nyc-reading-d

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…………………………………………………………………………………………………………...……………………………

Focus on NY ELA Skills for Reading Comprehension, Grammar, Listening, & Writing

………….. NY ELA Test Success Series Grade Levels 3–8 The NY Test Success Series consist of 4 books to focus on specific skills on the NY ELA Test. Each title is purchased separately.

• NY Higher-Order Thinking and Reading Skills Long reading passages with higher-order thinking questions

• NY Listening Literary and informational listening passages (read by the teacher) with multiple-choice and extended-response questions

• NY Grammar, Punctuation, & Word Usage Skill review and multiple-choice practice assessments and extended-response questions

• NY Reading and Writing Reading passages with short- and extended-response questions

Price

30-pack: $208

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RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 888-99-RALLY Fax: 1-516-671-7900 www.RALLYEDUCATION.com [email protected]

NYC Contract NYSTL/FAMIS Approved

NYC Vendor #RAL-040000 NYC Contract #7000-617

Higher-Order NY NY Reading NY Thinking & Grammar & Writing Listening

Reading

ISBN prefix: 978-1-4204- $208 $208 $208 $208

Level C (Gr 3) 5521-2 5569-4 5593-9 5545-8 Level D (Gr 4) 5524-3 5572-4 5596-0 5548-9 Level E (Gr 5) 5527-4 5575-5 5599-1 5551-9 Level F (Gr 6) 5530-4 5578-6 5602-8 5554-0 Level G (Gr 7) 5533-5 5581-6 5605-9 5557-1 Level H (Gr 8) 5536-6 5584-7 5608-0 5560-1

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The New York English Language Arts (ELA) Tests . . . . . . . . . . . . . . . . . . . 3NY ELA Reading/Writing Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

NY Performance Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Part 1: Practice with Shorter Passages . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Practice Set 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Practice Set 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Part 2: Independent Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

A Letter from Grandmother . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Aiyana’s Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

The Lion Lies Down With the Lamb . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29A Hot Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

The Dragon’s Feast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36A Living Dragon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Exotic Pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Hershey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

The New York State Education Department has neither endorsed nor authorized thispractice test booklet.

ISBN 978-1-4204-5595-3R 5595-3

Copyright ©2011 RALLY! EDUCATION. All rights reserved. No part of the material protectedby this copyright may be reproduced in any form by any means, electronic or mechanical,including photocopying, recording, or by any information storage and retrieval system,without permission in writing from the copyright owner. Printed in the U.S.A.

1110.MAQ

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Reading and Writing • Level D

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Introduction

The New York English Language Arts (ELA) TestsTest Success Series: Reading and Writing prepares students for the NY ELA Tests. The testsare used to measure how well students are learning the New York State LearningStandards. The ELA Tests assess standards for reading, listening, and writing.

NY ELA Reading/Writing TestsThe NY ELA Tests include a Reading/Writing section. In this section, students readseveral passages and answer short-response questions. Students then answer anextended-response question that requires using information from two passages. Thissection assesses how well students understand the passages and how well they completethe writing task.

Part 1Part 1 provides practice in answering short-response and extended-response questions.Students complete two practice sets. Each set contains two short passages. Each shortpassage is followed by a short-response question. Students then answer an extended-response question about both passages.

Part 2Part 2 provides additional practice in answering short-response and extended-responsequestions. Students read several pairs of longer passages. Students answer short-responsequestions about each passage, and one extended-response question about each pair ofpassages.

DirectionsTest Success Series: Reading and Writing includes space for students to write their answers.Students may look back at the passages as often as they like. Students are scored on howwell they answer the question, how clearly they express their ideas, and how correctlythey use grammar, spelling, punctuation, and paragraphs. Students should plan andcheck their writing.


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Grade 4 NY Performance IndicatorsCorrelated to RALLY!’s Reading Comprehension Skills

Standard 1: Students will read, write, listen, and speak for information and understanding.

R4-1-a:Acquire information by locating and using library mediaresources, with some assistance

R4-1-b:Collect and interpret data, facts, and ideas fromunfamiliar texts

R4-1-c:Understand written directions and procedures

R4-1-d:Locate information in a text that is needed to solvea problem

R4-1-e:Identify a main idea and supporting details ininformational texts

R4-1-f:Recognize and use organizational features, such as tableof contents, indexes, page numbers, and chapterheadings/subheadings, to locate information

R4-1-g:Compare and contrast information on one topic fromtwo different sources

R4-1-h:Identify a conclusion that summarizes the main idea

R4-1-i:Select books independently to meet informational needs

R4-1-j:Make inferences and draw conclusions on the basis ofinformation from the text, with assistance

10 Draw Conclusions11 Make Inferences

Not Applicable

2 Main Idea10 Draw Conclusions11 Make Inferences

7 Compare and Contrast

1 Facts and Details10 Draw Conclusions11 Make Inferences

1 Facts and Details2 Main Idea

1 Facts and Details6 Cause and Effect10 Draw Conclusions11 Make Inferences

1 Facts and Details3 Sequence

1 Facts and Details3 Sequence6 Cause and Effect7 Compare and Contrast

Not Applicable


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R4-1-k:Use text features, such as captions, charts, tables, graphs,maps, notes, and other visuals, to understand andinterpret informational texts

R4-1-l:Use graphic organizers to record significant details frominformational texts

R4-1-m:Use text features, such as headings, captions, and titles,to understand and interpret informational texts,with assistance

R4-1-n:Distinguish between fact and opinion, with assistance

R4-1-o:Identify missing information and irrelevant information,with assistance

R4-1-p:Determine the meaning of unfamiliar words by usingcontext clues, dictionaries, and other classroom resources

Standard 2: Students will read, write, listen, and speak for literary response and expression.

R4-2-a:Select literature on the basis of personal needs andinterests from a variety of genres and by different authors

R4-2-b:Engage in purposeful oral reading in small andlarge groups

R4-2-c:Read print-based and electronic literary texts silently, ona daily basis, for enjoyment

R4-2-d:Relate the setting, plot, and characters in literature toown lives

5 Character, Plot, and Setting14 Apply Prior Knowledge

Not Applicable

Not Applicable

Not Applicable

4 Language and Vocabulary

7 Compare and Contrast10 Draw Conclusions11 Make Inferences14 Apply Prior Knowledge

8 Fact and Opinion


1 Facts and Details2 Main Idea3 Sequence6 Cause and Effect7 Compare and Contrast



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R4-2-e:Explain the difference between fact and fiction

R4-2-f:Make predictions, draw conclusions, and make inferencesabout events and characters

R4-2-g:Identify cultural influences in texts and performances

R4-2-h:Maintain a personal reading list to reflect readingaccomplishments

R4-2-i:Use specific evidence from stories to identify themes;describe characters, their actions, and their motivations;relate a sequence of events

R4-2-j:Use knowledge of story structure, story elements,and key vocabulary to interpret stories

R4-2-k:Read, view, and interpret literary texts from a varietyof genres, with assistance

1 Facts and Details2 Main Idea4 Language and Vocabulary5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast9 Prediction10 Draw Conclusions11 Make Inferences13 Literary Forms and Sources

2 Main Idea3 Sequence4 Language and Vocabulary5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast10 Draw Conclusions11 Make Inferences

1 Facts and Details3 Sequence5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast10 Draw Conclusions11 Make Inferences

Not Applicable

1 Facts and Details5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast10 Draw Conclusions11 Make Inferences12 Point of View and Purpose

9 Prediction10 Draw Conclusions11 Make Inferences

13 Literary Forms and Sources

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R4-2-l:Define the characteristics of different genres,with assistance

R4-2-m:Identify literary elements, such as setting, plot, andcharacter, of different genres, with assistance

R4-2-n:Recognize how the author uses literary devices, such assimile, metaphor, and personification, to create meaning,with assistance

R4-2-o:Recognize how different authors treat similar themes,with assistance

R4-2-p:Use graphic organizers to record significant details aboutcharacters and events in stories

R4-2-q:Determine the meaning of unfamiliar words by usingcontext clues, dictionaries, and other classroom resources


1 Facts and Details2 Main Idea3 Sequence5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast

5 Character, Plot, and Setting7 Compare and Contrast10 Draw Conclusions11 Make Inferences12 Point of View and Purpose


5 Character, Plot, and Setting

13 Literary Forms and Sources

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Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

R4-3-a1:Evaluate the content by identifying the author’s purpose

R4-3-a2:Evaluate the content by identifying whether events,actions, characters, and/or settings are realistic

R4-3-a3:Evaluate the content by identifying important andunimportant details

R4-3-a4:Evaluate the content by identifying statements of fact,opinion, and exaggeration, with assistance

R4-3-a5:Evaluate the content by identifying recurring themesacross works in print and media

R4-3-b:Compare and contrast characters, plot, and setting inliterary works

R4-3-c:Analyze ideas and information on the basis of priorknowledge and personal experience

R4-3-d:Recognize how language and illustrations are used topersuade in printed and filmed advertisements and intexts, such as letters to the editor

R4-3-e:Judge accuracy of content to gather facts, with assistancefrom teachers and parents/caregivers

R4-3-f:Use opinions and reactions of teachers and classmatesto evaluate personal interpretation of ideas, information,and experience

1 Facts and Details2 Main Idea5 Character, Plot, and Setting10 Draw Conclusions11 Make Inferences

5 Character, Plot, and Setting10 Draw Conclusions11 Make Inferences14 Prior Knowledge

12 Point of View and Purpose

Not Applicable


4 Language and Vocabulary12 Point of View and Purpose

14 Prior Knowledge

5 Character, Plot, and Setting7 Compare and Contrast

5 Character, Plot, and Setting

8 Fact and Opinion

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R4-3-g1:Evaluate information, ideas, opinions, and themes intexts by identifying, with assistance, a central idea andsupporting details

R4-3-g2:Evaluate information, ideas, opinions, and themesin texts by identifying, with assistance, missing orunclear information

R4-3-h:Identify different perspectives, such as social, cultural,ethnic, and historical, on an issue presented in morethan one text, with assistance

12 Point of View and Purpose

1 Facts and Details5 Character, Plot, and Setting10 Draw Conclusions11 Make Inferences

1 Facts and Details2 Main Idea5 Character, Plot, and Setting

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Common Core StandardsCorrelated to RALLY!’s Reading Comprehension Skills

College and Career Readiness Anchor Standards for Reading

The standards on the following pages define what students should understand and be able to do by theend of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below bynumber. The CCR and grade-specific standards are necessary complements—the former providing broadstandards, the latter providing additional specificity—that together define the skills and understandings thatall students must demonstrate.

Key Ideas and Details

1.Read closely to determine what the text says explicitlyand to make logical inferences from it; cite specifictextual evidence when writing or speaking to supportconclusions drawn from the text.

2.Determine central ideas or themes of a text and analyzetheir development; summarize the key supporting detailsand ideas.

3.Analyze how and why individuals, events, and ideasdevelop and interact over the course of a text.

Craft and Structure

4.Interpret words and phrases as they are used in a text,including determining technical, connotative, andfigurative meanings, and analyze how specific word choices shape meaning or tone.

5.Analyze the structure of texts, including how specificsentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate toeach other and the whole.

6.Assess how point of view or purpose shapes the contentand style of a text.

Skill 12: Point of View and PurposeSkill 13: Literary Forms and Sources

Skill 3: Sequence

Skill 4: Language and VocabularySkill 14: Prior Knowledge

Skill 5: Character, Plot, and SettingSkill 6: Cause and EffectSkill 7: Compare and ContrastSkill 9: Prediction

Skill 1: Facts and DetailsSkill 2: Main IdeaSkill 4: Language and VocabularySkill 5: Character, Plot, and Setting

Skill 1: Facts and DetailsSkill 10: Draw ConclusionsSkill 11: Make Inferences


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Integration of Knowledge and Ideas

7.Integrate and evaluate content presented in diverse mediaand formats, including visually and quantitatively, as well as in words.

8.Delineate and evaluate the argument and specific claimsin a text, including the validity of the reasoning as wellas the relevance and sufficiency of the evidence.

9.Analyze how two or more texts address similar themesor topics in order to build knowledge or to compare theapproaches the authors take.

Range of Reading and Level of Text Complexity

10.Read and comprehend complex literary andinformational texts independently and proficiently.

Not Applicable

Skill 7: Compare and ContrastSkill 12: Point of View and Purpose

Skill 1: Facts and DetailsSkill 2: Main IdeaSkill 6: Cause and EffectSkill 7: Compare and ContrastSkill 8: Fact and Opinion

Not Applicable


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Part 1: Practice with Shorter Passages

Practice Set 1

In 1777, the Continental Congress adopted the first American flag. Since then, theflag has changed many times. Throughout its many changes, the flag has always beena sign of hope and freedom for Americans. Many Americans feel that the flag shouldbe respected. There are rules about how to care for the American flag. These rules tellAmericans how to handle the flag, when to fly the flag, and so on. One of the mostimportant rules is that the American flag should never touch the ground. It should notbe flown in the rain, snow, or other bad weather. The flag should fly only during theday unless it is lit up at night. The flags of cities and states should not be raised abovethe American flag. American flags should also be cleaned and repaired when needed.People should never throw away an American flag. American flags stand for ourcountry and we should try our best to treat them with respect.

1 Complete the chart with three rules from the article about respecting the Americanflag.

Rules for Respecting the American Flag

1)

2)

3)

P R A C T I C E W I T H S H O R T E R P A S S A G E S

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Cora and her family went to the Flag Day parade every year. Cora enjoyedwatching the dancers, floats, and bands. At the parade, Cora saw one of thebands walking down the street. The first person in the band carried anAmerican flag. Cora said she liked the American flag. She asked her parents ifthey could get a flag for their house. Cora’s parents thought she had a greatidea. They explained to her that the flag was special and it had to berespected. Cora’s father said he would put a flag-pole in their yard. He andCora could raise and lower the flag every day. Mother told Cora that the flaghad to be put up and taken down every day because it should not stay up atnight. Father told Cora that the flag should not be flown in bad weather,such as rain. Cora thought that taking care of an American flag would takesome work, but she thought it would be worth it to show respect to hercountry. She couldn’t wait to put up an American flag of her own!

2 Cora feels that taking care of an American flag will be worth the hard work. Whydoes Cora think it will be hard work? Why does she think it will still be worth theeffort? Use details from the story to support your answer.



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3

Check your writing for correct spelling, grammar, capitalization,and punctuation.

Think about how the article and the story both describe how people takecare of and respect the American flag. Why might someone respect andwant to fly an American flag after reading these passages? Use details fromboth the article and the story to support your answer.

In your answer, be sure to• tell why someone would respect an American flag after reading

the passages

• tell why someone might want to fly an American flag after readingthe passages

• use details from both the article and the story to support your answer



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Go On

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Practice Set 2

Martin wrote the final line of his story and put down his pen. It had taken him allday, but he had finally finished it. Martin wrote his story for a story-writing contest.The library in Martin’s town had a contest every year to find the best new story writer.Although he had never written a story before, Martin wanted to try this year. He saw aposter for the contest a few weeks earlier. This year, the library asked people to writeabout a topic that mattered to them. As soon as Martin saw the poster, he knew that hewould write about caring for Earth. He had always wanted to show others how muchhe cared about keeping the world clean. Martin wrote about what the world would belike if all the trees were cut down. He used some facts in his story, and he also used hisimagination. Martin couldn’t wait to enter his story into the contest. Maybe he wouldwin. Maybe he would make others care about Earth, too.

1 Below are two words that describe Martin. Circle the one word that bestdescribes him.

caring eager

Give two examples from the story to support your choice.

1.

2.


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During the 1950s and 1960s, few Americans worried about the health ofour planet. But the author Rachel Carson was different. She worked for mostof her life to fight for clean air, land, and water. Rachel Carson worked as ascientist during the 1950s. She became well-known when she wrote booksabout the ocean. Many people enjoyed reading her informational writings.She became even more famous when she printed a book in 1962 called SilentSpring. In the book, she talked about how some materials harmed Earth. Shetalked about how some of these materials were harming birds. Rachel wasvery interested in making sure people took care of Earth. Her book madepeople think more about the world around them. The U.S. government evenchanged laws because of the book. Years after Silent Spring’s first printing,Americans still read the book. It is a reminder of the duty everyone has tokeep the world clean.

2 How do you think Rachel Carson felt when her book was printed? Why do youthink she felt that way? Use details from the article to support your answer.



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3


The story and the article both describe how writing can affect how otherpeople feel. Why might reading these passages make someone want to writeabout something he or she believes in? Use details from both the story andthe article to support your answer.

In your answer, be sure to• tell how reading the passages might make a reader want to write about

a topic he or she cares about

• use details from both the story and the article to support your answer

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STOP


Directions: Read each selection and answer the questions that follow it. Then use bothselections to answer the last question. You may look back at the passages as often asyou like.

Part 2: Independent Practice

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A Letter from GrandmotherAiyana was studying for a test on the Toltec and Mayan Indians. Her

grandmother had just recently written her a letter. In the letter hergrandmother told her that the ancient Toltecs were their relatives. Where hadshe put the letter? Suddenly, she remembered. She opened an old diary and,swish, out fell her grandmother’s letter. She remembered that her grandmotherhad told her the story of the Toltec god, Quetzalcoatl. He was also known asOur Prince. Her heart beat fast as she began to read:

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Dear Aiyana-Our people were great storytellers. Our myths have liv

ed on long after our people’s society died.

Here is one of our great stories.

It was the god, Quetzalcoatl, Our Prince, who had understood that the gods did not require

people to be harmed. He was very wise. He brought the arts, the calendar, and science to the

Toltecs. And he knew the practice of harming people had to stop. And so it was done. His brother,

Tezcatlipoca, god of the dark, disagreed. He and his followers were angry. They thought the

practice brought rain for their crops. And so, they came up with a plan to get rid of Our Prince.

They did not want to kill him, however. They believed if they killed Our Prince, he would gain

more followers. Then, his teachings could not be silenced. What they decided to do was dishonor

Quetzalcoatl’s teachings. This, Tezcatlipoca knew, wouldbe more painful than death.

And so Tezcatlipoca and his followers created a way to trick Our Prince. They held before him

a mirror. When Quetzalcoatl looked into it, he saw how old he had grown. He fell into despair,

fearing he had not lived a full life. But his enemies came to his rescue. They said they could

make him young again. Quetzalcoatl was delighted, and he awaited a cure.

One night, his enemies brought to him a cup filled with juice. They told Quetzacoatl to drink.

Quetzacoatl believed this would save him, and he eagerly drank. His enemies left him alone.

Soon, Quetzacoatl felt angry. The juice made him feel this way. He began to do things he never

would have, and performed many bad acts.

In the morning, word spread throughout the city of Tula, which is where the Toltecs lived. The

people were shocked and ashamed of what Quetzacoatl had done. When Quetzacoatl saw the

faces of the people he loved, he fled. He wandered for many years until he reached the east coast

of Mexico, his homeland. There he was burned up by fire from the heavens. His ashes turned

into birds, and his heart, our people say, became the morning star.

I hope you enjoyed this story and will keep it in your heart to tell your children and

grandchildren.Love,Grandma

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1 The chart below shows what happens in the story Aiyana's grandmother wrote about.Complete the chart with details from the story in the order in which they happen.

WHAT HAPPENS IN THE STORY

2 After Our Prince drinks the juice, he does many bad things. How does Our Prince feelabout the things he did? Use details from the story to support your answer.

Our Prince sees the faces of the people he loves. He is so upset that he leaves.He wanders for many years.

Tezcatlipoca wants to make sure people do not listen to Our Prince. He comesup with a plan.


CHAPTER SIX

MESOAMERICAN CIVILIZATIONS

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Aiyana’s TextbookAfter reading her grandmother’s letter, Aiyana was able to study for her test.

The Maya and Toltecs were great people, and will beremembered through the ages. The Toltecs ruled the Mayancivilization in central Mexico from the tenth to twelfthcenturies A.D. The Toltecs were the last leadingMesoamericans, and inherited much from the Maya. The Mayalived in Central America. This area now includes Yucatán,Guatemala, Belize and southern Mexico (Chiapas andTabasco). The Maya were true Stone Age people, but they didwork with copper and gold.

The Maya are probably the best known of all theMesoamerican civilizations. Beginning in the Yucatán around2600 B.C., their way of life hit its high point around A.D. 250.This took place in what is now southern Mexico, Guatemala,northern Belize and western Honduras. The Maya built on theideas and inventions of earlier civilizations. Learning fromthese civilizations, the Maya created charts of the planets andstars. They even invented their own calendar, and a form ofwriting called hieroglyphics. The Maya were also known fortheir highly decorated temples and palaces all built withoutmetal tools. They were also skilled farmers, and knew how tostore rainwater underground. When it came to art, the Mayawere equally good at weaving and pottery. They also clearedroutes through jungles and swamps so that they could tradewith distant peoples.

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3 Describe what skills and knowledge the Maya people had. Use details from thearticle to support your answer.

4 The Maya and Toltec people had many things in common. Describe two thingsthat the Maya and Toltec people had in common. Use details from the article inyour answer.

1.

2.

Planning Page

You may PLAN your writing for question 5 here if you wish, but do NOTwrite your final answer on this page. Your writing on this Planning Pagewill NOT count toward your final score. Write your final answer onPages 27 and 28.

Answer

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5


Think about what you learned about the Toltec and Mayan Indians from thestory and the article. What do you think life was like for the Toltec andMayan Indians? What kind of work did they do? What were they interestedin? Use details from both the story and the article to support your answer.

In your answer, be sure to

• explain what life was like for the Toltec and Mayan Indians• describe what kind of work the Toltec and Mayan Indians did• tell what the Toltec and Mayan Indians were interested in• use details from both the story and the article to support your answer

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Go On

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Directions: Read each selection and answer the questions that follow it. Then use bothselections to answer the last question. You may look back at the passages as often as you like.

TEXAS STATE SYMBOLSTEXAS STATE SYMBOLSSYMBOL DESCRIPTION

This is the Texas state bird. The mockingbird became the Texas state bird in 1927. This bird has a beautiful song and is seen all over Texas.

This is the Texas state large mammal. The Texas Longhornbecame the Texas state large mammal in 1955. When Christopher Columbus came to America, he brought with him Spanish cattle. Spanish cattle and American cattle were bred, and the Texas Longhorn was born. Near the Fort Worth, Texas Stock Yards,seven huge statues of longhorns stand in praise of thisbeautiful animal.

This is the Texas state dish. Chili became the Texas state dish in1977. Chili is an Aztec Indian word that refers to the chili pepper.

This is the Texas state flower. The bluebonnet became the Texas state flower in 1901. There are many types of bluebonnets. Someare tall, some short, and some bluebonnets are even white! That’s why some say Texas has seven state flowers instead of one!

This is the Texas state vegetable. The sweet onion became the Texas state vegetable in 1977. The reason the onions are sweet is because they contain very little “pyruvate.” This is the juice that makes people cry when they peel them.

Chili

Bluebonnet

Sweet Onion

Texas Longhorn

Mocking-bird

The Lion Lies Down With the LambWhat is a symbol? A symbol is a sign that stands for an idea. For example, a lion

is a symbol for courage and strength. A lamb is a symbol for gentleness. Have youevery heard of the saying, “The lion lies down with the lamb”? What this meansis that the strong and the gentle can live together in peace. This idea would beshown with a picture of a lion lying next to a lamb. People use symbols in manydifferent ways. Did you know each state has its own symbols? The symbols standfor the ideas of the people that live in that state. Here are some Texas symbols:

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6 The chart below summarizes information on the state symbols of Texas. Completethe chart using details from the article.

7 According to the article, a lion is a symbol for courage and strength. Give anotherexample of an animal that is a symbol for something. Describe what the animal isa symbol for.

Type of Symbol

State bird

State Symbol

Mockingbird

Year it Becamea State Symbol

1927


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A Hot TopicThis is a letter to the editor of a magazine called “Everything You Want to Know About Texas.”

Dear Editor,

Let me just say a word about onions. I am 50 years old and have tasted many onions inmy time. Onions have never and will never be sweet. I don’t care what you do to them. Youcould add a pound of sugar to onions frying in a pan, and they will still be onions! Onionswill always be those little harsh-tasting, slimy things I have to pull out of my fried peppers.Onions always pinch my tongue with their sharp taste. They make me cry when I slice them,and make me cry when they are jumping up and down in a hot pan full of butter.

I don’t like any of the onion family: red onions, white onions, yellow onions, scallions,leeks, shallots—they are all full of that stingy juice that makes my eyes water and my noserun! A friend of mine told me that you can eat sweet onions like apples. Well, I tried thatand nearly burned my mouth! My eyes turned red, and I started crying, and I thought myhead was going to whistle like a teapot because it was so hot inside my mouth.

Our other symbols are wonderful! The mockingbird, for example, with its lovely songand long, elegant tail, is the perfect bird symbol for Texas. Mockingbirds can be foundalmost everywhere in Texas. There are as many as the state is big!

My point is that the governor of Texas has got to be persuaded to take this vegetable offthe “Symbols of Texas” list. There is no way this nasty, papery little monster should be givensuch high praise. I realize that some people like onions in chili, and chili is the Texas dish,but really! Why can’t we choose something cool and refreshing for our Texas statevegetable— like cucumbers?

From,

Alice, All Heated Up in San Antonio

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8 Why does Alice write the letter? What is Alice's main point in the letter? Usedetails from the letter to support your answer.

9 Alice describes how she dislikes sweet onions. Give two reasons that Alice does notlike sweet onions. Use details from the letter in your answer.

1.

2.

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Planning Page

You may PLAN your writing for question 10 here if you wish, but doNOT write your final answer on this page. Your writing on this PlanningPage will NOT count toward your final score. Write your final answer onPages 34 and 35.

Answer

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10


The article and the letter show how state symbols should represent thepeople of that state. What do you think would be a good symbol for NewYork State? Why do you think it would represent the people of New YorkState well? Do you think everyone would agree with you? Use details fromboth the article and the letter to support your answer.

In your answer, be sure to

• describe something you think would be a good symbol for New York State• explain why it would be a good symbol for New York State• tell why it would represent the people of New York State well• explain whether you think everyone would agree with you• use details from both the article and the letter to support your answer

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Go On

The Dragon’s FeastOn a small farm near the village there lived a poor farmer and his clever

young son. The son was called Li Po. Li Po was a dutiful son who tried veryhard to help his father. So when the dragon carried off their cow, Li Podecided to try to get it back. He followed the dragon’s smoky trail up themountain and found him just about to barbecue the cow.

“Wait,” yelled Li Po. “Please don’teat our cow. My father needs her togive milk for our family.”

“Well, what do you expect me todo? I am starving,” said the dragon.“I have to eat something.”

“You are such an amazing creature.You can fly through the air; you canbreathe fire. It would be a greathonor for us to feed you,” said Li Po.

“Fine,” said the dragon. “Be quietand let me eat this cow in peace.”

“No, a cow is not a magnificentenough meal for a dragon,” said LiPo. “If you come with me to thevillage we will have a great feast inyour honor, and you will have plentyof delicious treats to eat.”

The dragon was very pleased, and he agreed to the plan. Soon everyone inthe village was cooking the finest food for their unusual guest. The dragonwas so pleased by these tasty treats that he made a deal with the villagers. Hewould come only once a year, and they would honor him with a feast. Theydecided on New Year’s Day as the perfect time. The dragon told all of hisfriends, and soon all the dragons in China agreed that they would come onlyon New Year’s Day for their special feast. That is why, to this day, dragons arean important part of the Chinese New Year celebration.


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11 This chart describes what happens in the legend “The Dragon’s Feast” after thedragon carries off the poor farmer’s cow. Fill in the empty boxes with whathappens next in the legend.

6

5 The dragon enjoys his meal andmakes a deal with the villagers.

4

3 Li Po convinces the dragon not toeat the cow.

2

1 The dragon takes the farmer’s cow.

12 How was Li Po clever? What did Li Po do to protect his family from the dragon?Use information from the legend in your answer.

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A LIVING DRAGON!The Komodo monitor is a real-life dragon that is alive today!

Everybody has read about dragons in fairy tales andlegends. Knights are famous for rescuing princesses from fire-breathing dragons. Not many people today think thatdragons are real, but did you ever wonder where theselegends came from? Sometimes legends are based onstories about real animals. On the island of Komodo in thecountry of Indonesia, there is an animal that may be thereason for dragon legends. This animal is the Komodo

dragon, also called the Komodo monitor.

The Komodo monitor is the largest living lizardin the world. It can weigh more than 300 poundsand reach a length of ten feet. That means that it

is longer than a van!

The Komodo monitor looks more like adinosaur than a real dragon. It does nothave horns and wings, and it is notcovered with colorful scales. Instead itis covered with thick, bumpy gray skinthat looks like leather. Sometimes ithas a few red spots. It does have a

yellow forked tongue justlike a snake, and like a

snake, it is a reptilethat lays eggs.

Monitors arecarnivores, or meat-

eaters. They snack ongoats, deer, and other mammals. They will

even eat young monitors! Just like the dragons instorybooks, monitors are

strong hunters.

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Though their hearing is not good, their sense of smell and their eyesighthelp them hunt for prey. They have large, curved claws and sharp, curvedteeth that work like saws, tearing their food apart. Monitors are fast, too.They can run at speeds of fifteen miles an hour. When monitors decide toattack, nothing can stop them.

Even though a Komodo monitor cannot breathe fire, it does have anotherdeadly weapon. The germs that grow around its sharp teeth are very deadly.The monitor’s mouth is full of these deadly germs. One bite can cause ananimal to become sick and die.

The Komodo monitor is a fierce fighter. Yet it is unable to defend itselffrom its most dangerous enemy. Although it is illegal to kill monitors, theyare almost an endangered species. People often hunt the deer that monitorseat, leaving them with less food. The hungry adult monitors then eat theyoung monitors, so there are fewer monitors left to grow into adults.Scientists are worried that these dragons are going to die out some day.

Komodo dragons are similar to many animals that are in danger. They arenot cute and cuddly. They are not friendly and lovable, so people do notreally care about them. Still, they are a special part of our world. It would besad to think of a world with no real dragons in it.

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13 Why are Komodo dragons almost an endangered species? Use information fromthe article in your answer.

14 How does the author show that monitors are strong hunters? Use details from thearticle to support your answer.

Planning Page


Answer

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15


Do you think that people should protect endangered animals that are notcute and cuddly? Why or why not? Use details from both the legend and thearticle to support your answer.

In your answer, be sure to include

• whether or not you think that endangered animals that are not cute shouldbe protected

• why you made that decision

• details from both the legend and the article to support your answer

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Go On

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Exotic PetsHave you ever seen an exotic pet? An exotic pet is one that is not native to

our country. People sometimes bring animals from other countries into theUnited States to sell as pets. Snakes, parrots, some lizards, monkeys, andferrets are examples of exotic pets. Hedgehogs are another type of exotic pet.

Hedgehogs were brought to the United States from Europe, Asia, Africa,and New Zealand. These little creatures, which usually weigh only a pound ortwo, are most often kept in aquariums. While some people think hedgehogsmake great pets, others think they should be left to roam free in the wild.This is why it is illegal to keep a hedgehog as a pet in some areas of theUnited States.

Hedgehogs are fairly easy to care for, but they do need special care that isdifferent from the kind of care you would give a dog or cat. For starters, theyneed to live in a warm place. In the wild, hedgehogs hibernate, meaning theygo into a deep sleep, when the weather gets cool. They might hibernate forseveral months and then wake again when the weather becomes warm. Pethedgehogs should never be allowed to hibernate, however, so you need tokeep them in a warm place, where it doesn’t get cool. If a pet hedgehoghibernates, it might die.

In the wild, hedgehogs eat many, many insects. A single hedgehog can eatover two hundred bugs in one night! Wild hedgehogs also feast on snails,frogs, snakes, birds, eggs, and a variety of fruit and vegetables. Hedgehogskept as pets should be fedsome bugs, if possible, butmost can get by on cat foodand some fruit andvegetables.


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Hedgehogs kept as pets can live longer than those in the wild, but theyneed to stay active. A bored hedgehog will simply snuggle in the material onthe bottom of its aquarium and snooze its life away. Most hedgehogs like towalk in a wheel and play with small toys. Some hedgehogs like to be held bypeople, but others don’t. If a hedgehog is taken out of its aquarium, it mustbe watched closely or it might escape. Many, many pet hedgehogs have beenlost due to owners not paying close attention to them.

Many vets do not know how to care for hedgehogs and other exotic pets.If you’re considering a pet that is more unusual than a dog, cat, or bird, makesure there is a vet in your area ready and able to care for it.

16 Fill in the chart below with three reasons for (pro) and three against (con) keepingexotic animals as pets.

PRO CON

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17 Complete the chart below with two reasons why someone might want to have ahedgehog as a pet and two reasons that someone might want to have a dog, cat, orbird as a pet.

Hedgehog Dog, Cat, or Bird

1. 1.

2. 2.

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HERSHEYMadison nervously peered into the aquarium. She had never seen a

hedgehog before. She spied the strange-looking creature snuggled in a ball ina corner on top of some pine shavings, its head tucked under its body, whichwas covered with prickly quills. Madison watched as her brother, Sean, gentlylifted the hedgehog out of its aquarium.

“Come on, Maddie,” Sean said. “Hold him. He’s nice.”

“He’s scary,” Madison concluded. “He’s going to bite you.”

“Nah,” Sean said, “Hershey’s tame. Besides, you have been begging for apet for years.”

“I never wanted a hedgehog for a pet,” Madison said. “I wanted a kitten ora puppy.”

“Madison, you know we can’t have a dog or a cat in our apartment, andUncle Jeff needs us to take care of Hershey while he’s away,” Madison’smother explained. “Hershey is an exotic pet, which means that he’s specialand not common.”

Madison’s Uncle Jeff was a soldier who sometimes traveled to farawayplaces, where he stayed for many months. Madison liked Uncle Jeff, and shewanted to help him by taking good care of his pet—but this pet was sostrange!

Madison groaned when Sean nuzzled Hershey’s nose against his own. Sheworried Hershey might bite Sean’s nose, but he didn’t. In fact, he seemed toenjoy human contact. He relaxed his quills and let Sean turn him onto hisback to rub his furry tummy.

“Exotic pets are cool,” Sean concluded, but Madison wasn’t so sure.

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After school the next day, Madison watched Sean play with Hershey. Seancertainly seemed to be having a good time. Sean put Hershey in his wheel,and Hershey moved quickly, making it spin around. When Hershey tired ofthe wheel, Sean took him out of his aquarium and placed him on the livingroom carpet. “Keep an eye on him, Maddie, while I get him a special treat,”Sean said.

Madison sat on the floor with Hershey, but she didn’t know what shewould do if he tried to get away because she was still afraid to touch him. Hewasn’t like any pet that Madison had ever seen. Luckily for Madison, Hersheydidn’t try to bolt but instead waddled over to Madison and sniffed her knee.His long nose tickled her skin, and she laughed.

Sean returned holding what looked like a small ice cube in his hand.“What is that?” Madison asked.

“I’m not going to tell you because you will scream for sure,” Sean replied.

“I promise I won’t scream,” Madison whispered, but she really wasn’tcertain.

“It’s frozen insects—you know bugs,” Sean explained and gave the cube toHershey, who munched away happily.

“He likes it!” Madison exclaimed, thinking that Hershey’s frozen “bugcube” really wasn’t all that gross.

“He likes to eat lots of differentthings, like cooked meat and fruit—and even veggies.”

“Even I don’t like veggies,”Madison remarked. “But I likeHershey. He is really a great pet.”

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18 What do you think Madison would most likely do if she was asked to take care ofanother exotic pet? Use details from the story “Hershey” to support your answer.

19 Why was Madison unsure about Hershey? Use details from the story to supportyour answer.

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Answer

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20


Do you think that people should keep exotic animals as pets? Why or whynot? Use details from both the story and the article to support your answer.

In your answer, be sure to include

• whether people should or should not keep exotic animals as pets• your reason for this opinion• details from both the story and the article to support your answer

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STOP

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ISBN 978-1-4204-5595-3

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THIS SAMPLE BOOK IS COPYRIGHTED. IT IS NOT A BLACKLINE MASTER.

PERMISSION IS NOT GIVEN FOR THIS BOOK TO BE REPRODUCED IN ANY WAY.

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