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2CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Common Core State Standards Matrix
English Language Arts Reading Standards
Literacy Standards
©Copyright2010.NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrightsreserved.
Units ofStudy
Literacy in History/ Literacy in Science & Social Studies Technical Subjects
RH
.6-8
.1
RH
.6-8
.2
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.6-8
.3
RH
.6-8
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RH
.6-8
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RH
.6-8
.6
RH
.6-8
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.6-8
.8
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.6-8
.9
RH
.6-8
.10
RS
T.6
-8.1
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T.6
-8.2
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T.6
-8.3
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T.6
-8.4
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T.6
-8.5
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T.6
-8.6
RS
T.6
-8.7
RS
T.6
-8.8
RS
T.6
-8.9
RS
T.6
-8.1
0
Speech X X X X XAutobiography X X X XScience X X X X X X X XArticleNewspaper X X X X X XArticlePairedText X X X X X X X X
Common Core State Standards Matrix
Units ofStudy
Reading Literature Reading Informational Text
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Instructional X X X X X X X X X ResourcesNovel X X X X X X * XPoem X X X X X X * X Drama X X X X X * X Speech X X X X XAutobiography X X X X X XScience X X X X X X XArticleNewspaper X X X X XArticleFlyer X X X X(FunctionalText)PairedText X X X X X X X X
*Thisstandardisnotapplicabletoliterature.
�CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Test-Taking Tips
Prepare for Success During the School Year:
Attendschoolregularly.
Listenandparticipateinclass.
Askquestionswhenyoudon’tunderstand.
Completehomeworkassignments.
Learntestingvocabulary.
Practicetechnologyskillsforonlinetesting.
Before Taking the Test:
Getplentyofsleepthenightbeforetesting.
Eatahealthybreakfastthemorningof thetest.
Gototherestroombeforeenteringthe testingroom.
Bringneededsuppliestothetestingroom.
Test-Taking Tips: Prepare for Success
4CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Test-Taking Tips
Keys to Success
Beconfidentandmaintainapositiveattitude.
Manageyourtimewisely.
Readorlistentoalldirections.
Readeachquestioncarefully.
Readallanswerchoicesbeforechoosingone.
Eliminatewrongchoices,thenchoosethe bestanswer.
Usedetailsorevidencetosupportawritten response.
Skiporflagdifficultquestionsandanswer themlast.
Reviewyouranswers.
Makesureyouhaveansweredallquestions.
Thinktwicebeforechangingananswer.
Test-Taking Tips: Keys to Success
�CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Test-Taking Tips
Ten Strategies for Success
1. Previewthereadingselectionfororganizationalstructuresandtextfeatures.
2. Readalltitles,headings,subheadings,maps,charts,graphs,anddiagramscarefully.
3. Tohelpyouunderstandthemeaningofthetext,creatementalpicturesofwhatyouarereading.
4. Asyouread,takenotestohelpyourememberandunderstandkeyideasanddetails.
5. Tohelpyoucomprehenddifficulttext,remembertoslowdown,re-read,orbreakthetextintosmallchunks.
6. Whendeterminingthethemeorcentralideaofatext,thefirstsentence,thelastsentence,orthetitleusuallyprovidesaclue.
7. Whenyouaretryingtofigureoutavocabularywordfromcon-text,replacethewordwitheachoftheanswerchoicesandseewhichanswermakesthemostsense.
8. Paycloseattentiontowordsorphrasesinaquestionthatareunderlinedorareinboldprint.
9. Decidewhatyouthinktheanswertoaquestionisbeforeread-ing the choices. Then look in order to see if your answer isthere.
10. Whenaquestioncontainsthewordbest,rememberthatthereisprobablymorethanonepossibleanswer.YouneedtolookfortheBESTanswer.
AdaptedfromPreparing Students for Standardized Testing, Grade 6byJanetP.Sitter.UsedwithpermissionofMarkTwainMedia,Inc.Publishers.
Test-Taking Tips: Ten Strategies for Success
�CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Name: Date:
Test-Taking TipsTechnology Skills Self-Assessment
Directions:Readthe“ChecklistofSkillsforOnlineAssessments”chart.Placeacheckmarkbeside the skills that you can successfullyperform.Practice the re-mainingskillsuntilyoubecomeproficient.
Checklist of Skills for Online Assessments
I know how to . . .
logintoacomputer.
accessthetest.
usefunctionbuttons.
navigatethroughthetext.
playaudio/videoclips.
usetheverticalscrollbar.
draganddroptext.
highlighttext.
selectanddeselectanswers.
flagquestionsforlaterreview.
createandeditresponses.
submitthetest.
exitthetest.
Test-Taking Tips: Technology Skills Self-Assessment
7CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Name: Date:
Reading Comprehension
Reading comprehensionistheabilitytounderstandwhatyouarereading.
Whenthetextbecomesdifficultorconfusing,remembertoslowdown,re-read,orbreakthetextintosmallchunks.Creatingamentalpictureofwhatyouarereadingalsohelpswithcomprehension.
Directions:Readthetextandanswerthesampleassessmentquestion.
Text:“TheSun”byDonPowers,Ph.D.andJohnB.Beaver,Ph.D.
Thesunisbyfarthelargestheavenlybodyneartheearth.Itissolargethateventhelargestplanetsaretinybycomparison.Thesungeneratesitsownlight,andwedependonthatlightformanythings.Sunlightnotonlybrightensourworldbutalsocausesplantstogrowanddrivestheweatherprocessesthatbringuswinds,clouds,rain,andsnow.Withoutthesun,lifeonEarthwouldnotbepossible.Also,withoutthesun,wewouldnotbeabletosee themoonandotherplanets.Themoonandplanetsdonot createtheirownlight.Weseethembecauseofthesunlightthatreflectsofftheirsurfaces. Although we usually think of our sun as being something special, itis really just anordinary star.Compared to the restof the solar system,however,itissomethingspecial.Thesuncontainsabout98%ofthemassofthesolarsystemandprovidesalmostallofitsenergy.Itsdiameterisabout110timesthediameteroftheearth. Thecenterportion,orcore,ofthesunisablazingfurnacewherehydrogenisbeingconvertedintohelium.Theconversionprocessisthesameonethatgoesoninahydrogenbomb,andthetemperatureinthecoreisatoasty15milliondegreesCelsius!Severallayersabovethecore,energyistransportedupwardtowardthesurfaceofthesuntothepartwecallthephotosphere.
Astronomy: Our Solar System and BeyondbyDonPowers,Ph.D.,andJohnB.Beaver,Ph.D.UsedwithpermissionofMarkTwainMedia,Inc.,Publishers
Sample Assessment Question
WhyissunlightimportanttolifeonEarth?Checkallthatapply. A.“largestheavenlybodyneartheearth” B.“generatesitsownlight” C.“drivestheweatherprocesses” D.“causesplantstogrow” E.“planetsdonotcreatetheirownlight” F.“coreofthesunisablazingfurnace”
TIP
Instructional Resources: Reading Comprehension
�CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Name: Date:
Making Inferences
Aninferenceisaconclusionbasedonreasoningandtextualevidence.Thereadermakesaninferencewhentryingtofigureoutsomethingtheauthorhasnotstatedexplicitlyinthetext.
Tomakean inference,useclues fromthe textandwhatyoualreadyknowaboutthetopic.
Directions:Readthetextandanswerthesampleassessmentquestions.
Text:“ColonialExpressRiders”byCindyBarden
TheBostonCommitteeofCorrespondenceemployedPaulRevereandothersasexpressriderstocarrynews,messages,andcopiesofresolutionsto other colonies. On the night of April 18, 1775, they sent Paul ReverefromBostontoLexingtontowarnSamuelAdamsandJohnHancockthattheBritishwereabouttoarrestthemandtoalertthemilitiathattroopsplannedtoseizeweaponsandammunitionstoredatConcord.Theyalsosentanotherrider,WilliamDawes,byadifferentroutewiththesamewarning.Bytheendofthenight,RevereandDaweswerejoinedbyasmanyasfortymenonhorsebackspreadingthewordacrossBoston’sMiddlesexCounty.
Exploration, Revolution, and ConstitutionbyCindyBarden.UsedwithpermissionofMarkTwainMedia,Inc.,Publishers.
Sample Assessment Questions
Part ABased upon the text, what can the reader most likely infer about expressriders? A.Express riders played a major role during the American Revolutionary
War. B.TheBostonCommitteeofCorrespondencesentover40riderstowarnthe
militiaonthenightofApril18,1775. C.Expressriderswereexperthorsemen. D.PaulReverealertedthemilitiathattroopsplannedtoseizeweaponsstored
atConcord.
Part BHighlighttwodetailsinthetextthatsupporttheanswerinPartA.
TIP
Instructional Resources: Making Inferences
�CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Name: Date:
Textual Evidence
Textual evidence is the informationwithinthetext thatsupportstheauthor’sclaimorargument.
Toidentifyevidenceorsupportingdetails,searchthetextforfacts,rea-sons,andstatementsthatsupporttheclaimoftheauthor.
Directions:Readthetextandanswerthesampleassessmentquestion.
Text:LettertoDoctorWalterJonesfromThomasJefferson(excerpt)
Hewas, indeed, in every senseof thewords, awise, agood, andagreatman.…Hisperson,youknow,wasfine,hisstatureexactlywhatonewouldwish,hisdeportmenteasy,erect,andnoble;thebesthorsemanofhisage,andthemost,gracefulfigurethatcouldbeseenonhorseback.…On thewhole, his characterwas, in itsmass, perfect, in nothing bad, infewpointsindifferent;anditmaytrulybesaid,thatneverdidnatureandfortunecombinemoreperfectlytomakeamangreat,andtoplacehiminthesameconstellationwithwhateverworthieshavemeritedfrommananeverlasting remembrance. For his was the singular destiny and merit, ofleadingthearmiesofhiscountrysuccessfullythroughanarduouswar,fortheestablishmentofitsindependence;ofconductingitscouncilsthroughthebirthofagovernment,newinitsformsandprinciples,until ithadsettleddownintoaquietandorderlytrain;andofscrupulouslyobeyingthelawsthroughthewholeofhiscareer,civilandmilitary,ofwhichthehistoryoftheworldfurnishesnootherexample.…
ThesearemyopinionsofGeneralWashington,whichIwouldvouchatthejudgment-seatofGod,havingbeenformedonanacquaintanceofthirtyyears…
PublicDomain
Sample Assessment Question
Inhisletter,ThomasJeffersonstatesthat,inhisopinion,GeorgeWashingtonwas“awise,agood,andagreatman.”
WhataretwodetailsfromthetextthatshowJefferson’sclaimisbasedonsoundreasoning?
Writeyouranswerinthebox.
TIP
Instructional Resources: Textual Evidence
�0CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Name: Date:
Theme
The theme is themainmessageormoral of a story or poem.Some commonthemesarefreedom,survival,friendship,andpatriotism.
Tohelpdeterminethethemeofatext,youmustidentifyitsmainidea.
Directions:Readthetextandanswerthesampleassessmentquestions.
Text:“SomethingChildish,ButVeryNatural”bySamuelTaylorColeridge
IfIhadbuttwolittlewingsAndwerealittlefeatherybird,ToyouI’dfly,mydear!Butthoughtsliketheseareidlethings,AndIstayhere.
ButinmysleeptoyouIfly:I’malwayswithyouinmysleep!Theworldisallone’sown,Butthenonewakes,andwhereamI?All,allalone.
Sleepstaysnot,thoughamonarchbids:SoIlovetowakeerebreakofday:Forthoughmysleepbegone,Yetwhile‘tisdark,oneshutsone’slids,Andstilldreamson.
PublicDomain
Sample Assessment Questions
Part AWhichstatementbestreflectsthethemeofthepoem? A.Dreamingoccursduringsleeptime. B.Dreamingallowswishestobefulfilled. C.Dreamingonlyoccursatnight. D.Dreamingisawaytorelivechildhood.
Part BHighlightthetwolinesofthepoemthatprovideevidencetosupporttheanswerinPartA.
TIP
Instructional Resources: Theme
��CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Name: Date:
Central Idea
Thecentral ideaisthemostimportantideaofatext.Nonfictionworksmaycon-tainmultiplecentralideas.
Thecentralormainideaisoftenrevealedbythetitleorinthefirstorlastsentencesofthetext.Othertimes,itisrevealedthroughthekeydetailsinthetext.
Directions:Readthetextandanswerthesampleassessmentquestion.
Text:“FinancingtheGovernment”bySchyrletCameron,JanieDoss,and SuzanneMyers
Revenue TheUnitedStatesgovernmentneedsasourceofrevenueorincometopayexpenses.ExamplesofexpensesaresalariesofelectedofficialssuchasthePresidentandmembersofCongress.Also,itpaysthesalariesofpublicemployeessuchassoldiers.Thegovernmentmustpayforpublicgoodsandservices provided to citizens. Public goods and services include nationaldefense, public health services, and education. The revenue comes fromavarietyofsources,buttaxesprovidemostofthemoneythegovernmentspends.Taxesarechargescollectedfromindividualsandbusinesses.Stateandlocalgovernmentsalsocollecttaxestopayexpenses.
The Power to Levy Taxes Taxes have been a part of United States history since colonial days. OvertaxationwasamajorreasonthecolonistsfoughtforindependencefromGreatBritain.WhentheUnitedStatesConstitutionwaswritten,thefoundingfathersknewthenewnationneededawaytoraisemoneytofinancesuchitemsasroadsanddefense.ThewritersoftheConstitutiondecidedtogiveCongressthepowertolevyandtocollecttaxes.
Economic LiteracybySchyrletCameron,JanieDoss,andSuzanneMyers.Usedwithpermis-sionofMarkTwainMedia,Inc.,Publishers.
Sample Assessment Question
Whichtwostatementsbestreflectthecentralideasofthetext? A.TheUnitedStatesgovernmentneedsincometooperate. B.Individualsandbusinessesarerequiredtopaytaxes. C.Thegovernmentwouldneedmoneytobuildroads. D.Stateandlocalgovernmentshavethepowertocollecttaxes. E.TaxationwasamajorreasonfortheAmericanRevolutionaryWar. F.The Constitution gives Congress the authority to charge and collect
taxes.
TIP
Instructional Resources: Central Idea
�2CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Name: Date:
Summary
Asummarycontainsthekeypointsofatext.Itshouldnotincludethewriter’spersonalfeelings,opinions,orpriorknowledgeofthesubject.
Asummaryisusuallythreeorfoursentencesthatincludethecentralideaofatextwithsupportingdetails.
Directions:Readthetextandanswerthesampleassessmentquestion.
Text:“Caffeine101”byAnneDaviesandKerryHumes
Caffeine actually affects our brain chemistry. As little as 30 mg ofcaffeinecanhaveanimpactonyourbrainchemistryandaffectyourmoodandbehavior.Itonlytakesafewdaysofregularlyconsumingcaffeineforourbrainchemistrytostartexpectingthecaffeine.Somepeoplecanbecomephysicallydependentandbegintoexperiencewithdrawalsymptomsonaslittleas100mgofcaffeineperday. Ifyouconsumetoomuchcaffeine,yourheartmaystarttoraceandyourmusclesmaytwitch.Caffeine,particularlyinhigherdoses,cancausepanicattacks. It can also cause tremors, anxiety, or restless and disconnectedthoughtsandspeech. Ifyouwanttocutdownontheamountofcaffeineyouconsume,it’sagoodideatodecreasebysmallamountseachday.Whenapersondramaticallydecreasesthelevelofcaffeinetheyconsume,theycanexperiencewithdrawalsymptoms,including:headache,fatigue,anddifficultyconcentrating.Whenyoudocutdownoncaffeine,yourbrainchemistryadjustsquitequickly,inamatterofdays,sothesymptomsdon’tlastlong.
Healthy Eating & ExercisebyAnneDaviesandKerryHumes.UsedwithpermissionofMarkTwainMedia,Inc.,Publishers.
Sample Assessment Question
Whichtwostatementsshouldbeincludedinasummaryofthetext? A.Caffeinehasaneffectonbrainchemistry. B.Anintakeof30mgofcaffeinecanaffectaperson’smood. C.Caffeinecancausemusclestotwitch. D.Consuminghighdosesofcaffeinecancausepanicattacks. E.Decreasingtheamountofcaffeineconsumeddailycancausewithdrawal
symptoms. F.Lowdosesofcaffeinecancauseheadaches.
TIP
Instructional Resources: Summary
��CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Name: Date:
Word Meaning
Asyouread,youmayencounterunfamiliarwords.
Usecontextcluestohelpyoudeterminethemeaningofanunfamiliarword.Thecontextistheotherwords,phrases,andsentencesthatsur-roundtheunfamiliarword.
Directions:Readthetextandanswerthesampleassessmentquestion.
Text:“BenjaminRush”byVictorHicken
BenjaminRushwasanimportantmaninhistime.RaisedinPennsylvaniaandeducatedatPrincetonandlatertheUniversityofEdinburgh,hepracticedmedicineinPhiladelphiaandtaughtthereinthemedicalcollege.AsamemberofthestaffofPennsylvaniaHospital,hebecameinterestedinsocialreform.HeestablishedthefirstfreeclinicintheUnitedStatesandlatertookpartinfightingaterribleyellowfeverepidemicinPhiladelphia.Sincenothingwasknownofthegermtheoryatthattime,Rushthoughtthattheoutbreakwascausedbyspoiledcoffeeonthewharvesofthecity.Hewasclosertothecausethanherealized.Itisverylikelythattheimportedbagsalsocarriedlargenumbers ofmosquitoes that carried yellow fever, and those insectsspreadthedisease.
U.S. History: Inventors, Scientists, Artists, & AuthorsbyVictorHicken.Usedwithpermis-sionofMarkTwainMedia,Inc.,Publishers.
Sample Assessment Question
Whichtwowordsorphrasesfromthetexthelpthereaderdeterminethemeaningofepidemic? A.yellow fever B.germ theory C.outbreak D.spoiled coffee E.mosquitoes F. spread the disease
TIP
Instructional Resources: Word Meaning
�4CD-404224 ©Mark Twain Media, Inc., Publishers
Assessment Prep for Common Core Reading: Grade 7
Name: Date:
Tone
Toneishowanauthorfeelstowardthetopicorsubjectofthetext.Authorscreatetonebyusingwordswithpositiveornegativeconnotations.Theyalsousefigura-tivelanguage,suchassimiles,metaphors,andpersonification.Examplesofwordsthatdescribetonearecheery, angry, amused,andsad. Lookcloselyattheauthor’schoiceofwords.Identifytheconnotationof
wordsandsearchforexamplesoffigurativelanguage.
Directions:Readthetextandanswerthesampleassessmentquestions.
Text:Call of the Wild byJackLondon
The distance had been measured off, and as he neared the pile offirewoodwhichmarkedtheendofthehundredyards,acheerbegantogrowandgrow,whichburstintoaroarashepassedthefirewoodandhaltedatcommand.Everymanwastearinghimselfloose,evenMatthewson.Hatsandmittenswereflyingintheair.Menwereshakinghands,itdidnotmatterwithwhom,andbubblingoverinageneralincoherentbabel.
PublicDomain
Sample Assessment Questions
Part AWhichwordbestdescribesthetoneofthepassage? A.happiness B.hopeful C.joyful D.jubilationPart BWhataretwodetailsfromthetextthatsupporttheanswerinPartA?
Writeyouranswerinthebox.
TIP
Instructional Resources: Tone