred pounds of gold! 55

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That man had left home with almost nothing to his name, Jason thought, just like I did. That could have been me if only I’d heard about Alaska ten months ago, when I first took off.... It could have been Jason Hawthorn dragging a fortune in gold off that ship. Jason could imagine himself disembarking, spotting his brothers in the crowd, seeing the astonishment in their eyes...their sandy-haired little brother returning home, a conquering hero! off:

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“Dreams of grandeur,” he whispered self-mockingly, and found the spot where he’d left A nation unrecovered from the panic of ’93 and four years of depression now casts its hopeful eyes upon Alaska. Today’s events, in a lightning stroke, point north from Seattle toward that vast and ultimate frontier whose riches have only begun to be plumbed. It may well be that a gold rush to dwarf the great California rush of ’49 may already be under way as these lines are penned, as untold numbers of argonauts, like modern Jasons, make ready to pursue their Golden Fleeces. Klondike or Bust!

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Based on the entire passage, what is the meaning of the word “momentous” in line 18?

A B C D

causes much happiness creates a great disturbance occurs simply by chance becomes historically important

Students who choose “D” demonstrate the ability to determine the meaning of a word in a story using both contextual clues and a range of strategies, including analysis of word roots. A student may use an analysis of word roots: “moment” (“a point in time”) and “ous” (“full of” or “possessing”) to arrive at an understanding of “momentous” to mean a point in time that is full of meaning, importance, potential, emotion, change, or power. Students may also use contextual clues like “burning with curiosity,” “arrived that very day,” and the details provided by the author showing the excitement over the discovery of gold, to arrive at the idea that the definition of “momentous” has to do with “time,” and significance, importance, meaning, emotion, potential, change, power or other related ideas. By additionally comprehending the historical significance of the events of the plot (particularly clear in lines 63 through 68) and their relationship to the author’s word choice, students choosing “D” understand that the unfolding events have a larger consequence than what is immediately happening to the prospectors, newspaper readers, Jason, and others.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students who choose “A” may show a general understanding of the main event in the story: finding gold, as a happy occasion, evidenced primarily by the italicized accounts of gold-laden newly rich prospectors arriving to the awed onlookers in Seattle. However, students choosing this answer may not understand the connotation or nuances of the word which would take into account Jason’s conflicted emotions and the larger context of the discovery of gold as an event of broader historical significance. Choice B: Students who choose “B” may show a general understanding of the word “momentous” as something causing much excitement and emotion by using context clues such as “People running toward him…,” “selling the New York Herald hand over fist,” Jason wanting to shout, and descriptions of the general commotion and excitement. However, the scope of “disturbance” does not accurately capture the connotation implied by the word “momentous,” nor does it connect the term to the historical nature of the passage. The connection to history and its importance is made clear in the final lines of the passage (lines 63 through 68) making option “D” the most accurate definition for “momentous” in the context of this story.

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Read the sentence from line 12 of the passage. People were running toward him like iron filings to a magnet. The author uses this simile to emphasize that the people

A B C D

were interested in the news about the gold were curious about the ship’s arrival wanted to become gold prospectors were unable to resist reading about the gold

Students who choose “D” show an understanding that the simile compares the way people were running toward Jason and the news in the papers he is selling with the way iron filings are attracted to a magnet. Iron filings are strongly and unquestionably attracted to magnets suggesting that the people were “unable to resist” moving toward Jason because their interest in the information in the newspapers he is selling is irresistible. Students who choose this answer distinguish its connotation by choosing “unable to resist” over the less accurate options (“were interested in,” and “were curious about”) presented in “A” and “B.”

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students who choose “A” may show some understanding of the simile and how it applies to the story, but do not demonstrate full comprehension of the connotation of the simile and how the author uses the simile for emphasis of a detail in the story. “Were interested in” shows an understanding of the idea of attraction expressed by the simile; however, this option does not express the degree of attraction implied by the strong and unequivocal way iron filings are attracted to magnets. “Were unable to resist” more accurately describes the particular connotation of the attraction being described in the simile than does “were interested.” Choice B: Students who choose “B” may show an understanding of the idea of attraction expressed in the simile, but do not demonstrate full comprehension of the connotation of the simile and how the author uses the simile for emphasis of a detail in the story. By describing the interest people had in the news about the discovery of gold as being like “iron filings to a magnet,” the author is qualifying the attraction as strong and unequivocal. “Curious” does not express this attraction as accurately as “unable to resist.” In addition, the topic of the peoples’ attraction (“the ship’s arrival”) is not as accurate expression of what the people are interested in as “reading about the gold” is in option “D.”

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Why does the author alternate between sharing information from the newspaper and showing Jason’s response?

A B C D

to suggest why Jason misses his brothers to show Jason’s feelings at the moment they occur to portray Jason’s interest in reading to show why Jason might want to return home

Students who choose “B” show an understanding of the different points of view in the passage and the effect of shifting the point of view back and forth from the quoted sections of the newspaper to Jason’s reactions in general. By alternating quotations of the newspaper story with Jason’s feelings at the moment they occur, the author makes the passage more exciting, urgent, and immediate.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students who choose “A” may show an understanding that after two sections of the quoted newspaper, Jason thinks about his brothers in Seattle. In lines 31 through 34, Jason wonders if his brothers were present at the ship’s arrival, decides that they were not, and recalls how their character differs from his. Lines 58 through 60 show Jason creating a hypothetical scenario and considering the reactions of his brothers. However, the details of his response do not make it apparent that he misses his brothers. Jason’s thoughts on the newspaper article include information about other topics and feelings making the more general statement in choice “B” more accurate. Students choosing “A” may not understand that the author switches points of view to convey the erroneous inference that Jason misses his brothers. The author reveals Jason’s overall feelings as they occur to create immediacy to his feelings. Choice C: Students who choose “C” may show an understanding that Jason desires to read the newspaper, but may misinterpret the author’s purpose for alternating the points of view. While the author shows that Jason is interested in reading, the purpose of alternating points of view is used to reveal his overall feelings. Students choosing this answer may not understand that its scope is limited, and may miss that “B” more accurately describes the author’s use of this technique. Choice D: Students who choose “D” may show an understanding that Jason imagines returning to Seattle, but may not understand that the choice is limited in its explanation as to why the author alternates points of view. Like in choice “C,” the author uses a shift in narration to reveal a specific aspect of Jason’s thoughts (in this case, his desire to return home), but the overall effect of this technique is to highlight Jason’s thoughts and feelings in general throughout the story making “B” the more accurate choice.

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Which sentence from the passage best supports the conclusion that Jason is fascinated by the story of the discovery?

A B

“It was unbelievable, all this pushing and shoving.” (line 21) “When there was only one left, Jason took off running with it like a dog with a prize bone.” (lines 25 and 26)

C

“That man had left home with almost nothing to his name, Jason thought, just like I did.” (lines 55 and 56) “It could have been Jason Hawthorn dragging a fortune in gold off that ship.” (line 57)

D

Students who choose “B” show an ability to distinguish the strongest support for a given conclusion. In this sentence, the author compares Jason rushing off to read the newspaper to that of “a dog with a prize bone.” Students who choose “B” demonstrate an understanding that this simile shows how Jason is eager and fascinated to get his chance to read the story everyone else has been clamoring to learn about.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students who choose “A” show an understanding of the excitement the author creates by describing the throng of people eager to read about the discovery of gold. However, the interest of others does not clearly demonstrate why Jason is fascinated by the same events. His fascination is most accurately shown by his eagerness to finally read the newspaper account himself, making “B” the stronger choice. Choice C: Students who choose “C” show an understanding that Jason is frustrated and senses a missed opportunity, but may mistake this detail for the primary reason driving his fascination. Although the connection amongst these feelings is credible, Jason’s fascination is primarily driven by his need to learn more making “B” the best choice. Choice D: Like choice “C,” students who choose “D” may incorrectly conclude that Jason’s wistfulness, frustration, and feeling of missed opportunity solely account for his fascination of the story. While he may feel like he missed an opportunity after reading the story, Jason’s fascination is primarily driven by the stated interest of his customers and topic of the event. Students who choose “D” may not understand that the strongest moment of his fascination is quoted in choice “B” when he is finally able to read the account at his leisure.

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Which detail would be most important to include in a summary of the passage?

A B C D

Jason had gone to New York instead of Alaska. The headline in the newspaper is written in large print. A boarding house is near the dock in Seattle. Jason’s brothers work at a sawmill.

Students who choose ”A” show an understanding that the main character, Jason, has missed a historic opportunity to participate in the early stages of the Klondike gold rush because he chose to move to New York instead of remaining in Seattle. By choosing “A,” students demonstrate a comprehension of the centrality of Jason’s decision to move, and its effect on the development of the story and his emotions.

WHY THE OTHER CHOICES ARE INCORRECT: Choice B: Students who choose “B” may mistake the size of the headline as an essential detail that conveys the importance of the event. However, other, more critical details convey this importance. The size of the headline is a minor detail in the story and would not be essential to include in a summary. Conversely, leaving out the detail summarized in choice “A” would create an incomplete summary, making “A” the best choice. Choice C: Students who choose “C” show an understanding that Jason has a connection to the story due to the fact that he lived near where the events of the newspaper account are taking place. However, it is not just Jason’s presence in Seattle, but also his decision to move to New York that drive the emotional content of the narrative making “A” a superior choice. Choice D: Students who choose “D” show an understanding of Jason’s connection to Seattle and because of how he wonders if his brothers are present at the docking of the ship he wishes he had been on. Although this detail helps reveal to the reader that Jason knows the area of the events well and that his brothers are different from him, it is a minor detail and does not support the most important ideas in the passage the way choice “A” does.

HOW TO HELP STUDENTS MASTER RL.8.2: Answer choices “B,” “C,” and “D” are all plausible for pointing to bigger ideas in the passage. “B” points to the significance of the discovery of gold. “C” reminds readers that Jason used to live in Seattle, and choice “D” gives the reader insight into Jason’s brothers; however, none of these choices is as central to the main events and ideas of the passage as choice “A,” which provides the critical information that Jason went to New York instead of Alaska and is now seeing the consequences of his decision. Choices “B,” “C,” and “D” represent minor details and would not be essential to an objective summary of the passage. To help students succeed

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As mentioned in line 16, Jason wants to shout “Seattle is where I’m from” to show that

A B C D

he has already heard this news he knows why the crowd is excited he knows the prospectors on the ship he has a personal connection to the events

Students who choose “D” show an understanding of Jason’s frustration at having to wait to read a newspaper account about something he has a personal connection to and his anxiousness to know about an event he might have been able to participate in. In wanting to shout “Seattle is where I’m from,” Jason wishes to show that he is connected to the important news article and it holds special meaning to him.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students who choose “A” may not understand that at this point in the story, Jason has only heard part of the news and is eager to read more about the events. His desire to shout stems from a desire to show his connection to events rather than to show others that he already knows about an event. Choice B: Students who answer “B” show an understanding that Jason has some idea of why the crowd is excited. However, knowing why the crowd is excited merely increases Jason’s desire to gain further knowledge about the events described in the newspaper. He wants to shout “Seattle is where I’m from” to show his connection to events and participate in the excitement, not to show he knows why the crowd is excited. Choice C: Students who choose “C” may misinterpret the statements Jason makes about the prospectors on the ship or make an incorrect inference that because Jason lived in Seattle he actually knows those on board. Although he imagines himself as a successful prospector stepping off the boat laden with gold, he does not actually know any of the prospectors on the boat.

HOW TO HELP STUDENTS MASTER RL.8.3: While choices “A,” “B,” and “C” all contain details connected to why Jason might want to shout “Seattle is where I’m from,” only “D” accurately expresses his true motivation to show his personal connection to the unfolding events and desperation to know more about what is happening. Although Jason has heard some of the news, he has not heard all of it, and his wanting to shout is not motivated by the little knowledge he does have, making option “A” inaccurate. “B” expresses a partially true statement in that Jason knows why the crowd is excited, but it is his own excitement that makes their excitement meaningful and explains his desire to shout, making “B” inaccurate. Choice “C” expresses an erroneous conclusion. Jason knows Seattle but he does not know the prospectors on the ship and this is not why he wishes to shout about his connection to the

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Read the excerpt from lines 63 through 65 of the passage. A nation unrecovered from the panic of ’93 and four years of depression now casts its hopeful eyes upon Alaska. Today’s events, in a lightning stroke, point north from Seattle toward that vast and ultimate frontier whose riches have only begun to be plumbed. What do these sentences mainly suggest?

A B C D

that Alaska was an exciting state that many Americans desired great wealth that the country was still a developing nation that a great discovery was inspiring the country

Students who choose “D” show an understanding of the historical connection made between the quoted lines of the item and the main theme of the events of the passage. The quoted lines express a generalized significance to the discovery of gold in Alaska suggesting that the discovery will inspire a country struggling from a recent depression. By answering “D,” students also show an understanding of a central theme of the passage. The crowds thronging to read about the discovery, the excitement of the newspaper writers, and Jason’s excitement all help support the idea that the country is inspired by the events as well.

WHY THE OTHER CHOICES ARE INCORRECT: Choice A: Students who choose “A” show an understanding of the significance and excitement occurring in Alaska, but this choice does not address how the excitement in Alaska is inspiring the nation. Students may not connect the events in Alaska to the rest of the passage and the larger historical context of the events unfolding there. Choice B: Students who choose “B” show an understanding of the phrase “riches to be plumbed” in the provided lines, and how the excitement over the discovery of gold suggests that many Americans desire great wealth, but this conclusion fails to express the variety of ways the event itself inspires an entire nation as evidenced by the reactions of Jason, those in Seattle and New York, and newspaper writers. Students answering “B” may not understand the historical impetus for discovery as well. Choice C: Students who choose “C” show an understanding of the country’s apparent economic struggles, but may misunderstand the article as inferring that the country is still developing. While the story does mention the recent depression, there is not substantial evidence for the inference made in choice “C,” leaving “D” as the most accurate inference of the provided passage.

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irections 308017P

Read this article. Then answer questions XX through XX.

Brain Birds: Amazing Crows and Ravens by Terry Krautwurst

No matter where you live, they’re your neighbors. You might want to watch them—carefully.

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Let me introduce you to the Corvid family. Like all families, they have their faults. But I think you’ll like them anyway, once you get to know them. They’re sociable—if a bit loud, especially at gatherings. They’re smart and perceptive—though some might say cunning and deceptive. And they’re exceedingly resourceful—come to think of it, you might keep a close eye on your possessions. They’ve been known to steal—food, trinkets, baby animals. Don’t worry. I’m speaking not of any human family, but of the bird family Corvidae, and particularly the crows and ravens in the clan Corvus. Like most members of that genus—which in North America also includes magpies, nutcrackers and jays—crows and ravens are sturdy, stout-beaked, long-legged birds with powerful wings. They also have something of an attitude, which can vary from aloof to in-your-face. You can forgive them for their superior airs1 though, when you consider their resumes. Crows and ravens are the stuff of legend; for centuries, they have been revered and reviled, fawned over and feared by humans. Shakespeare wrote them into his plays, Thoreau into his musings2, Poe into his horror tales. Shrines have been built to them; songs sung; chants chanted. Oh—and one more thing: Crows and ravens are the eggheads of the bird world and thus the darlings of avian science. With the arguable exception of parrots, they’re the smartest winged species on the planet. They’ve even outperformed monkeys in some psychological tests. Truth be told, they’ve outsmarted many a human, too. 1superior

2musings:

airs: showing an attitude of self-importance or overconfidence thoughts

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THEY’RE EVERYWHERE

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Some 40-plus species of crows and ravens inhabit the skies worldwide over virtually every terrain, from desert to tropics to tundra. In the contiguous United States, the American crow (Corvus brachyrhynchos) is easily the most common. Three other crows claim American territory: The slightly smaller fish crow (C. ossifragus) ranges along the East Coast and through the Gulf States east of Texas; the Northwestern crow (C. caurinus) occupies the Pacific Seacoast from upper British Columbia to the northwestern tip of Washington; and the Mexican or Tamaulipas crow (C. imparatus) calls southernmost Texas its home.

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Geographically, the crow’s larger cousin, the common raven (C. corax), is more broadly distributed. Its overall range encompasses almost all of Canada and Alaska; most of the western United States; and New England and the Appalachian mountains. In reality, though, the common raven is less common across its range as a whole, except in higher elevations. Like hawks and eagles, ravens prefer high places from which to search for food.

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Although crows and ravens apparently have no trouble telling one another apart, humans have a harder time discerning the distinctions. Size would seem to matter, since an average raven is far larger (2 to 4 pounds, with a wingspan up to 4 feet) than a correspondingly average crow (1 to 1½ pounds, with a wingspan up to 3 feet). But if you judge strictly by size, you can easily mistake a small raven for a large crow or vice versa.

A raven steals a ski cap.

Finally, listen to the bird’s calls. The crow’s trademark caw caw doesn’t remotely resemble the raven’s characteristic utterance, a deep guttural crrroak or naaaaahk. SPEAKING OF INTELLIGENCE 55

That crows and ravens are classified as songbirds may come as a surprise, but it is the presence of a voice box, or syrinx, rather than talent for melody that qualifies them. They use their vocal equipment to communicate with a large vocabulary of expressive calls for courting, gathering, warning and more. Ornithologists3 have identified as many as 24 crow calls and up to 64 distinct raven vocalizations.

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But it’s brainpower, not bravado vocals, that really sets crows and ravens apart from other animals. They have the largest cerebral hemispheres, relative to body size, of any birds—the raven’s brain is the same size in relation to its body as a chimpanzee’s. More 3Ornithologists:

scientists who study birds

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significantly, crows and ravens apply their brainpower; they learn quickly, solve problems and store knowledge in long-term memories. 65

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Furthermore, crows and ravens understand cause and effect. In the South Pacific, New Caledonian crows sculpt twigs into hooked probes that they use to pry out otherwise inaccessible grubs—they make their own “crowbars.” The same crows nip the edges of rigid leaves to create sawlike teeth, then shove barbed tools beneath leaf litter to spear prey. They also carry their tools with them on foraging4 expeditions, and store them for later use. Stories abound of crows or ravens dropping nuts or clam shells onto highways and other hard surfaces to break them open. In Japan, crows are reported to have taken the strategy a step further by placing nuts in front of the tires of cars stopped at red lights. Scientific research confirms much of the anecdotal5 evidence. In one study of captive birds, scientist Bernd Heinrich dangled bits of meat from the end of a 2-foot-long string tied to a perch. He then watched his test subjects—first a pair of American crows, and later five common ravens—attempt to bring home the bacon (in this case, it was actually salami). The crows tried flying at the food, then tugged at the string a few times, but gave up within 15 minutes. Time to study the situation didn’t help; after 30 days, they still hadn’t solved the problem. The ravens spent a few hours glancing at the puzzle, as if weighing the possibilities. Then one bird flew to the perch, hoisted a length of string up with its beak, stepped on the loop, pulled up another length, stepped on that loop, and so on until it had reeled in the food. Ultimately, three more ravens also solved the problem. Two improved on the technique by simply grabbing the string and side-stepping along the perch. None of this would surprise ice fishermen in Finland, where hooded crows use the same pull-step-pull-step method to haul in fish on abandoned baited lines. 4foraging:

wandering around to search for food something that is based on a personal account of an incident

5anecdotal:

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Explain how crows and ravens use their intelligence to help them find, capture, and eat food in the article “Brain Birds: Amazing Crows and Ravens.” Use two details from the article to support your answer.

MEASURES CCLS: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

HOW THIS QUESTION MEASURES RI.8.1: This question measures RI.8.1 by asking students to locate and cite evidence from the text that most strongly supports analysis about how crows and ravens use their intelligence to help find, capture, and eat food.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: This question asks the student to locate and organize specific and relevant details in a text to elaborate on how crows and ravens find, capture, and eat food. Students can cite specific details about how crows and ravens use their intelligence to find, capture, and eat food. There are several examples in the text that discuss the intelligence of crows and ravens. An essay that receives full credit will use any of these relevant details to support an explanation of the birds’ intelligence. Details that may be chosen to show that crows and ravens use their intelligence to find, capture, and eat food include: ••

New Caledonian crows use twigs to create “crowbars” that help them pull out grubs. These birds also create leaves with saw-like edges that can be used to spear prey.

••

Crows drop nuts and clam shells in front of cars to break the nuts open; some birds have even learned to place nuts in front of the tires of cars parked at stop lights.

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Explain how crows and ravens use their intelligence to help them find, capture, and eat food in the article “Brain Birds: Amazing Crows and Ravens.” Use two details from the article to support your answer.

Score Point 2 (out of 2 points) This response demonstrates evidence of analysis of the text where required by the prompt to explain how both crows and ravens use their intelligence to find, capture, and eat food (crows make their own “crowbars” and Ravens, however, use a pull-step-pull-step method). The response provides a sufficient number of concrete details from the text for support as required by the prompt (crows sharpen the teeth to pierce leaf litter and spear prey and ravens would also just sidestep along a flat surface, pulling the food ). The response includes complete sentences where errors do not impact readability.

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Explain how crows and ravens use their intelligence to help them find, capture, and eat food in the article “Brain Birds: Amazing Crows and Ravens.” Use two details from the article to support your answer.

Score Point 2 (out of 2 points) This response demonstrates evidence of analysis of the text where required by the prompt to explain how both crows and ravens use their intelligence to find, capture, and eat food (They would sometimes drop nuts or clamshells on hard surfaces to break them open). The response provides a sufficient number of concrete details from the text for support as required by the prompt (There were also rumors that in Japan, crows would drop nuts in front of tires and crows also make weapons from twigs). The response includes complete sentences where errors do not impact readability.

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irections 308018P

Read this article. Then answer questions XX through XX.

A Soft Spot for Crows by David Shaw

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Crows are probably the most ignored bird species in North America. They are often viewed as pests, or at the very least as untrustworthy. Even the term for a group of crows, a “murder,” hardly creates positive associations. Yet these birds are everywhere. They are as common, and perhaps as despised, as pigeons. But there’s a lot more to the crow family than most people think. It Runs in the Family The United States has four resident species of crows. The most abundant and widespread is the American crow, which lives across most of the lower 48 and southern Canada.

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The slightly smaller northwestern crow has a nasal voice and occurs only along the coasts of the Pacific Northwest from Puget Sound to south central Alaska. The fish crow is similar in size and voice to the northwestern crow but lives on the Atlantic coast and in the lower Mississippi River region.

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And finally there is the Hawaiian crow, which, as the name implies, occurs only in Hawaii, and there only in a small area of forest. (A fifth species, the tamaulipas, dwells in northern Mexico and is sometimes seen in Texas’ lower Rio Grande valley. But it doesn’t appear to breed north of the border, so it’s not considered a true U.S. resident.) I don’t remember my first sighting of a crow, though I suspect I was very young. Even after I’d developed as a birder, I’m still not sure when I first put that tick on my list. Strange, because for almost every other species I’ve seen, I can remember where I was, what the weather was like and who was with me. The crow? Nothing. Despite its abundance—or, more likely, because of it—I overlooked the crow, just as most people do. During the 19th and early 20th centuries, crows were mercilessly pursued. Killed as farm pests, they declined and quickly became wary of people. But rather than flee to remote parts of the country as most hunted species did, crows found safety in cities and towns. It seems odd, but this is a perfect example of the species’ discerning intelligence. Humans, they learned, will not shoot guns in a city. And food? Well, it’s everywhere! Garbage bins, dumps, picnic areas, parks and backyards were all-you-can-eat buffets to the newly arrived crows. They thrived, and continue to thrive, in our most populous areas.

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Secret Intelligence 30

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Now I have a greater appreciation for crows than ever, even though I live in one of the few parts of the country where there are no crows at all! Here in interior Alaska, crows are replaced entirely by their larger cousins, ravens. So crows are a novelty to me. When I travel to southern Alaska or to the lower 48, I look forward to watching them. Their antics are remarkable. Much like puppies, or even people, they are constantly at play—tussling in the air, feigning attacks and learning as they do. In recent studies of northwestern crows, researchers from the University of Washington have determined that the species is capable not just of recognizing humans individually, but also of teaching their offspring which humans are dangerous. The study went something like this. A biologist wearing a distinctive mask provided an unpleasant experience to adult crows by capturing, banding, and measuring them. Later, when the masked researcher walked below the nest, the banded adults gave alarm calls and dive-bombed the human.

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The chicks, while never experiencing the negative associations for themselves, carried the fear and aggression toward the masked human—but not other humans—into their own adulthood. In short, they were taught to beware not of humans in general, but of one human in particular. A Different Point of View

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This study, while fascinating, is only one example of how crows are capable of reasoning and solving problems in their environment. When I moved to Olympia, Washington, to attend college, I was intrigued by the many shells of clams and mussels along the roadsides and sidewalks of town. I couldn’t for the life of me figure out how they had gotten from the beach, a few hundred yards away, to the pavement in such large numbers. Then, one day, birding1 along the Olympia waterfront, I paused to watch a pair of crows foraging2 on the gravel beach. They were probing around the rocks with their long black bills when one popped up holding a small mussel. The bird flew into the misty air and passed over my head toward a nearby parking lot. 1birding:

birdwatching wandering around to search for food

2foraging:

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Through my binoculars I watched as the crow hovered 20 feet above the pavement and let go of the mussel. It fell onto the concrete and shattered. The crow settled to the ground and pulled the tasty morsel from inside the broken shell. A moment later the bird was back on the beach searching for more, and my mystery was solved.

• Crows are a prominent part of the 1963 Alfred Hitchcock movie The Birds. Animal trainer Ray Berwick used several crows in the film, in part because the birds were easy to train.

This kind of discovery makes birding in our own backyards—and city streets— fascinating. Even with our most common and unappreciated species, there are things to learn.

• Some scientific studies have indicated that crows know how to count.

The crow is much more than a noisy pest. Catch one perched in the sunlight, and its feather will glitter with an iridescent sheen. Then watch as it inspects the world through dark, intelligent eyes. There’s more going on behind those eyes than you might suspect. Observe for a few moments, or hours, and you’re sure to learn something. So, too, will the crow.

Interesting Facts about Crows

• Jays and mockingbirds are not the only mimics in the birding world. Crows can mimic several animal sounds.

• Though they are related, crows and ravens are different birds. They look alike, but on average, ravens are several inches longer. • Crows can always be picked out by their familiar caw-caw. • Crows are very social birds and will congregate in large numbers to sleep. It’s common to find roosts with several hundred crows, or even thousands. • As omnivorous birds, crows will consume almost anything edible. The oldest recorded wild American crow was 16, and a captive one in New York lived to be 59.

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123080027

According to the author of “A Soft Spot for Crows,” the fact that crows live in cities or towns is an example of their intelligence. Explain the author’s reasoning and tell whether or not it is sound. Use two details from the article to support your answer.

MEASURES CCLS: RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

HOW THIS QUESTION MEASURES RI.8.8: This question measures RI.8.8 by asking students to assess the soundness of the author’s claim that crows are intelligent because they are able to live in both cities and towns. Students can demonstrate an understanding of the text by citing and differentiating between relevant and irrelevant evidence to support a conclusion.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Students can use the text to explain and support their evaluation of the author’s claim as sound in a number of ways. The author provides several details to argue the intelligence of crows. An essay that receives full credit will cite any of these relevant details to support an explanation of the author’s reasoning and whether the reasoning is sound or not. Possible details to include in a response include: ••

Crows and ravens “learned” that unlike on farms and in the wilderness, humans “will not shoot guns in a city,” making cities safe.

••

Crows and ravens also “learned” that food is available “everywhere” in cities and towns in “garbage bins, dumps, picnic areas, parks, and backyard.”

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According to the author of “A Soft Spot for Crows,” the fact that crows live in cities or towns is an example of their intelligence. Explain the author’s reasoning and tell whether or not it is sound. Use two details from the article to support your answer.

Score Point 2 (out of 2 points) This response makes a valid claim from the text to explain the author’s reasoning and whether or not it is sound (The author’s statement is sound for a few reasons and they had the ability to adapt to their environment). The response provides a sufficient number of concrete details from the text for support as required by the prompt (the crows learned that in populated areas, people “will not shoot guns” and food was everywhere and they would not go hungry). This response includes complete sentences where errors do not impact readability.

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According to the author of “A Soft Spot for Crows,” the fact that crows live in cities or towns is an example of their intelligence. Explain the author’s reasoning and tell whether or not it is sound. Use two details from the article to support your answer.

Score Point 2 (out of 2 points) This response makes a valid claim from the text to explain the author’s reasoning and whether or not it is sound (The crows learned all of these things and clearly, the fact that crows inhabit cities and towns is an example of their intelligence). The response provides a sufficient number of concrete details from the text for support as required by the prompt (No shots are fired in the cities, so the crows won’t be hunted and there is a lot of food in the cities. They can steal food from picnics, garbage cans, and dumpsters). This response includes complete sentences where errors do not impact readability.

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123080033

In “Brain Birds” and “A Soft Spot for Crows,” are the authors’ attitudes toward crows and ravens positive or negative? How do the authors convey their views? Use examples from both articles to support your response. In your response, be sure to • identify the authors’ attitudes toward crows and ravens • explain how each author supports his views • use examples from both articles to support your response

Check your writing for correct spelling, grammar, capitalization, and punctuation.

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MEASURES CCLS: RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

HOW THIS QUESTION MEASURES RI.8.3: This question measures RI.8.3 by asking students to analyze how the texts make connections and distinctions between individuals and ideas. Students can demonstrate an understanding of the texts by citing textual details to determine whether the authors’ attitudes toward crows and ravens in each article are positive or negative.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: Students who can cite specific details to explain how the authors regard crows and ravens will demonstrate an understanding of the texts. There is no text-based evidence for a negative attitude; however, students must determine that the authors hold positive attitudes despite both authors acknowledging the negative associations commonly made about crows and ravens. Both passages offer several details that help the reader understand the author’s attitudes towards crows and ravens. An essay receiving full credit will draw on a number of these examples to support an explanation of each author’s attitude. Students could answer in any manner of ways. Conclusions and support may include: “Brain Birds”: a positive attitude that admires the resourcefulness and cleverness of crows and ravens (despite their negative reputations) could be supported with ••

the introductory quote: “But I think you’ll like them, once you get to know them”

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descriptions of the many places the birds are referenced in literature and history such as Edgar Allan Poe’s “The Raven,” Shakespeare’s plays, or Thoreau’s essays

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the author describes crows and ravens as smart and clever and describes behaviors to prove it: ƒƒ

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New Caledonian crows use twigs to create “crowbars” that help them pull out grubs. These birds also create leaves with saw-like edges that can be used to spear prey Crows drop nuts and clam shells in front of cars to break the nuts open; some birds have even learned to place nuts in front of the tires of cars parked at stop lights In one study, captive ravens figured out how to reel in a string of dangling meat much like crows in Finland seen to use a pull-step-pull-step method to haul up fish dangling on lines dropped in holes in the ice

“A Soft Spot for Crows”: the author acknowledges that crows and ravens are commonly seen in a negative light and sets up the rest of the essay to convince readers otherwise: ••

The author describes crows and ravens as “despised,” “untrustworthy,” “pests,” and “ignored”

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The author admits to overlooking crows as a birder and having to warm up to them despite birders commonly admiring birds that show intelligence, which crows do The author mainly presents a positive view by describing ways crows and ravens show their intelligence ƒƒ

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They play like “puppies” and are enjoyable to observe They can recognize humans and teach their young which humans are dangerous oo The author describes how some crows dive-bombed a masked experimenter because the crows disliked the way they were handled and taught their young to do so as well When the author moved to Olympia, he discovered that mussel shells far from shore were due to crows scooping mussels from the sea and dropping them on pavement to crack them open for their food The author shows his admiration for crows by describing their intelligent eyes and the iridescent sheen of their feathers He also encourages readers to go out and admire the birds themselves

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In “Brain Birds” and “A Soft Spot for Crows,” are the authors’ attitudes toward crows and ravens positive or negative? How do the authors convey their views? Use examples from both articles to support your response. In your response, be sure to • identify the authors’ attitudes toward crows and ravens • explain how each author supports his views • use examples from both articles to support your response

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Score Point 4 (out of 4 points) This response clearly introduces a topic that is compelling and follows logically from the task and purpose (The authors both have certain common views towards these smart birds and The authors’ attitudes toward crows and ravens are positive). The response demonstrates insightful analysis of both articles (obviously admire these smart birds). The topic is developed with the sustained use of relevant, well chosen facts and concrete details from both articles (New Caledonian crows create tools out of twigs, called “crowbars” and he observed crows taking mussel shells and smashing them into pavement to open them up). The response exhibits clear organization with the skillful use of appropriate and varied transitions (For example, The author also describes, That way, As you can see) to create a unified whole. The response establishes and maintains a formal style, with grade-appropriate, stylistically sophisticated language, and a notable sense of voice (they could eat the tasty morsel previously protected by the hard shell ). The response demonstrates grade-appropriate command of conventions, with few errors.

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Grade 8- NYS ELA Released Test Questions

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In “Brain Birds” and “A Soft Spot for Crows,” are the authors’ attitudes toward crows and ravens positive or negative? How do the authors convey their views? Use examples from both articles to support your response. In your response, be sure to • identify the authors’ attitudes toward crows and ravens • explain how each author supports his views • use examples from both articles to support your response

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Score Point 4 (out of 4 points) This response clearly introduces a topic that follows logically from the task and purpose (Their attitude is positive). The response demonstrates insightful analysis of the texts (The authors try to persuade readers that they are not pests, rather they are birds who should be recognized). The topic is developed with the sustained use of relevant, well chosen facts and concrete details (the authors talk about how crown manage to get their food out of mussels; In “Brain Birds, the author states how the ravens managed to retrieve a piece of meat; a group of crows managed to beware of one particular human rather then all humans). The response exhibits clear organization, with the use of appropriate transitions (Another quality, In both articles, Therefore). A formal style is established and maintained using precise language and domain specific vocabulary (recognized, fascinated, manage, unique). The concluding statement follows from the topic and information presented (these birds are unique. They should not be portrayed as pests). The response demonstrates grade-appropriate command of conventions, with few errors.

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