Grade 7 Practice Tests - Triumph · PDF filefor the Common Core State Standards ... Crosswalk...
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for the Common Core State Standards
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Practice Tests Answer Keys
Crosswalk Coach PLUS for the Common Core State Standards, English Language Arts, Grade 7, Practice Tests, Answer Keys T302NAK
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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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
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Lexile Measures ChartPractice Test 1
Passage Title Lexile Measure
Part 1
Sybil Ludington: A Ride to Remember 960L
Danbury, Connecticut 1190L
A Bond between Brothers 930L
Pluto: A Dwarf Planet 1010L
Memoirs of an Intellect 990L
Women Airforce Service Pilots 1080L
Part 2
Can You Escape? 1070L
Part 3
A Stormy Day, from Black Beauty 900L
Practice Test 2
Passage Title Lexile Measure
Part 1
A Sculptor Not prose
The Looking Glass 970L
Gray Wolf Could Be Removed from Endangered Species List 1150L
Questions Remain about Possible Removal of the Gray Wolf from the Endangered Species List
1080L
The Benefits of Self-Driving Cars 1140L
Part 2
China Relocation Project 1170L
An Interview with a Newly Relocated Chinese Teen Not prose
Part 3
The Open Window 1000L
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01
23
4
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 .
Writing Rubric
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Practice Test 1Answer Key
Item Key Common Core State Standard
Skill Lesson(s)
1 Part A: APart B: C
RL .7 .1, RL .7 .3 Story Elements, Textual Evidence
5, 8
2 See answer on page 8 . RL .7 .2 Main Idea 1, 4
3 Part A: CPart B: D
RL .7 .1, RL .7 .2 Theme, Textual Evidence
6
4 A1, B4, C6 RL .7 .4, L .7 .4 Context Clues 32, 34
5 Part A: APart B: A
RL .7 .4, L .7 .4, L .7 .5 Context Clues, Denotations and Connotations
32, 33, 34
6 Part A: APart B: B
RL .7 .1, RL .7 .9 Compare and Contrast Texts, Textual Evidence
1, 3
7 Part A: CPart B: See answer on page 8 .
RL .7 .1, RL .7 .2 Theme, Textual Evidence
6
8 See answer on page 8 . RL .7 .1 Character, Make Inferences
5, 8
9 See answer on page 8 . RL .7 .4, L .7 .4 Context Clues, Analyze Contrasting Points of View
4, 5, 8
10 2, 5, 4, 3 RL .7 .2 Summary 4
11 See answer on page 8 . RI .7 .3 Interaction Between Ideas
9, 10
12 Part A: CPart B: See answer on page 8 .
RI .7 .1, L .7 .3 Analyze Ideas, Textual Evidence
10
13 Part A: DPart B: See answer on page 8 .
RI .7 .1, RI .7 .2 Main Idea, Textual Evidence
9, 10
14 Part A: DPart B: A
RI .7 .5, RI .7 .6 Author’s Purpose, Structure
9, 11
15 Part A: DPart B: D
RI .7 .4, L .7 .5 Context Clues 32, 34
16 Part A: APart B: D
RI .7 .1, RI .7 .5 Structure, Textual Evidence
9, 14
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Item Key Common Core State Standard
Skill Lesson(s)
17 Part A: CPart B: See answer on page 8.
RI.7.1, L.7.5 Structure, Textual Evidence
9, 14
18 Part A: BPart B: See answer on page 8.
RI.7.1, RI.7.2 Main Idea, Textual Evidence
9, 10
19 Part A: CPart B: A
RI.7.1 Context Clues, Textual Evidence
32
20 Part A: B Part B: D
RI.7.1 Make Inferences, Textual Evidence
8, 9, 10
21 Part A: BPart B: See answer on page 9.
RI.7.1, RI.7.5 Structure, Textual Evidence
9, 14
22 A1, B2, C4 RI.7.4, L.7.4 Context Clues 15, 32
23 Part A: APart B: C
RI.7.1, RI.7.2 Summary, Textual Evidence
9, 10
24 Part A: DPart B: B
RI.7.1, RI.7.6 Author’s Point of View, Textual Evidence
9, 11, 13
25 Part A: BPart B: C
RI.7.1, RI.7.2 Summary, Textual Evidence
11
26 See answer on page 9. RI.7.8 Cite Textual Evidence, Trace Claims
9, 11
Part 2 See rubric on page 5; see answer on page 9.
W.7.2, W.7.4, W.7.5, W.7.9, L.7.1, L.7.2, L.7.3
Write an Analysis, Use Conventions
18, 30, 31
Part 3 See rubric on page 5; see answer on page 9.
W.7.3, W.7.4, W.7.5, W.7.9, L.7.1, L.7.2, L.7.3
Write a Narrative, Use Conventions
20, 30, 31
Answer Key (continued)
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Practice Test 11. Part A: A; Part B: C Sybil Ludington’s urging
Betty to help her save Danbury and her family in paragraph 5 shows the care for her family that motivated her as she rode through the night, waking the militia volunteers.
2. Students should underline “Thus one sixteen-year-old rode through the night, waking the people of Danbury.” The story is mainly about this idea.
3. Part A: C; Part B: D In paragraph 5, Sybil Ludington’s renewed determination to “warn her people” shows that her commitment to them helps her overcome her fear.
4. A1, B4, C6 Frigid is another term for “cold,” amid is another way of saying “among,” and approximately is another way of saying “nearly.”
5. Part A: A; Part B: A Warn and notify both mean “to inform someone in advance of possible trouble,” but warn has more alarming connotations than notify because warn implies danger. In the passage, warn is used while Sybil is thinking about the danger to her family (paragraph 5).
6. Part A: A; Part B: B Both passages are about Sybil Ludington. The first passage, “Sybil Ludington: A Ride to Remember,” is a fictional portrayal of her, while the second passage, “Danbury, Connecticut,” tells only facts. Sybil Ludington has a more developed character in “Sybil Ludington: A Ride to Remember” because, as the quotation in Part B shows, the author is able to show Sybil’s internal life. However, in both passages, Sybil is shown as being determined and successful.
7. Part A: C Pablo’s needing the help of his brother and Mr. Simonelli as well as his realization that he might need more programming skills show that his ambition alone is not enough to bring him to success.
Part B: Answers may vary; possible responses include “Maybe he needed to learn more about computer programming” and “I’ve thought about this, and we can help Pablo, Ramon.”
8. Students should write understanding, helpful, and concerned in the box. Mr. Simonelli shows he is understanding when he understands Ramon’s feelings in paragraphs 9 and 10, helpful when he counsels Ramon in paragraphs 9 and 10 and
when he helps Pablo find a work-study program in paragraph 13, and concerned when he asks Ramon seriously where Pablo is in paragraph 7.
9. Top left cell: anxious and preoccupied; Top right cell: overly optimistic; Bottom left cell: excited for his brother; Bottom right cell: humbled and realistic. Ramon begins the story by being anxious about his brother’s decision and preoccupied with trying to think of a way to help him. By the end of the story, he is excited for his brother to start the work-study program. At the beginning of the story, Pablo is overly optimistic about finding investors. By the end, he has been humbled and is more realistic about what it may take to succeed.
10. 2, 5, 4, 3 After he learns of Pablo’s plans, Ramon walks to school, distracted by thoughts about his brother. He continues to be distracted in math class, until he goes to talk to Mr. Simonelli, the dean. Pablo later calls to tell Ramon about his troubles making his ideas a reality, and in the end, Ramon learns that Pablo qualifies for a work-study program.
11. Left box: how Pluto became round, Pluto orbits the sun; Right box: Pluto shares its orbit, Charon’s size. Each of these qualifications and disqualifications are made clear in paragraph 3. Pluto’s name, distance from the sun, and temperature have nothing to do with its being a planet or not.
12. Part A: C In paragraph 2, it is stated that the new definition of a planet changed the way we think of Pluto and that before this a planet’s definition had been “a bit murky.”
Part B: Students should underline “Before 2006, this definition had been a bit murky” in paragraph 2.
13. Part A: D The main idea of the passage is that because of a vote scientists cast in 2006, Pluto is no longer considered a true planet.
Part B: The best statement of this main idea is: “The outcome of the vote in 2006 meant that Pluto no longer met the definition of a planet and was now a ‘dwarf planet.’”
14. Part A: D; Part B: A The author’s purpose is to explain why Pluto is no longer considered a planet, and paragraph 2 contributes to this purpose by explaining that because of a vote scientists cast in 2006, Pluto’s status changed.
Answer Explanations
9
Answer Explanations (continued)D
uplic
atin
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is p
age
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15. Part A: D; Part B: D The statement that “Pluto, by contrast, shares the region of its orbit with other objects” provides a clue that in this passage, neighborhood means “surrounding area.”
16. Part A: A; Part B: D The first two paragraphs of “Memoirs of an Intellect” are a fictionalized rendering of Rebecca Gould Steward and her family. Her explanation “that she has learned over the years and has even written quite a bit” reveals important information about her character.
17. Part A: C; Part B: Answers may vary, however every answer should include “The traveler is amazed at her reading ability” and one of the following: “She begins to read aloud over his shoulder”; “The girl explains that she has learned over the years and has even written quite a bit”; and “She has been writing memoirs for some time now.”
18. Part A: B A main idea in the passage is that Rebecca Gould Steward was a strong woman who overcame obstacles and was a well-appreciated writer later in life.
Part B: Answers may vary; possible responses include “Despite her inconsistent schooling, she was well read and did in fact write memoirs” and “This nontraditional education undoubtedly helped Steward become a very well appreciated and respected writer later in life.”
19. Part A: C; Part B: A The reference to a “weary visitor” shows that wayworn means “tired from traveling.”
20. Part A: B; Part B: D This quote shows that Steward was determined to overcome her circumstances and learn to read and write.
21. Part A: B The first two paragraphs tell about the wartime forces that led to the entry of many American women into jobs they had never held before.
Part B: Students may underline: “Women were available to fill the vacancies and continue the important work.”
22. A1, B2, C4 In the context of jobs, vacancies are “openings” and positions are “jobs.” Contributions are “donations” of one’s time, effort, or money.
23. Part A: A; Part B: C The passage is mostly about the changes in the employment of women during and after World War II, with a focus on the WASPs. “Although this program was temporary, it made a tremendous impact on the lives of the 1,100 women who served in it and also broke ground for later generations of female pilots” is the best statement of this idea.
24. Part A: D; Part B: B The word remarkable shows the author’s admiration of the women discussed in the passage.
25. Part A: B; Part B: C Paragraphs 1 and 6 cover the time periods mentioned in the answer to Part A, specifically the time period up to and through World War II, as well as when women were granted military status.
26. Students should underline. “By 1942, there were so many vacancies that between January and July of that year estimates of the percentage of jobs acceptable for women rose from 29 percent to 85 percent” and “Women were then expected to work primarily as housewives and mothers.”
Part 2 Responses will vary. See the rubric on page 5. Students should write a literary analysis of the theme of “Can You Escape?” Their essays should include a discussion of how two story elements help to express that theme and should use evidence from throughout the passage to support the discussion. The essays should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.
Part 3 Responses will vary. See the rubric on page 5. Students should write a narrative with a theme similar to that of the excerpt from Black Beauty. Their narratives should include unique characters and settings and should use narrative techniques, such as dialogue, to develop the story. The narratives should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.
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Practice Test 2Answer Key
Item Key Common Core State Standard
Skill Lesson(s)
1 Part A: APart B: D
RL.7.1, RL.7.4 Character, Textual Evidence
3, 5, 7, 8
2 Part A: BPart B: A
RL.7.4, RL.7.5 Poetry, Impact of Repetitions
3, 14
3 Part A: DPart B: A
RL.7.4, RL.7.5 Poetry, Text Structure 3, 14
4 Part A: APart B: B
RL.7.2 Theme 3, 6, 7
5 See answer on page 12. RL.7.1, RL.7.4, RL.7.5 Poetry, Theme 3, 6
6 Part A: BPart B: C
RL.7.1 Plot, Character, Textual Evidence
1, 4, 5
7 See answer on page 12. RL.7.1 Character, Textual Evidence
1, 5
8 3, 5, 4, 2 RL.7.2 Plot 1, 4
9 A3, B1, C5, D2, E4 RL.7.4, L.7.4 Word Meaning 32
10 See answer on page 12. RL.7.1 Plot, Character, Textual Evidence
1, 4, 5
11 Part A: CPart B: B
RL.7.2 Theme, Textual Evidence
1, 9
12 Part A: APart B: D
RL.7.6 Plot, Character, Textual Evidence
1, 4, 5
13 See answer on page 12. RL.7.3 Plot, Structure 4, 14
14 Part A: BPart B: D
RI.7.1, RI.7.3, RI.7.6 Author’s Point of View, Textual Evidence
9, 10, 11
15 Part A: BPart B: C
RI.7.1, RI.7.3, RI.7.6 Author’s Point of View, Textual Evidence
9, 10, 11
16 See answer on page 13. RI.7.1, RI.7.2 Argument and Author’s Point of View, Textual Evidence
9, 11
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Item Key Common Core State Standard
Skill Lesson(s)
17 Part A: See answer on page 13.Part B: D
RL.7.1, RI.7.2, RI.7.8 Claims Backed by Textual Evidence, Fact and Opinion
9, 11, 17
18 Part A: BPart B: C
RI.7.1 Textual Evidence, Make Inferences
8, 9
19 Part A: DPart B: C
RI.7.1, RI.7.8, RI.7.9 Fact and Opinion, Compare Author’s Point of View
11, 13, 17
20 Part A: BPart B: D
RI.7.1, RI.7.2 Main Idea and Supporting Details
9, 10
21 A4, B3, C1, D8, E6, F9 RI.7.4, L.7.4 Domain-Specific Vocabulary, Find Word Meaning
15, 32
22 Part A: See answer on page 13.Part B: A, D
RL.7.1, RI.7.2, RI.7.8 Claims Backed by Textual Evidence, Fact and Opinion
9, 11, 17
23 Part A: CPart B: E
RI.7.1 Make Inferences 8
24 See answer on page 14. RI.7.4, L.7.4 Domain-Specific Vocabulary, Find Word Meaning
15, 32
25 Part A: DPart B: A
RI.7.1, RI.7.3 Make Inferences, Connect Ideas
8, 9
26 Part A: CPart B: B
RI.7.1, RI.7.6, RI.7.8 Author’s Point of View, Evaluate Arguments
11
Part 2 See answer on page 14. W.7.1, W.7.4, W.7.5, W.7.7, W.7.8, W.7.9
Write an Informative Text, Respond to Informational Texts
18, 30, 31
Part 3 See answer on page 14. W.7.3, W.7.4, W.7.5,L.7.1, L.7.2, L.7.3
Write a Narrative 20, 30, 31
Answer Key (continued)
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Practice Test 21. Part A: A; Part B: D The speaker’s neverending
“toils” shows that he or she is resolute.
2. Part A: B; Part B: A The formal structure of a sonnet reflects the seriousness of the speaker.
3. Part A: D; Part B: A The rhyming couplet that concludes the sonnet lends a sense of finality to its ending.
4. Part A: A; Part B: B Lines 3 and 4 mention the speaker’s half-formed character, which alludes to both an unfinished sculpture and how the speaker views himself or herself. The speaker will use his or her mental gifts to form and improve upon his or her character, just as a sculptor uses tools to form and improve upon a sculpture. In the last two lines, it is revealed that the speaker intends to be working to improve his or her character until Death arrives.
5. Students should underline “I’ll cut away a huge, unsightly side / Of selfishness” and “And the sharp corners of my discontent / Be rounded into symmetry.” The speaker is comparing the way a sculptor uses a chisel to sculpt with the way she will trim away the selfish part of herself. In the second line, the speaker is comparing the way a sculptor softens the sharp edges of the sculpture with the way she will eliminate negative character traits.
6. Part A: B The young man hides the looking glass because he likes to look at his reflection in private, according to the first two sentences of paragraph 1.
Part B: C This quote shows that the man enjoys looking at himself in the mirror.
7. The word envious should be written in the first column under Her husband married another woman. The word sad should be written in the second column under Her husband no longer loves her. The word confused should be written in the third column under Her in-laws must be trying to trick her.
The wife is envious when she thinks that her husband married another woman and secretly brought her home. The wife is sad when she thinks that her husband does not love her anymore. She is confused when she thinks that her mother-in-law and father-in-law are trying to trick her because they do not see the woman in the looking glass.
8. 3, 5, 4, 2 These are the events as they occurred in order in the story.
9. A3, B1, C5, D2, E4 traveled is another word for ventured; unusual is another word for peculiar; dumbfounded is another word for astonished; misshapen is another word for distorted; sneakily is another word for surreptitiously
10. Part A: Students should circle the claim “Most of the characters were happier before looking in the looking glass.” The young man’s wife and the father-in-law became upset after looking in the looking glass.
Part B: B, D The wife believes her husband has married another woman and brought her home, and the father-in-law fears his father’s spirit has come to visit him. These pieces of evidence support the claim that most of the characters were happier before they looked in the mirror.
11. Part A: C When the characters look in the mirror, they see different things in themselves. The husband is happy with what he sees in his reflection. The wife and father-in-law, however, are both upset, revealing their fears and insecurities.
Part B: B The wife looks in the mirror and sees a woman who she thinks is her husband’s other wife, representing her fear that her husband does not love her.
12. Part A: A The father-in-law sees an older person in the mirror and believes that it is his father’s spirit.
Part B: D The father-in-law asks for forgiveness after believing that his father’s spirit was visiting him for some wrongdoings.
13. Students should match the cause “The image in the looking glass mocks the wife’s anger” to the effect “The wife breaks the looking glass”; the cause “The young man visits a shop in Seoul” to the effect “A looking glass is hidden in the drawer of the couple’s home”; the cause “The wife assumes her husband has brought home another wife from Seoul” to the effect “The wife takes the looking glass to her mother-in-law”; the cause “The mother-in-law doesn’t believe her son has married another woman” to the effect “The mother-in-law looks into the looking glass and sees a wrinkled old lady”; and the cause “The young man’s wife notices that he smiles at something in a drawer” to the effect “The wife finds the looking glass and becomes jealous.”
Answer Explanations
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14. Part A: B This is the only answer supported by textual evidence. There is nothing in the passage directly stating that the author has a personal connection to wolves, that the author feels more data is needed, or that the author thinks the gray wolf should become a model for the Endangered Species Act.
Part B: D This sentence speaks directly to the author’s position in Part A: “the wolves are no longer considered endangered.”
15. Part A: B The author mentions a loss of protection in paragraph 1 and that the gray wolf might not be ready to be removed from the Endangered Species list in paragraph 4, indicating the importance of the ESA. The information in the other answers does not appear in the passage.
Part B: C This excerpt speaks to the position in Part A, that the gray wolf may need continued protection under the ESA, by inferring that the total number of wolves is still not enough.
16. Students should underline “The gray wolf grew in larger numbers than expected, three hundred wolves per year, in the early 2000s.” This is the only sentence that aligns with the premise of the first article, which is that the gray wolf is ready to come off the Endangered Species List.
17. Part A: Students should circle the claim “The gray wolf is not ready to be removed from the Endangered Species List.” This is the only claim supported robustly by text evidence, specifically in the second article. The first claim is not supported. The second claim is supported by an opinion in paragraph 1 of the first article.
Part B: D This sentence supports the idea that the gray wolf population is not necessarily big enough for the wolves to be removed from the list. The other sentences either relate other claims listed in Part A or are unrelated.
18. Part A: B The Fish and Wildlife Service is represented in the passage by a quote from its spokesperson, who says they have accomplished the goal of ensuring the gray wolf’s recovery. The other answer choices cannot be attributed to the Fish and Wildlife Service, either implicitly or explicitly.
Part B: C Paragraph 4 includes the fact that, with just over 1,600 gray wolves restored to the Rocky Mountains, the wolves no longer need protection under the ESA.
19. Part A: D As stated, the second passage’s ending is stronger than the first passage’s because the speaker of the second one cites specific scientific data, that three hundred is not enough, and claims they have more recent evidence. The question asks the student for his or her best conclusion based on the two passages’ending sentences. Answer A may be true, but it is unsupported. Answer B makes only part of the point made in answer D. Answer C is incorrect because, although the speaker sounds credible, his vague wording weakens his point.
Part B: C Additional scientific data would make either of these statements stronger. The addition of the information in the other answers would only be tangential.
20. Part A: B The article is mainly about self-driving cars being safe. The author references the number of car accidents in paragraph 1, and in paragraph 4 support for autonomous cars because they will reduce the number of accidents.
Part B: D This sentence contains information about the autonomous cars having the possibility to be safer than regular cars.
21. A4, B3, C1, D8, E6, F9 Progress is another word for headway; reliant is another word for dependent; help is another word for assistance; steer is another word for navigate; reasoning is another word for rationale; and claim is another word for assert.
22. Part A: Students should circle the claim “The autonomous car offers conveniences that far exceed those provided by regular cars.” Two sample pieces of evidence include “In addition, engineers believe that people will spend less time in traffic because the car will have sensors and GPS to identify traffic jams” and “It will also be able to navigate around other cars, find parking spaces, and drop people off at requested locations.”
Part B: A, D These are the only two answers that support the correct statement from Part A.
23. Part A: C The author mentions resolving issues and computer malfunctions, leading the reader to infer that autonomous cars may allow drivers to override the computer.
Part B: E Paragraph 5 discusses some of the issues that engineers are still trying to figure out about autonomous cars.
Answer Explanations (continued)
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24. The students should underline “self-driving cars.” This phrase appears immediately after “modes of transportation” and best helps the reader figure out the meaning.
25. Part A: D Taking into consideration Google’s reputation for technology, the fact that Brown signed legislation at Google headquarters indicates that he looks forward to the type of transportation Google can create to make the roads safer.
Part B: A Brown said that by making autonomous cars legal he was “turning today’s science fiction into tomorrow’s reality.” He believes in the technology for the future.
26. Part A: C The author’s point of view is that automated cars have the potential to be safer than regular cars. The author discusses the rate of accidents of normal cars and the features that automated cars have that can make them safer.
Part B: B More specific information and data about successful test runs would further support the author’s view that automated cars can be safer than regular cars.
Part 2 Responses will vary. See the rubric on page 5. Students should write a research essay either supporting or opposing China’s plans for rapid urbanization. Their essays should include textual evidence from both passages to support their positions. The essays should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.
Part 3 Responses will vary. See the rubric on page 5. Students should write a narrative that retells the story “The Open Window” from the perspective of Vera. Their narratives should rewrite the story from Vera's point of view, capturing her mischievous personality as she tells Framton the ghost story. The narratives should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.
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