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for the Common Core State Standards

Grade 8

EnglishLanguage

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Practice Tests Answer Keys

Crosswalk Coach PLUS for the Common Core State Standards, English Language Arts, Grade 8, Practice Tests, Answer Keys T303NAK

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10 9 8 7 6 5 4 3 2 1

The National Governors Association Center for Best Practices and Council of Chief State School Officers are the sole owners and developers of the Common Core State Standards, ©Copyright 2010. All rights reserved.

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ContentsLexile Measures Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

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Lexile Measures ChartPractice Test 1

Passage Title Lexile Measure

Part 1

Pegasus in Pound not prose

Coyote and Eagle Steal the Sun and Moon 1030L

Space Junk 1040L

Our Ever-Changing Climate 1180L

Our Carbon Dioxide Problem 1110L

Part 2

A Seat at the Counter 950L

Part 3

The Gray Hare 930L

Practice Test 2

Passage Title Lexile Measure

Part 1

The Miller, His Son, and Their Donkey not prose

The Reluctant Guest 950L

The Canoe Trip 940L

Cyclical Cicadas 1040L

Harriet Tubman: Civil War Spy 1050L

Part 2

Another Thanksgiving Dinner 1060L

Part 3

The Thylacine 1040L

The Dodo Bird 1110L

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Writing Rubric0

12

34

Rea

din

g:

Com

pre

hens

ion

of K

ey Id

eas

and

D

etai

ls

The

resp

onse

doe

s no

t an

alyz

e or

inac

cura

tely

an

alyz

es t

he t

ext,

sho

win

g lit

tle t

o no

com

pre

hens

ion

of

idea

s fr

om t

he t

ext(s

) .

The

resp

onse

min

imal

ly

anal

yzes

the

tex

t an

d

cite

s so

me

text

ual

evid

ence

, sh

owin

g lim

ited

co

mp

rehe

nsio

n of

idea

s fr

om t

he t

ext(s

) .

The

resp

onse

for

the

mos

t p

art

accu

rate

ly a

naly

zes

the

text

exp

licitl

y or

in

fere

ntia

lly a

nd c

ites

text

ual

evid

ence

, sh

owin

g a

bas

ic

com

pre

hens

ion

of id

eas

from

the

tex

t(s) .

The

resp

onse

acc

urat

ely

anal

yzes

the

tex

t ex

plic

itly

and

infe

rent

ially

and

cite

s te

xtua

l evi

den

ce t

o su

pp

ort

the

anal

ysis

, sh

owin

g ex

tens

ive

com

pre

hens

ion

of

idea

s fr

om t

he t

ext(s

) .

The

resp

onse

acc

urat

ely

anal

yzes

the

tex

t ex

plic

itly

and

infe

rent

ially

and

cite

s co

nvin

cing

tex

tual

evi

den

ce

to s

upp

ort

the

anal

ysis

, sh

owin

g fu

ll co

mp

rehe

nsio

n of

com

ple

x id

eas

from

the

te

xt(s

) .

Wri

ting

: D

evel

opm

ent

of

Idea

s

The

resp

onse

is

und

erd

evel

oped

and

th

eref

ore

inap

pro

pria

te t

o th

e ta

sk,

pur

pos

e, a

nd/o

r au

die

nce .

The

resp

onse

is a

dd

ress

ed

with

min

imal

dev

elop

men

t of

the

cla

im,

top

ic a

nd/

or n

arra

tive

elem

ents

, th

roug

h lim

ited

rea

soni

ng,

det

ails

, te

xt-b

ased

evi

den

ce

and

/or

des

crip

tion;

the

d

evel

opm

ent

is li

mite

d in

its

app

rop

riate

ness

to

the

task

, p

urp

ose,

and

/or

aud

ienc

e .

The

resp

onse

is a

dd

ress

ed

with

dev

elop

men

t of

th

e cl

aim

, to

pic

and

/or

narr

ativ

e el

emen

ts t

hrou

gh

som

e re

ason

ing,

det

ails

, te

xt-b

ased

evi

den

ce,

and

/or

des

crip

tion;

the

d

evel

opm

ent

is s

omew

hat

app

rop

riate

to

the

task

, p

urp

ose,

and

aud

ienc

e .

The

resp

onse

is a

dd

ress

ed

with

eff

ectiv

e d

evel

opm

ent

of t

he c

laim

, to

pic

and

/or

narr

ativ

e el

emen

ts t

hrou

gh

clea

r re

ason

ing,

det

ails

, te

xt-b

ased

evi

den

ce,

and

/or

des

crip

tion;

the

d

evel

opm

ent

is la

rgel

y ap

pro

pria

te t

o th

e ta

sk,

pur

pos

e, a

nd a

udie

nce .

The

resp

onse

is a

dd

ress

ed

with

com

pre

hens

ive

dev

elop

men

t of

the

cla

im,

top

ic a

nd/o

r na

rrat

ive

elem

ents

thr

ough

cle

ar

and

con

vinc

ing

reas

onin

g,

det

ails

, tex

t-b

ased

evi

den

ce,

and

/or

des

crip

tion;

d

evel

opm

ent

is c

onsi

sten

tly

app

rop

riate

to

the

task

, p

urp

ose,

and

aud

ienc

e .

Wri

ting

: O

rgan

izat

ion

The

resp

onse

dem

onst

rate

s a

lack

of

cohe

renc

e, c

larit

y an

d c

ohes

ion .

The

resp

onse

dem

onst

rate

s lim

ited

coh

eren

ce,

clar

ity,

and

/or

cohe

sion

, m

akin

g th

e p

rogr

essi

on o

f id

eas

som

ewha

t un

clea

r .

The

resp

onse

dem

onst

rate

s so

me

cohe

renc

e, c

larit

y,

and

/or

cohe

sion

, an

d

incl

udes

an

intr

oduc

tion,

co

nclu

sion

, an

d lo

gica

lly

grou

ped

idea

s, m

akin

g th

e p

rogr

essi

on o

f id

eas

dis

cern

ible

but

not

ob

viou

s .

The

resp

onse

dem

onst

rate

s a

grea

t d

eal o

f co

here

nce,

cl

arity

, an

d c

ohes

ion,

and

in

clud

es a

n in

trod

uctio

n,

conc

lusi

on,

and

a lo

gica

l p

rogr

essi

on o

f id

eas .

The

resp

onse

dem

onst

rate

s p

urp

osef

ul c

oher

ence

, cl

arity

, an

d c

ohes

ion

and

incl

udes

a s

tron

g in

trod

uctio

n, c

oncl

usio

n,

and

a lo

gica

l, w

ell-

exec

uted

p

rogr

essi

on o

f id

eas .

Wri

ting

: C

larit

y of

La

ngua

ge

The

resp

onse

sty

le is

in

app

rop

riate

, w

ith li

ttle

to

no a

war

enes

s of

the

nor

ms

of t

he d

isci

plin

e; in

clud

es

little

to

no p

reci

se la

ngua

ge .

The

resp

onse

sty

le is

lim

ited

in

its

effe

ctiv

enes

s, w

ith

limite

d a

war

enes

s of

the

no

rms

of t

he d

isci

plin

e; u

ses

little

des

crip

tion,

sen

sory

d

etai

ls,

linki

ng o

r tr

ansi

tiona

l w

ord

s, w

ord

s to

ind

icat

e to

ne,

or d

omai

n-sp

ecifi

c vo

cab

ular

y .

The

resp

onse

est

ablis

hes

and

mai

ntai

ns a

mos

tly

effe

ctiv

e st

yle,

att

end

s to

th

e no

rms

and

con

vent

ions

of

the

dis

cip

line;

use

s so

me

pre

cise

lang

uage

, in

clud

ing

des

crip

tive

wor

ds

and

p

hras

es,

sens

ory

det

ails

, lin

king

and

tra

nsiti

onal

w

ord

s, w

ord

s to

ind

icat

e to

ne a

nd/o

r d

omai

n-sp

ecifi

c vo

cab

ular

y .

The

resp

onse

est

ablis

hes

and

mai

ntai

ns a

n ef

fect

ive

styl

e; a

tten

ds

to t

he n

orm

s an

d c

onve

ntio

ns o

f th

e d

isci

plin

e; u

ses

mos

tly

pre

cise

lang

uage

, in

clud

ing

des

crip

tive

wor

ds

and

p

hras

es,

sens

ory

det

ails

, lin

king

and

tra

nsiti

onal

w

ord

s, w

ord

s to

ind

icat

e to

ne, a

nd/o

r d

omai

n-sp

ecifi

c vo

cab

ular

y .

The

resp

onse

est

ablis

hes

and

mai

ntai

ns a

n ef

fect

ive

styl

e; a

tten

ds

to t

he n

orm

s an

d c

onve

ntio

ns o

f th

e d

isci

plin

e; u

ses

pre

cise

la

ngua

ge c

onsi

sten

tly,

incl

udin

g d

escr

iptiv

e w

ord

s an

d p

hras

es,

sens

ory

det

ails

, lin

king

and

tr

ansi

tiona

l wor

ds,

wor

ds

to in

dic

ate

tone

, an

d/o

r d

omai

n- s

pec

ific

voca

bul

ary .

Wri

ting

: K

now

led

ge o

f La

ngua

ge a

nd

Con

vent

ions

The

resp

onse

dem

onst

rate

s lit

tle t

o no

com

man

d o

f th

e co

nven

tions

of

stan

dar

d

Eng

lish,

with

fre

que

nt a

nd

varie

d e

rror

s in

gra

mm

ar

and

usa

ge t

hat

ofte

n im

ped

e un

der

stan

din

g .

The

resp

onse

dem

onst

rate

s lim

ited

com

man

d o

f th

e co

nven

tions

of

stan

dar

d

Eng

lish,

with

mul

tiple

d

istr

actin

g er

rors

in

gram

mar

and

usa

ge

that

som

etim

es im

ped

e un

der

stan

din

g .

The

resp

onse

dem

onst

rate

s in

cons

iste

nt c

omm

and

of

the

con

vent

ions

of

stan

dar

d E

nglis

h . T

here

are

a

few

pat

tern

s of

err

ors

in

gram

mar

and

usa

ge t

hat

may

occ

asio

nally

imp

ede

und

erst

and

ing .

The

resp

onse

dem

onst

rate

s co

mm

and

of

the

conv

entio

ns o

f st

and

ard

E

nglis

h co

nsis

tent

with

ed

ited

writ

ing .

The

re m

ay

be

a fe

w d

istr

actin

g er

rors

in

gra

mm

ar a

nd u

sage

, b

ut

mea

ning

is c

lear

.

The

resp

onse

dem

onst

rate

s co

mm

and

of

the

conv

entio

ns o

f st

and

ard

E

nglis

h co

nsis

tent

with

ef

fect

ivel

y ed

ited

writ

ing,

w

ith f

ew m

inor

err

ors

in g

ram

mar

and

usa

ge;

mea

ning

is c

lear

thr

ough

out .

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Practice Test 1Answer Key

Item Key Common Core State Standard

Skill Lesson(s)

1 Part A: CPart B: B

RL .8 .1, RL .8 .2 Text Evidence, Setting 2


RL .8 .1, RL .8 .2 Text Evidence, Theme 2, 3, 4

3 Part A: DPart B: B

RL .8 .1, RL .8 .6 Text Evidence, Character

3

4 Part A: APart B: D

RL .8 .1, RL .8 .4, L .8 .5 .a Text Evidence, Figurative Language

6

5 Part A: BPart B: See answer on page 8 .


6 A4, B5, C2 RL .8 .4, L .8 .4, L .8 .6 Context Clues, General Academic Vocabulary

6, 31

7 Part A: CPart B: A

RL .8 .1, RL .8 .2 Text Evidence, Plot 2

8 A1; B5; C6 RL .8 .3 Plot 2

9 Part A: DPart B: C

RL .8 .1 Text Evidence, Make Inferences

7

10 Part A: CPart B: D


3

11 Part A: CPart B: D


12 A3, B6, C1, D7 RL .8 .4, L .8 .5 .a Figurative Language 6

13 A1, 4; B3; C2, 5 RL .8 .3 Character 3

14 Part A: CPart B: E

RI .8 .1, RI .8 .2 Text Evidence, Supporting Details

8, 9

15 Part A: APart B: D

RI .8 .1, RI .8 .3 Text Evidence, Connections

8, 12

16 Part A: BPart B: A

RI .8 .1, RI .8 .4, L .8 .4 Text Evidence, Context Clues

8, 31


RI .8 .1, RI .8 .5 Text Evidence, Structure 8, 9

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Skill Lesson(s)

18 Part A: DPart B: D

RI .8 .1, RI .8 .6 Text Evidence, Author’s Point of View

8, 11

19 See answer on page 9 . RI .8 .2 Main Idea 9

20 A1, B7, C5, D4 RI .8 .4, L .8 .4 Technical Meanings, Context Clues

31


RI .8 .1, RI .8 .9 Text Evidence, Compare and Contrast

8, 12

22 Part A: BPart B: B

RI .8 .1, RI .8 .6 Text Evidence, Author’s Point of View

8, 11

23 Part A: APart B: B

RI .8 .1, RI .8 .8, RI .8 .9 Text Evidence, Conflicting Evidence

8, 11

24 Part A: DPart B: C

RI .8 .1, RI .8 .8, RI .8 .9 Text Evidence, Evaluate Claims

8, 10

25 See answer on page 10 . RI .8 .2 Main Idea 9

26 A2, B4, C5 RI .8 .4, L .8 .4 Technical Meanings, Context Clues

31

Part 2 See answer on page 10 . W .8 .2 .a–f, W .8 .4, W .8 .5, W .8 .9, L .8 .1, L .8 .2, L .8 .3

Literary Analysis, Use Conventions

17

Part 3 See answer on page 10 . W .8 .3 .a–e, W .8 .4, W .8 .5, L .8 .1, L .8 .2, L .8 .3

Narrative Writing, Use Conventions

19

Answer Keys (continued)

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Practice Test 11. C The poet describes a “gaunt and grim” belfry,

and he describes the village waking to all its “toil and care.” The poet describes Pegasus breathing in the odors of dying leaves. These references support the view that the village is a grim place.

B Stanza 3 includes the reference to the “gaunt and grim” belfry.

2. C From his description of Pegasus, the poet is clearly awed by the fabulous beast. The villagers, however, impound the animal and do not even bother to feed it. Such actions suggest that they did not appreciate Pegasus. There is no evidence that the villagers were afraid or proud of Pegasus, nor did they try to trick him.

B Stanzas 5 and 8 describe the impounding and neglect of Pegasus, supporting the idea that the villagers did not appreciate him.

3. D The poet’s awe of Pegasus contrasts sharply with the villagers’ workaday attitudes toward the stray. This difference between the way things are (Pegasus’s majesty as portrayed by the poet) and the way things seem to be (Pegasus is just a stray horse) is the source of the ironic humor.

B When Longfellow refers to the “wisdom” of the “wise men” who put Pegasus in pound, he is poking fun at them, using irony to state that they are not wise at all.

4. A A simile is a comparison between two unlike things that uses the word like or as to make the comparison. The simile here is the comparison of apples to burning coals.

D The answer choice “like living coals, the apples / Burned” contains the simile.

5. B From their treatment of Pegasus, it is clear that the villagers did not appreciate the supernatural horse during his brief visit. Afterward, they appreciated the spring left by his hooves, but there is no indication in the poem that they attributed this spring to Pegasus. There is no support in the poem to justify the other conclusions. Circled stanzas should include 5, 8, and 12.

6. A4, B5, C2 Each term has only one correct meaning listed on the right and can be inferred from the context of the sentences.

7. C Coyote is described as half-starved and unable to hunt well. Also, Coyote “was always scheming about something.” Coyote is looking at Eagle as an easy way to get a lot of food.

A Paragraph 1 provides the details that can be used to support the answer in Part A.

8. A1; B5; C6 There are many cause-and-effect relationships in the story. Eagle is able to fly, as a result, Coyote tries to keep up and has to climb mountains. Coyote suggests they find light, and Eagle thinks they can find it by heading west. Coyote wants to carry the box, and in the end, Eagle gives it to him with a warning.

9. D The Kachinas are described as dancers who are asking for another good harvest. People traditionally appeal to gods and spirits for such blessings, so one can infer that the Kachinas are intermediaries between Earth and the world of spirits and gods.

C The detail that the Kachinas asked the gods for another good harvest is the one that allows readers to make this inference.

10. C Coyote has been portrayed as sly and suspicious. He clearly has an ulterior motive for asking to carry the box so often. The evidence in the story is that he suspects Eagle of hiding something good for himself in the box. We can infer that Coyote thinks Eagle is trying to trick him.

D Paragraph 14 contains the evidence that is most useful for making the inference in Part A.

11. C This myth states that letting the sun and moon escape was a disservice to humanity. So the main idea, or theme, is that natural forces are too powerful for normal creatures to control. The myth does not attempt to justify theft or suggest that Coyote made a great achievement.

D The unexpected results of opening the box—the onset of winter and cold weather—suggest that natural forces are too powerful for ordinary creatures to tamper with.

12. A3, B6, C1, D7 Each idiomatic expression has only one meaning listed on the right and can be inferred from the context of the story events.

Answer Explanations

9

Answer Keys (continued)D

uplic

atin

g th

is p

age

is p

rohi

bite

d by

law

. © 2

014

Triu

mph

Lea

rnin

g, L

LC

13. A1, 4; B3; C2, 5 Each behavior of Coyote’s exhibits one of his main traits. His insistence on carrying the box and his willingness to hike over mountains and swim across rivers show persistence. His opening the box to find out what Eagle is hiding shows his suspicious nature. Becoming Eagle’s partner and creeping around the village show he is sly.

14. C While all four spacecrafts are mentioned in paragraph 1, the text clearly states a U.S. Iridium communications satellite was destroyed when struck by a “long-abandoned Soviet Cosmos spacecraft.”

E Sentence 6, the last sentence in the paragraph, notes that the communications satellite was destroyed.

15. A Paragraph 2 mainly distinguishes between our ideal view of space, as empty and beautiful, with the reality of an ever-increasing amount of dangerous orbiting space junk.

D Sentence 1 presents the common view of space as an “unspoiled wilderness” while sentence 4 itemizes the contents of our “giant cloud of space junk.”

16. B The meaning of sanguine is “optimistic.”

A The context clues in the passage suggest that the early sanguine view of space junk was too rosy contrasted with the much bleaker assessment prevalent today.

17. C The article’s organization follows a problem-and-solution pattern with the first four paragraphs describing the problem of space junk and the three final paragraphs suggesting possible solutions. Paragraph 5 is the pivot point.

A The rhetorical question, “What can be done about space junk?” alerts readers that the article is pivoting from problems to solutions. The other sentences in the paragraph add details that describe one possible solution.

18. D The author makes clear that solving the problem of space junk will never be easy, eliminating choice A, but also suggests possible solutions, so does not view it as “an impossible dream,” eliminating choice B. The author urges nations to do something about it now, eliminating choice C. So the best answer is D.

D Sentence D, which notes that solving the problem will take research and funding, supports the answer in Part A.

19. The final sentence in the paragraph—This swirling junkyard poses an ongoing threat to spacecraft, the communication satellites we depend on, and other human endeavors in space—states the main idea of the passage. This sentence sums up what the article is mostly about.

20. A1, B7, C5, D4 Each term has only one correct meaning listed on the right and can be inferred from the context of the sentences.

21. C The articles agree on the level of carbon dioxide in the atmosphere, the extent of recent increases, and the level generally regarded as safe. They disagree on the source of recent increases.

B In paragraph 4 of article 1, the author writes “these natural sources” (i.e., volcanoes, forest fires, and animals exhaling) are probably the sources of the recent carbon dioxide buildup. Paragraph 3 of article 2 attributes the buildup to the burning of fossil fuels.

22. B The author of article 2 would agree that the Medieval Warming Period was not caused by a greenhouse effect. The greenhouse effect is only a factor in a global warm-up, and the author notes that the MWP was not a global warm-up. For this reason, choice A is eliminated. There were no fossil fuels in use in medieval times, eliminating choice D. We can assume the author does not agree with choice C as article 2 provides no discussion or evidence for this.

B Choice B, the survival of the five thousand-year-old Andean glaciers, is proof that the MWP did not affect South America and so was not global in nature and, therefore, could not have been caused by a greenhouse effect.

23. A The author of article 1 ignores an important finding of the Institute for Astronomy, namely that the recent increases in solar activity are not a cause for global warming. By ignoring this finding, the author implies that solar activity is the cause.

B Paragraph 6 of article 2 states this conclusion of the Institute for Astronomy and supports the answer to Part A.

24. D Passage 1 claims there is no consensus among scientists about the cause of global warming while passage 2 claims there is consensus.


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C In paragraph 5 of passage 1 the author writes, “Not all scientists agree that our current warm-up is due to natural causes. Some say it’s due to our use of fossil fuels, which give off CO2. There is no consensus …” In paragraph 7 of passage 2 the author writes, “Scientists today agree that rising carbon dioxide levels cause warmer temperatures,” and then provides facts to support this claim.

25. The fourth sentence in the paragraph—“Most of the CO2 entering the atmosphere today, however, comes from the burning of fossil fuels—oil, coal, and gas” states a main idea of article 2.

26. A2, B4, C5 Each term has only one meaning listed on the right and can be inferred from the context of the sentences.

Part 2 Answers will vary. Students should write an analysis of Joseph’s character as depicted in “A Seat at the Counter.” Students should include a statement about Joseph’s character and traits and text evidence from the passage to support that statement, as well as examples of dialogue or incidents that reveal Joseph’s character. Correct spelling, grammar, and punctuation should be used.

Part 3 Answers will vary. Students should write a narrative continuing the story of the gray hare and his experiences with his friends when he leaves the lair once more. Students are expected to write in a style similar to the passage, include a sequence of events that unfolds naturally and logically, use descriptive and sensory details, and follow the rules for correct grammar.

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Practice Test 2Answer Key


Skill Lesson(s)

1 Part A: BPart B: C

RL .8 .1, RL .8 .3, RL .8 .9 Text Evidence, Character

3

2 See answer on page 13 . RL .8 .2 Theme 3, 4

3 A5, B4, C2, D3 RL .8 .1 Plot and Setting 2

4 Part A: DPart B: A

RL .8 .1, RL .8 .3, RL .8 .9 Text Evidence, Character and Plot

2

5 Part A: B, C, EPart B: B

RL .8 .1, RL .8 .4, L6 Text Evidence, Connotation

31, 33


RL .8 .1, RL .8 .4, L .8 .4, L .8 .6

Text Evidence, Word Meaning

31

7 A3, B4, C6, D2 RL .8 .4, L .8 .4, L .8 .6 Context Clues, General Academic Vocabulary

31


RL .8 .1, RL .8 .4, L .8 .5 Text Evidence, Figurative Language

31



2, 3

10 See answer on page 13 . RL .8 .5 Structure 1


RL .8 .3 Character, Plot 2, 3

12 See answer on page 13 . RL .8 .1, RL .8 .3 Text Evidence, Plot 2

13 A3, B1, C5 RL .8 .4, L .8 .4, L .8 .6 Context Clues, General Academic Vocabulary

31

14 Part A: BPart B: D

RI .8 .1, RI .8 .2 Text Evidence, Main Idea

4

15 Part A: CPart B: C

RI .8 .1, RI .8 .2 Text Evidence, Main Idea/Supporting Details

4

16 See answer on page 14 . RI .8 .1 Text Evidence 8

17 Part A: BPart B: D

RI .8 .1, RI .8 .4, L .8 .6 Text Evidence, Domain-Specific Vocabulary

31

18 See answer on page 14 . RI .8 .6 Author’s Point of View 11


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Skill Lesson(s)

19 Part A: DPart B: B

RI .8 .1 Text Evidence, Make Inferences

8


RI .8 .1, RI .8 .5 Text Evidence, Structure 13

21 See answer on page 14 . RI .8 .1, RI .8 .8 Text Evidence, Claims 8

22 A3, B6, C2 RI .8 .4, L .8 .4, L .8 .6 General Academic Vocabulary

31

23 3, 5, 4, 1, 7, 6, 2 RI .8 .2 Summary 10


RI .8 .1, RI .8 .2 Text Evidence, Main Idea

9


RI .8 .1, RI .8 .6 Text Evidence, Author’s Purpose

11


RI .8 .1, RI .8 .4, L .8 .4, L .8 .6

Text Evidence, Context Clues

31


Literary Analysis, Use Conventions

19


Research Writing, Use Conventions

18

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Practice Test 21. Part A: B The miller tries to please everyone who

makes a comment to him.

Part B: C The miller tells his son he believes he has to do what the others want him to do.

2. Claim 2 is correct. The miller will probably not try to please everyone again. He realizes that it is impossible since people have different needs and opinions. Trying to do so has cost him his donkey and some of his income. students should circle the following sentences: “I have tried to please everyone! I have pleased no one, including myself!”

3. A5, B4, C2, D3 The maids call them “unintelligent geese” because they wonder why they walk when they can ride. The Clerks do not question the mayor’s opinion too. The Goodies assume the miller’s son is tired and made to walk. The Old men believe the miller's son should show the older generation respect and let his father ride the donkey.

4. Part A: D The donkey fell off the bridge and into the river.

Part B: A The miller listened to the mayor and tried to carry the donkey. But the donkey got scared and fell over the bridge into the deep water.

5. Part A: B, C, E Trudges, plodding, and hike are all synonyms for walk.

Part B: B The word pair trudges and plodding have the same connotation of walking slowly and wth difficulty or fatigue.

6. Part A: B Admonitions means “warnings.”

Part B: C The maids tell the miller the following adomonishment, or warning, “You’ll get a teasing at the fair, silly old man!”

7. A3, B4, C6, D2 Each term has only one correct meaning listed on the right and can be inferred from the context of the sentences.

8. Part A: C The icing on the cake is an idiom.

Part B: A The idiom means that something is already good, like cake tastes good. Icing is something extra that enhances the already good cake.

9. Part A: B. Amanda and Gabe both become more accepting of their older relatives.

Part B: C In passage 1, Amanda writes “I know I said Aunt Bev is eccentric, but I’m beginning to consider that she might be awesome, too.” In passage 2, Gabe “looked admiringly at his grandfather. ‘That answers the question about your stamina,’ he said.”

10. statements B and F should appear in the left column and statements C and E in the right column. These statements refer to details that the characters face in the passages that are different. statements A and D should appear in the center column because they describe both the characters in “The Reluctant Guest” and in “The Canoe Trip.”

11. Part A: C The canoe hit the log and Gabe and his grandfather fell out.

Part B: B They were listening to the birds, looking at the water, and getting into the rhythm of the paddling, and became inattentive to what might be in the water.

12. Claim 2 is correct. The other two claims are not supported by sentences in the passage. The sentences that support Claim 2 are: “I can hardly believe it, but my aunt talked me into going to a yoga class, and it wasn’t a total disaster. Actually, it was kind of awesome”; “Yes, board games at a table, not on the computer. And they're not totally horrible like I assumed they would be, and I was not extremely bored.”


14. Part A: B Cicadas have a special type of life cycle.

Part B: D Cicadas only come above ground about every seventeen years. After they mate, the adults die. The nymphs burrow into the ground.

15. Part A: C Cicadas emerge in broods for self-protection.

Part B: C A brood can have up to a trillion cicadas. There are more cicadas than predators can eat, so some of them will be safe.

Answer Explanations


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16. B, F These two statements are true and describe the life cycle of the cicadas. They are supported by information in the passage that states that the nymphs molt several times and climb trees or stalks when they emerge from underground to molt one final time.

17. Part A: B Molt means “to lose an outer layer.”

Part B: D “During those years, the cicada nymphs molt several times, shedding their exoskeletons, or hard outer shells, when they become too small.” This sentence provides the definition of molting within it. Answer choices B and C are related to molting, but do not provide the full meaning of the word.

18. The generalization that cicadas are a tasty treat in many parts of the world today is supported by the following sentence in paragraph 8: “Now, people in Thailand, Australia, Japan, and the United States enjoy them.”

19. Part A: D Cicadas appear during the warm summer months like May, June, July, and August, not in colder months such as February, November, and December.

Part B: B “If you live almost anywhere in North America during the warm summer months, you may hear a loud, maybe deafening, racket.”

20. Part A: A The paragraph has a problem-and-solution structure.

Part B: B The Union needed to get more information about the region, so they worked with Tubman and the volunteers to map the areas marshes and rivers.

21. Part A: Claim 1 Harriet Tubman had a talent for military strategy.

Part B: Answers may vary. Students should underline two of the following: “Her regiment became highly competent;” “Her assistance aided in the defeat and capture of the city of Jacksonville;” “General Saxton reportedly told Secretary of War Stanton that ‘This is the only military command in American history wherein a woman, black or white, led the raid and under whose inspiration it was originated and conducted.’”


23. 3, 5, 4, 1, 7, 6, 2 This order indicates the correct sequence of events in the passage.

24. Part A: B The main idea of the passage is Tubman’s work as a spy.

Part B: C The passage states that she was a spy, describes the spy network she established, and outlines work she did as a spy.

25. Part A: C The author wrote this passage to give information about the work Harriet Tubman did as a spy.

Part B: B The author cites several examples of Tubman’s work as a spy, including setting up a spy network, helping Colonel Montgomery defeat Jacksonville, and participating in the raid on the Combahee River. Although D also provides information about Tubman, it does not address the author’s purpose of informing about Tubman’s work as a spy.

26. Part A: A Abandoned means the same thing as deserted.

Part B: B “The detail rushing to escape” indicates that the owners were in a hurry and left the slaves behind.

Part 2 Answers will vary. Students should write an analysis of how the author of “Another Thanksgiving Dinner” uses one or two story elements to make a claim about our relationship to others. Students should include a thesis statement, text evidence from the passage to support that statement, as well as an analysis of the characters, setting, conflict, and/or theme in the passage. Correct spelling, grammar, and punctuation should be used.

Part 3 Answers will vary. Students should use both passages to write an analysis of the factors that contributed to the extinction of the thylacine and the dodo, as well as discuss whether any attempt was made to rescue either animal. Students should include a thesis statement and text evidence from the passage to support that statement. Students should synthesize information from both passages to generate and support their ideas. Correct spelling, grammar, and punctuation should be used.

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