Grade 7 English Language Arts Practice Test

Grade 7 English Language Arts Practice Test

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Test Administrator Instructions

� This document contains a Practice Test that shows what each part, or session, of the actual grade 7 transitional English Language Arts assessment is like.

� The Practice Test may be used at home or at school for students to become familiar with the iLEAP test they will take in spring 2013. It can help students feel more relaxed when they take the actual test.

� Some sessions of the Practice Test are shorter than those on the actual test. The iLEAP Assessment Guides (http://www.doe.state.la.us/topics/assessment_guides.html) provide information on the number of questions that are on the actual test.

� The Content and Style rubrics for scoring student responses to the writing prompt are located on pages 48 and 49. For more information about what sample work looks like for a grade 7 writing prompt, use the Student Sample Work (Grades 3–8) document, found on the LDOE website at

http://www.doe.state.la.us/topics/trans_assessments.html

� The English language arts test has four sessions to be taken separately:

� Session 1: Writing (pages 2 to 7) includes a passage and a Writing Topic; a planning sheet for notes, brainstorming, and/or writing an outline; and two Rough-Draft pages. The Writer’s Checklist and Final-Draft pages are to be found on pages 45 to 47.

NOTE: On the actual test, the Writer’s Checklist, the directions to the writing session (above the passage), and the Writing Topic will be read aloud. The passage(s) must not be read aloud except to students with the accommodation Tests Read Aloud. Each student should be given a dictionary and thesaurus to use during the writing session only.

� Session 2: Using Information Resources (pages 8 to 20) includes 5 sources students use to answer 5 multiple-choice questions.

� Session 3: Reading Parts 1 & 2 (pages 21 to 33) include 7 vocabulary items and 3 reading passages students use to answer 15 reading comprehension questions. All items are multiple choice.

� Session 4: Language (pages 34 to 44) includes 34 multiple-choice questions that assess a student’s ability to find mistakes in spelling, capitalization, punctuation, and usage and expression.

� Students put their answers to multiple-choice items on the Answer Sheet on pages 50 to 52.

� Answer keys for the multiple-choice items are located on pages 53 to 55.

iLEAP Practice Test—Grade 7 English Language Arts

http://www.doe.state.la.us/topics/writing_prompts.html

ELA Grade 7 Page 1

Session 1: Writing Directions

For the writing session, you will write a composition that uses information from a

reading passage to respond to the Writing Topic.

• Before you begin the test, your teacher will read aloud the Writer’s Checklist,

the directions above the passage, and the Writing Topic.

• You may use a dictionary and thesaurus for this session only.

• You may review your work in this session but do not work on any other part.

ELA Grade 7 Page 2

Directions: Read the passage about great physical achievements. As you read the passage, thinkabout what qualities it takes to complete one of these endeavors. Then use the passage to helpyou write a well-organized multiparagraph composition.

Great Physical Achievements

Adventure sports are thrilling activities that give athletes a sudden rush of excitementand challenge them to accomplish seemingly impossible tasks. These activities includecompeting in triathlons, running in marathons, and climbing the world’s tallestmountains. People participate in these types of activities for a variety of reasons. Somedo them for the thrill they feel. Others do them to push themselves to the limit and toreach new heights. Others do them to be a part of an exclusive club—after all, noteveryone completes such challenging activities.

A triathlon is a three-part race that includes a 2.4-mile swim, a 112-mile bike ride,and then a 26.2-mile run. The athletes complete all three of these components withouttaking any breaks in between them. Sound impossible? It should. That’s what makes thetriathlon an extreme adventure sport. The most famous triathlon is the Ironman. Theseraces are held across the world every year, but the most famous of them all is theIronman Hawaii. It was the first Ironman race, which took place in 1978. In order to racein the Ironman Hawaii, a person must qualify by winning one of the other Ironmancompetitions.

A marathon is a 26.2-mile race, which is an incredible distance to run all at one time.Runners often spend many, many months training for these races. However, someathletes are not satisfied with just running a marathon. They want to take it to the nextlevel and run extreme races called ultramarathons. An ultramarathon is any footrace thatis longer than a marathon. Most ultramarathons are 50 miles, but some extend to suchdistances as 135 miles. In addition, most of these super-long ultramarathons are held inextreme conditions. The Badwater Ultramarathon, for example, is held in July every yearin Death Valley, California, where temperatures can reach 130 degrees Fahrenheit.

Mountaineering is another sport that attracts thrill seekers and extreme athletes.Some people have the goal of climbing one high peak in their lifetime. Others have thegoal of climbing to the top of the highest peak on every continent. Still others want tosee how many times they can climb to the top of the world’s tallest peak, Mount Everest.Preparing for the trek, for example, takes a great deal of time and money. Climbers needto have a clean bill of health from their medical doctors. They should have a minimum of2-3 years of rock- and ice-climbing experience in high altitudes. In addition to gettinginto shape, Everest climbers also need to raise money. It costs about $25,000 to climb tothe top of the world’s tallest mountain!

Adventure sports are a prime example of the seemingly impossible becoming thepossible. Those who train, compete, and accomplish these challenging endeavors saytheir lives are forever changed.

Session 1: Writing

ELA Grade 7 Page 3 GO ON TO THE NEXT PAGE �

Writing Topic

Write a multiparagraph composition for your teacher that explains what qualitiesit takes to complete extreme activities, such as a triathlon, a marathon, andmountain climbing. Use details from the passage to help you explain your ideas.

As you write, follow the suggestions below.

• Be sure your composition has a beginning, a middle, and an end.• Use details from the passage and include enough information so your teacher will

understand your response.• Be sure to write clearly and to check your composition for correct spelling, punctuation,

and grammar.

Use page 5 for notes, brainstorming, and/or writing an outline. Write a rough draft on pages 6and 7. Write your final draft on pages 46 and 47.

Remember: The prewriting activities on page 5 and the rough draft on pages 6and 7 will not be scored. Only your final draft on pages 46 and 47 will be scored.

Session 1: Writing


Use for notes, brainstorming, and/or an outline.

Session 1: Writing


Rough Draft

Session 1: Writing


Rough Draft (continued)

Session 1: Writing

ELA Grade 7 Page 7STOP

Session 2: Using Information Resources Directions

This is a test of your ability to use information resources. All questions are multiple

choice.

• This test has several resources followed by questions.

• Four answers are given for each question. Choose the answer you think is

better than the others.

• Write your answers for questions 1 through 5 in the spaces provided on the

answer sheet.

• You may review your answers in this session but do not work on any other part.

ELA Grade 7 Page 8

Research Topic: Healthy Living

Suppose you want to find out more about healthy living. Five different sources of information abouthealthy living are contained in this test. The information sources and the page numbers where youcan find them are listed below.

1. Page from the Web Site LabelsforLiving.com

Reading Food Labels (page 10)

2. Spring Catalog from the Middleton Community Center

a. Cover Page (page 11)

b. Map of Facility (page 12)

3. Article from the Magazine Fitness and You

“Nutrition Dos and Don’ts” (page 13)

4. Excerpts from the Book Fit to Be Fit

a. Copyright Page (page 14)

b. Table of Contents (page 15)

c. Glossary (page 16)

5. Excerpt from the Book Vitamins and Minerals for Today’s Teens

Necessary Nutrients Chart (page 17)

Note: Model bibliographic entries for different types of documents are on page 18.

Directions: Skim pages 10 through 17 to become familiar with the information contained in thesesources. Remember that these are reference sources, so you should not read every word in eachsource. Once you have skimmed these sources, answer the questions. Use the information sourcesto answer the questions on pages 19 and 20. As you work through the questions, go back and readthe parts that will give you the information you need.

Session 2: Using Information Resources


1. Page from the Web Site LabelsforLiving.comReading Food Labels

When reading a label, start atthe top. The package maylook small, but be careful todetermine how many servingsit contains. Compare theserving size with how muchyou were planning to eat.

Calories tell youapproximately how muchenergy you get from aserving of food. People whoare more active need morecalories. People whoengage in less physicalactivity need fewer calories.

Limit This! These items arethings you should limit in yourdiet. The average Americandiet includes too much fat,cholesterol, and sodium. Theyare linked to health problemswhen eaten in greaterquantities.

These percentages arebased on a diet of 2,000calories per day. Yourrecommended intake maybe above or below thisaverage; it is determined byyour gender, height, weight,and level of physical activity.

Eat This! Dietary fiber is anutrient that most Americansdo not consume enough ofeach day. Eating foods rich infiber contributes to improvedhealth and reduced risk ofdiseases.

Nutrients, even fat andsugar, are essential, butsome are needed in smallquantities. A quick rule ofthumb: a % Daily Value of5% or less is consideredlow, while 20% or more isconsidered high.

Confused by the claims a company makes about its products? The Food and DrugAdministration has written the following guidelines for manufacturers to use when describingfood:

Low fat:Light:Healthy:

Excellent source:

Three grams or less of fat per servingOne-third fewer calories than the comparison foodA food low in fat, saturated fat, cholesterol, and sodium andcontaining at least 10% of the daily values for Vitamin A,Vitamin C, iron, calcium, protein, or fiber20% or more of the daily value for a given nutrient perserving



2. Spring Catalog from the Middleton Community Centera. Cover Page

Middleton Community Center

Spring Catalog

The Middleton Community Center is a 113,000-square-foot recreation and athletic trainingcomplex. Located at the corner of Weber and Manchester in the heart of Middleton, thefacility offers a number of community activities under one roof, free to all residents.

Daily Recreational Activities Accessibility Features

- Water sports, pages 6, 10, 12- Gymnasium sports, pages 3, 7, 13- Multipurpose room, pages 3, 6, 9- Continuing education, pages 3, 7, 15

- Accessibility parking- Automatic front door- Elevator- Accessible locker rooms- Adjustable basketball hoops- Braille on signs- Front desk assistance for manyneedsTable of Contents

- Administration, page 3- Day care, page 3- Field trips, page 3- Food Court, page 4- Hours of operation, page 5- Preschool, pages 6–7- Senior Center, pages 8–9- Sports Center, pages 10–13- Summer camp, page 14- Trips and tours, page 15- Rental opportunities, page 16- FAQs, page 18

MIDDLETON NFC MISSIONSTATEMENT

To offer an environment, free to thecommunity, that enables individualsto develop healthy minds, bodies,

and relationships

Sign up now for the following activities:

Swim Team Tryouts Aquatic Center, 9 A.M. Saturday.See Megan Farley for information. Ages 8–18.

Senior Bingo Multipurpose room, 7 P.M. Wednesday.Courtesy van available; call Marilyn Weglewski fordetails.

Teen Night Multipurpose room, 7–10 P.M. Friday.Evening includes open gym, movie, table tennis, andsnacks.

Create a Craft Workshop Mondays and Wednesdays.Time and location to be decided.



2. Spring Catalog from the Middleton Community Center

b. Map of Facility

Middleton Community Center

Gymnasium

Weightlifting

TreadmillsStationary Bikes

Stair ClimbersRock Wall

Multipurpose Room

Day Care/Nursery Preschool

Bookshelves

Resource Area

Tables Tabl

es

Snack CenterJuice Café

Blood Pressure Testing Station

Front Desk

Women’s Locker Room

Pool and Aquatic Center

Men’s Locker Room

Senior Center

Continuing Education Center

First Aid/ Health Education

Center

Administration OfficesEntrance

Aerobics

Picnic Area

Park

SteamRoom

Sauna

MAP OF FACILITY



3. Article from the Magazine Fitness and You

“Nutrition Dos and Don’ts”

Fitness and You Volume XX, July 2004

Nutrition Dos and Don’tsBy Beth Phillips

So you’re all ready to go shoot hoops with a friend or take a hike by yourself.Chances are you’ve got your shoes laced up and the right clothes for theweather. But if all you are thinking about is what goes on the outside of yourbody before the activity, you have overlooked the one thing that will really helpyou succeed—the fuel for the fire. Simply put, you need to consider what toeat and drink before you get up and go.

DO: Eat. It sounds simple, but it’s important. You wouldn’t get on theschool bus if the gas tank were empty. It’s just as foolish to pushyourself on an empty stomach. You can’t expect to get up andgo without filling up first on necessary nutrients.

DON’T: Overdo it. Common sense will tell you not to eat a gigantic mealbefore taking a swim, but don’t overdo it on energy bars either.Most contain more calories than you can expect to burn in ashort amount of time. Consider creating your own snack, suchas trail mix or fruit.

DO: Pick carbs. Carbs, formally known as carbohydrates, breakdown into sugar to give you energy. For lasting energy, choosecomplex carbohydrates, which can be found in whole-graincereal and bread and in fruits and vegetables.

DO: Eat carbs with protein. A carbohydrate/protein combinationhelps you maintain a good blood sugar level. Peaks and dips inblood sugar result from eating too many sweets and can leaveyou feeling fatigued. Yogurt and granola or apple chunks dippedin peanut butter are a good choice for a carbohydrate/proteincombination.

DON’T: Go thirsty! Drink liquids, preferably plain water, before, during,and after physical exertion. Experts suggest six to eight ouncesper glass five to six times per day.

DON’T: Bother with sports drinks unless you are going to sweat alot. Most sports drinks contain glucose, which your body needsonly if you are going to be perspiring a great deal. You also mayend up with too much sodium and potassium by choosing asports drink when you don’t need one.

38



4. Excerpt from the Book Fit to Be Fit

a. Copyright Page

Published by

The Foundation of Good Health

2515 Roscoe Lane

Andover, MA 01810

Copyright © 2001 by Cindy and Miles Rachinow

All rights reserved. To request more copies or

for more information, please write to

The Foundation of Good Health,

2515 Roscoe Lane, Andover, MA 01810.

Library of Congress Cataloging-in-Publication Data

Rachinow, Cindy and Miles

Fit to Be Fit

I. Title.

ISBN: 11-555-33-6777

Reprinted by arrangement with The Foundation of Good Health.

Printed in the United States of America

February 2001




b. Table of Contents

Table of Contents

CHAPTER 1Getting Ready for Fitness

CHAPTER 6Team Sports

Determining Your Fitness Goals . . .Know Your Style and Strength . . . . .

611

Basketball . . . . . . . . . . . . . . . . . .Baseball . . . . . . . . . . . . . . . . . . . .Football . . . . . . . . . . . . . . . . . . . .

667176

CHAPTER 2Nutrition and Fitness

CHAPTER 7Families Can Be Fit

Food Pyramid . . . . . . . . . . . . . . . . .Special Diets . . . . . . . . . . . . . . . . . .Water: The Forgotten Fitness Friend

152230

Outings for the Whole Crowd . . .Planning Trips That IncorporateFitness. . . . . . . . . . . . . . . . . . . . .

8088

CHAPTER 3Fitness Logs

CHAPTER 8Sports Injuries

Benefits of Journaling . . . . . . . . . . .What to Include . . . . . . . . . . . . . . . .

3437

Strategies for Playing It Safe . . . .First Aid . . . . . . . . . . . . . . . . . . . .

95101

CHAPTER 4Sports for Individuals

CHAPTER 9Off the Beaten Path

Golf . . . . . . . . . . . . . . . . . . . . . . . . .Gymnastics . . . . . . . . . . . . . . . . . . .Running . . . . . . . . . . . . . . . . . . . . . .Swimming . . . . . . . . . . . . . . . . . . . .

41465054

Foreign Fitness . . . . . . . . . . . . . .Sports and Games from the Past

108115

CHAPTER 10Keeping It Up

CHAPTER 5Teams of Two

Staying Motivated . . . . . . . . . . . .Making Lifestyle Changes . . . . . .Find Out More . . . . . . . . . . . . . . .

123130138Tennis . . . . . . . . . . . . . . . . . . . . . . .

Racquetball . . . . . . . . . . . . . . . . . .5963




c. Glossary

Glossary

aerobic training a type of exercisein which oxygen from the blood isrequired to fuel the body

flexibility the ability of the joints tomove through a full range of motionand recover without injury

artery a blood vessel that suppliesoxygen-rich blood from the heart toall parts of the body

heart rate a measurement of thework done by the heart, mostcommonly expressed as thenumber of heart beats per minute(bpm)

body mass index (BMI) a formulathat relates a person’s weight to hisor her height

physical activity any movement ofthe body that is produced by themuscles and that results inincreased energy usage

calories units of energy strength the ability of the musclesto work against a resistance

cells the smallest units in whichindependent life can exist. All livingthings are single cells or organismsmade of many cells.

vitamins organic compounds thatare essential to life and bodyfunction but are needed only insmall amounts. They contain nocalories.

cooldown gradually reducing theintensity of exercise for severalminutes at the end of a workout

warm-up a period (usually 3 to 15minutes) of easy exercising at thebeginning of the workout togradually ease the body into moreintensive exercise

dehydration loss of bodily fluids



5. Excerpt from the Book Vitamins and Minerals forToday’s Teens

Necessary Nutrients Chart

Which Nutrient? How Much Do INeed Each Day?

Where Can IFind It?

What Will It Dofor Me?

Vitamin A 700–900mcg Milk, eggs,carrots, liver

Supports thegrowth of tissue,bones, and teeth

Vitamin C 60mg Oranges,spinach,tomatoes

Promotesimmune systemand helps healwounds

Vitamin D 5mcg Eggs, fish,fortified milk

Helps sustainbone health

Vitamin E 15mg Nuts, leafy greenvegetables

Helps protectcells fromdamage

Vitamin B12 2–6mcg Fish, red meat,poultry, milk,cheese

Maintainsnervous systemand helps makered blood cells

Vitamin B6 1.2–2.0mg Potatoes,bananas, beans,seeds, nuts, redmeat

Helps brain andnerve cellsfunction properly

Vitamin B1(thiamin)

1.0–1.5mg Fortified breads,cereals, andpasta; meat; fish

Supports growthand helps heart,muscles, andnervous systemfunction

Niacin 14–16mg Red meat,poultry, fish,fortified cereals

Helps cellfunctioning,nervous system,skin, anddigestion

Folic Acid 400mcg Dried beans,leafy greenvegetables,oranges, poultry

Helps productionof red blood cellsand maintainsheart health



Model Bibliographic Entries

The following sample bibliographic entries are adapted from the MLA (Modern LanguageAssociation) Handbook for Writers of Research Papers. They show some acceptable ways to writebibliographic entries.

A Book by a Single Author

Harris, Celia. Interesting Habitats. Chicago: Grayson, 1996.(Author) (Title of work) (City) (Publisher) (Year)

A Book by More Than One Author

Baraty, Joseph, and Rosa Garcia. Marsh Birds. New York: Wenday, 1982.(Authors) (Title of work) (City) (Publisher) (Year)

An Encyclopedia Entry

“Dwarfed Trees.” Encyclopedia Americana. 1958.(Title of article) (Name of encyclopedia) (Year)

A Magazine Article

Chen, David. “Floating Down the River.” Our Wildlife 9 July 1988: 120–25.(Author) (Title of article) (Name of publication) (Date of issue) (Page numbers)

A Book Issued by an Organization Identifying No Author

National Wildlife Group. Swamp Life. Washington: National Wildlife Group, 1985.(Name of organization) (Title of work) (City) (Publisher) (Year)



1. To find information about different foods and the benefits they provide for the body,which resource would be most helpful?

A. The glossary from the book Fit to Be Fit

B. The page from the Web site LabelsforLiving.com

C. “Nutrition Dos and Don’ts” from the magazine Fitness and You

D. The Necessary Nutrients chart from the book Vitamins and Minerals for Today’s Teens

2. Look at the chart.

Don’t Do

Eat too much Drink plenty of water

Fill up on energy bars Eat fruits and vegetables

Which information could be added to the “Don’t” column?

A. Drink sports drinks

B. Make your own snacks

C. Consume necessary nutrients

D. Mix carbohydrates and proteins

3. To include information in your report about low-fat foods, which resource would bemost useful?

A. The glossary from the book Fit to Be Fit

B. The page from the Web site LabelsforLiving.com

C. “Nutrition Dos and Dont’s” from the magazine Fitness and You

D. The cover page from the Middleton Community Center Spring Catalog



4. What is the acceptable bibliographic entry for the book Fit to Be Fit? Refer to the modelbibliographic entries.

A. “Fit to Be Fit.” Andover, Massachusetts: The Foundation of Good Health, 2001. Rachinow,Cindy.

B. Rachinow, Cindy, and Miles Rachinow. Fit to Be Fit. Andover: The Foundation of GoodHealth, 2001.

C. Rachinow, Cindy, and Miles. “Fit to Be Fit.” The Foundation of Good Health, 2001.

D. The Foundation of Good Health. Fit to Be Fit. Massachusetts: Cindy and Miles Rachinow,2001.

5. Which food listed on the Necessary Nutrients chart from the book Vitamins andMinerals for Today’s Teens provides the greatest variety of nutrients?

A. Pasta

B. Fish

C. Milk

D. Liver



Session 3: Reading, Part One Directions

This is a test about words and their meanings.

• For each question, you are to decide which one of the four answers has most

nearly the same meaning as the underlined word above it.


answer sheet.

ELA Grade 7 Page 21

6. His glum outlook

A. calm

B. guilty

C. depressed

D. well-stated

7. Baffled by the response

A. upset

B. amused

C. shocked

D. confused

8. Abandon the plans

A. fund

B. study

C. give up

D. make up

9. A steady king

A. distrustful

B. stable

C. decisive

D. well-read

Session 3: Reading


10. To camouflage excitement

A. provoke

B. hide

C. argue for

D. admire

11. To consume the dinner

A. find

B. eat

C. display

D. dislike

12. The distinction between the two opinions

A. agreement

B. difference

C. substitute

D. compromise

Session 3: Reading


Session 3: Reading, Part Two Directions

This is a test of how well you understand what you read.

• This session consists of reading passages followed by questions.

• Read each passage and then answer the questions.

• Four answers are given for each question. You are to choose the answer that

you think is better than the others.


answer sheet.

ELA Grade 7 Page 24

Arna Bontemps was born in Louisiana in 1902. His father was a bricklayer,and his mother taught school. Bontemps became a teacher, but he was also anaccomplished African American poet, novelist, and scholar. When Bontemps wasthree years old, his family moved to California. Bontemps grew up there andgraduated from Pacific Union College. In 1924, he began teaching in New YorkCity where he met writer Langston Hughes, who became a good friend. Hughesand Bontemps represented a group of artists whose works contributed to theHarlem Renaissance—a renewal of African American art and literature.

Bontemps won prizes for his poetry in 1926 and 1927 and published his firstnovel, God Sends Sunday, in 1931. Soon after, he accepted a teaching positionin Alabama to support his family, but he continued his writing career. Hepublished short stories as well as books for young people. In 1936, Bontempspublished Black Thunder: Gabriel’s Revolt, a critically acclaimed historical novelabout a slave rebellion that took place in Virginia in 1800.

In 1943, Bontemps moved to Chicago and earned a degree in library science.He then became a librarian at Fisk University in Nashville, Tennessee, where heheld the position until he retired in 1965. This job helped establish his reputationas a historian. Throughout his life, Bontemps helped develop a huge collection ofAfrican American cultural material, and modern historians recognize hiscontribution in preserving African American culture and continue to praise hisefforts.

Bontemps won many awards for his writing, which often tackled themes suchas social justice and the pursuit of freedom. Bontemps died in 1973, but thesignificance of his work lives on.

Session 3: Reading


13. What was Arna Bontemps’ most noteworthy contribution in the preservation of AfricanAmerican culture?

A. He became a librarian at Fisk University in Nashville.

B. He won many awards for his writings on African American themes.

C. He helped develop a huge collection of African American materials.

D. He and his friend Langston Hughes became part of the Harlem Renaissance.

14. What was the author’s purpose in writing this passage?

A. To tell a creative story about a Louisiana author

B. To list Arna Bontemps’ awards and accomplishments

C. To give a brief biographical account of the life of Arna Bontemps

D. To tell about one author’s pursuit of social justice and freedom

15. What do the details about Arna Bontemps’ career reveal about him?

A. He enjoyed traveling.

B. He developed many talents.

C. He preferred teaching young people.

D. He became wealthy from his writings.

Session 3: Reading


16. In what sequence did these five events in the life of Arna Bontemps happen?

1. Earned a degree in library science

2. Graduated from Pacific Union College

3. Took a teaching position in Alabama to support his family

4. Met and befriended Langston Hughes

5. Published his first novel

A. 4-1-3-5-2

B. 2-4-5-3-1

C. 3-5-1-4-2

D. 1-4-3-2-5

17. In the line marked with , “tackled” indicates that Bontemps

A. was unafraid to write about serious themes.

B. was unwilling to imitate the themes of others.

C. was prepared to defend his themes against critics.

D. was focused on the effects of his themes on readers.

Session 3: Reading


It was a humid July night in 1986 at the Tanglewood Music Festival. Thelegendary Leonard Bernstein was preparing to conduct the Boston SymphonyOrchestra in a performance of a work he had composed. Midori Goto, aJapanese violinist, then only fourteen years old, did not feel nervous when takingthe stage. She had been playing the violin since she was three years old, and shehad never felt nervous when playing. Instead, she felt excited to be on stagebecause playing the violin brought her tremendous happiness. However, sheknew she had to play especially well that night.

Midori made her way onstage from behind the curtain and took her place. Sheclosed her eyes briefly. She heard the orchestra begin, and the music carried heraway as it always had. However, that night she had to be especially focused.Bernstein’s Serenade was particularly difficult. Midori took a deep breath andbegan to play. People in the audience knew they were witnessing a prodigy.Midori was gifted and driven, yet intensely calm. The audience was amazed thata young musician could memorize and play such a difficult piece perfectly,serenely, and with artistic insight.

Everything had gone very smoothly through the first four movements of thepiece. Midori’s fingers were not tired. She had paced herself to be prepared forthe fifth and final movement. It was the most challenging part of the piece, andshe wanted to please the audience. Suddenly, Midori felt the E string on her violinsnap. She knew she had to remain calm so that she could resume playing.Showing no concern, she quickly turned to Malcolm Lowe, another violinist in theorchestra. Lowe looked somewhat confused at first. Then he handed Midori hisown violin, which was much larger than the one she had been using. There was aslight pause while Midori fitted her chin rest onto the new violin, but then, sheproceeded playing, absolutely unfazed by the event.

About two minutes later, the E string on Lowe’s violin also snapped. Midorithen borrowed the violin of Max Hobart, the associate concertmaster. Shefocused and continued playing the remainder of the movement flawlessly, despitethe fact that both violins she played on were larger than her own. The audiencemembers gasped with surprise. At the conclusion of the piece, Leonard Bernsteingave her a huge hug. Midori’s broad smile indicated she knew she had done well.

The next day, the front-page headline of the New York Times stated, “Girl, 14,Conquers Tanglewood with 3 Violins.” Columnist John Rockwell wrote, “When itwas over, audience, orchestra, and conductor-composer joined in giving her acheering, stomping, whistling ovation.”

Midori had won the hearts of all who heard her. However, she was confusedby all of the commotion about the broken strings. “What was I supposed to do?”Midori said. “My strings broke, and I didn’t want to stop the music.”

Session 3: Reading


18. After Midori’s performance, how did Leonard Bernstein feel?

A. Annoyed

B. Relaxed

C. Thrilled

D. Confused

19. Midori reacts to several incidents of conflict in the story. Which of these quotes fromthe story best typifies her reaction to those conflicts?

A. “She heard the orchestra begin, and the music carried her away as it always had.”

B. “ . . . she was confused by all the commotion about the broken strings.”

C. “She had paced herself to be prepared for the fifth and final movement.”

D. “ . . . she proceeded playing, absolutely unfazed by the event.”

20. The purpose of the passage is to show

A. how simple things give life meaning.

B. that following a dream brings happiness.

C. how remaining calm can prevent a crisis.

D. the importance of friendship in times of need.

21. Which part of the passage is the resolution?

A. Midori looks out at the audience before playing.

B. Midori uses another violin to finish the piece.

C. Midori walks onstage from behind the curtain.

D. Midori feels a string break on her violin.

Session 3: Reading


22. What made Midori’s performance so impressive, especially to all the adults around her?

A. The violin she borrowed from Malcolm Lowe was much larger than the one she had beenusing.

B. She was not at all shaken by the series of mishaps and finished the difficult serenadeflawlessly.

C. She reacted very calmly to the audience’s and the orchestra’s cheering, stomping,whistling ovation.

D. The string on her violin had broken during the fifth movement, the most challenging part ofthe piece.

Session 3: Reading


While on a family vacation to Yellowstone National Park, I decided—not forthe first and probably not for the last time—which career I want to pursue. I thinkit would be a terrific and rewarding job being a park ranger at Yellowstone.

During our vacation, I had the opportunity to observe and talk to Teddy, theranger in charge of our campsite. I found him to be an extremely pleasantindividual whose multitude of jobs are all vital to the everyday operation of thepark. When we arrived, he greeted us at the entrance to the park, handed ussome informational brochures, reminded us of the most important rules, assuredus that these rules were for our own safety and the enjoyment of all the guests,and said, “I’ll be seeing you around the park for the next seven days. Please don’thesitate to let me know how I can be of assistance to you.” Just hearing thosewords assured me that our stay was going to be smooth, comfortable, and mostimportant, fun.

I did see Teddy (and several of the other rangers too) every single day of ourstay. He followed through with his promises. My family and I had a blast for theentire week, and much of it was due to Teddy’s advice and direction. Teddy wasthere the day we saw Old Faithful, the spouting geyser. I realized that this and allof our camp experiences were made possible and more enjoyable by a dedicatedgroup of workers—the park rangers. It was then that I made my decision aboutmy future career. At the first chance, I asked Teddy if I could talk to him about hisjob.

The day before we left, Teddy and I sat down. He was unbelievably friendlyand incredibly knowledgeable. He described in detail the job of park rangers. AtYellowstone, the park rangers’ principle job is enforcing the rules. This part oftheir job protects both the park and the visitors. The most important goal of thepark rangers is to make sure that visitors have a safe and meaningful experience.Additionally, park rangers must be prepared to answer visitors’ questions. Theymust be knowledgeable about all aspects of the park. They also educate visitorsby providing programs that explore the geology, history, and wildlife of the park.

On a typical day, park rangers have many different duties. They might greetpeople at the entrance booth, lead a hike through a canyon, or teach aboutgeysers. At night, park rangers might lead programs in astronomy. In short, thepark rangers help protect and preserve Yellowstone National Park while makingsure that people enjoy their visit. When our family said good-bye to Teddy(I should call him Mr. Hoffman, but he didn’t mind being on a first-name basis atall, and I do consider him my friend), he said to us, “I hope you had the time ofyour lives while you were here. Do come back and see us again some time.”I resolved then that I would do just that, and I reaffirmed my newfound ambition ofperhaps joining Teddy in several years as one of the rangers at Yellowstone.

Session 3: Reading


23. What is revealed about the narrator when he says, “I should call him Mr. Hoffman”?

A. The narrator thinks that the ranger is friendly.

B. The narrator is unsure about what to call his new friend.

C. The narrator considers the ranger his equal and not his superior.

D. The narrator knows why it might be inappropriate to use the ranger’s first name.

24. In this passage, the narrator

A. explains how to become a park ranger.

B. tells a story about meeting a very influential ranger.

C. describes a park ranger’s view of Yellowstone Park.

D. convinces readers that they should become park rangers.

25. What most influences the narrator’s decision to become a park ranger?

A. His discussion with Teddy

B. Teddy’s friendliness

C. The dedication of the rangers

D. The beauty of the geyser, Old Faithful

26. The passage indicates that the camp rangers at Yellowstone are responsible for all ofthe following except

A. to enforce the rules of the park.

B. to lead a hike through a canyon.

C. to monitor campfires started by guests.

D. to educate visitors by providing meaningful programs.

Session 3: Reading


27. Which characteristic is most important for park rangers?

A. They must be inspiring.

B. They must be humorous.

C. They must enjoy working with people.

D. They must enjoy reading about nature.

Session 3: Reading


Session 4: Language Directions

This is a test of how well you can find mistakes in writing. The directions at the top of

each page tell what type of mistake to look for.

• On the pages with mistakes in spelling, capitalization, and punctuation, choose

the answer with the same letter as the line containing the mistake.

• On the pages with mistakes in usage and expression, choose the answer with

the same letter as the line containing the mistake, or choose the word, phrase,

or sentence that is better than the others.

• When there is no mistake or no change needed, choose the last answer.


answer sheet.

ELA Grade 7 Page 34

Directions: On this page, look for mistakes in spelling.

28. A. refer

B. create

C. electrick

D. amusing

E. (No mistakes)

29. A. brief

B. washible

C. dwelling

D. splendid

E. (No mistakes)

30. A. dues

B. loyal

C. review

D. parallel

E. (No mistakes)

31. A. foul

B. project

C. critisize

D. absence

E. (No mistakes)

Session 4: Language


Directions: On this page, look for mistakes in spelling.

32. A. bashful

B. seperate

C. hardship

D. conclusion

E. (No mistakes)

33. A. erode

B. utilize

C. version

D. modirate

E. (No mistakes)

34. A. gracious

B. assistence

C. sickness

D. performance

E. (No mistakes)

Session 4: Language


Directions: On this page, look for mistakes in capitalization.

35. A. Rainwater and melting snow from the

B. rocky mountains drain into the Pacific Ocean,

C. the Atlantic Ocean, and the Arctic Ocean.

D. (No mistakes)

36. A. Maxwell Maltz, an American surgeon

B. and writer, once said, “if you make friends

C. with yourself, you will never be alone.”

D. (No mistakes)

Session 4: Language


Directions: On this page, look for mistakes in capitalization.

37. A. 466 wayneport Rd.

B. Trask, MD 22945

C. September 2, 2011

D. (No mistakes)

38. A. Editorial Staff

B. The Louisiana News

C. To Whom It May Concern:

D. (No mistakes)

39. A. I read in your paper that the Trask

B. city council is trying to decide what to

C. do with the money left in the budget.

D. (No mistakes)

40. A. The Trask soccer league has been

B. turning away kids who want to play;

C. this indicates more fields are needed.

D. (No mistakes)

41. A. A good use for this money

B. would be to expand the soccer

C. fields currently located in Johnson Park.

D. (No mistakes)

42. A. Please support building more fields.

B. sincerely,

C. Carrie Gonzalez

D. (No mistakes)

Session 4: Language


Directions: On this page, look for mistakes in punctuation.

43. A. Although Dr. Seuss is best

B. known for his childrens’ books, he was

C. also an advertising artist and an animator.

D. (No mistakes)

44. A. She ended her speech to the

B. graduating class with the inspiring

C. words Enthusiasm moves the world.

D. (No mistakes)

45. A. Black bears have varied

B. diets. They eat fish, honey, nuts,

C. berries, carrion, and insects.

D. (No mistakes)

46. A. The winners of the very first Super

B. Bowl the Green Bay Packers beat

C. the Kansas City Chiefs by 25 points.

D. (No mistakes)

Session 4: Language


Directions: On this page, look for mistakes in punctuation.

47. A. Various kinds of peppers tomatoes and

B. cucumbers are the three most commonly

C. grown vegetables in American home gardens.

D. (No mistakes)

48. A. Of all fifty states in the United States

B. of America, Alaska has the most ocean

C. coastline, with a total of 5,580 mile’s.

D. (No mistakes)

49. A. A cheetahs vision helps it to hunt

B. successfully. It can see a rabbit across

C. a field from as far as two miles away.

D. (No mistakes)

Session 4: Language


Directions: On this page, look for mistakes in usage and expression.

50. A. Jennifer planted the seeds from

B. some of her favorite flowers last

C. year. Grow all over the place now.

D. (No mistakes)

51. A. Early in your life, it’s important to start

B. a habit of saving money. The more early

C. you start, the more money you’ll have later.

D. (No mistakes)

52. A. If you receive an allowance, set part of

B. it aside each week. If you babysit or mow

C. lawns, save a part of your pay each time.

D. (No mistakes)

53. A. Opening a savings account will give you

B. a place to keep your savings. Then you

C. won’t be too easy tempted to spend it.

D. (No mistakes)

Session 4: Language


Directions: On this page, look for mistakes in usage and expression.

54. A. Gary Paulsen is famous for his many

B. books that appeal too young people. He tried a

C. variety of other careers before becoming a writer.

D. (No mistakes)

55. A. At one point, he even took up dogsled racing

B. and ran in both the 1983 and 1985 Iditarod

C. races from Anchorage to Nome in Alaska.

D. (No mistakes)

56. A. When ill health forced him to stop racing, he

B. deciding to pour the same energy he’d used

C. in working with the dogs into writing books.

D. (No mistakes)

57. A. Many of his books reflects the experiences he

B. had when he lived and worked in the harsh

C. Alaska wilderness, struggling to survive.

D. (No mistakes)

Session 4: Language


Directions: In questions 58–61, choose the best answer based on the following story.

1 Cajun is an entire culture that is named for the French-speaking Acadian immigrants whocame from Acadia in Canada and settled in southern Louisiana during the second half of the18th century. 2 The very loyal and proud group of people who were called Cajuns, held on to manyof their old traditions, especially with regard to cooking and music.

3 As part of their unique cuisine, Cajuns love to cook with seafood, such as crawfish, which isoften mixed into spicy stews. 4 During the latter part of the 20th century, a renewed interest inCajun culture and traditions helped make Cajun cooking popular throughout the world. 5 Todaymany restaurants and food stores in the United States sell Cajun dishes.

6 Cajun music also has a long-standing history, which also began in Canada, where songs weresung without musical accompaniment. 7 The fiddle growing in popularity over time, it was used toaccompany singers and dancers. 8 Cajun music developed as a way for Acadians to share theirhistory, and it eventually included some rhythms and styles from the African and Native Americantraditions as well. 9 The accordion was added in the late 19th century before Cajun musiceventually merged with the music of the Creoles, people of mixed French, Spanish, and NativeAmerican descent.

Session 4: Language


58. Choose the best opening sentence to add to the first paragraph of this report.

A. You can’t even begin to imagine what a Cajun or Creole stew dish tastes like.

B. Cities and towns in southern Louisiana have huge populations of Cajun and Creoleimmigrants.

C. New Orleans might be the “birthplace of jazz,” but the music of the Cajun people is everybit as lively and entertaining.

D. People living in South Louisiana who love home-cooked meals and great music need tolook no further than their own backyards.

59. Choose the best way to write the underlined part of sentence 2.

A. The Cajun group of people was loyal and proud,

B. The Cajuns, a very loyal and proud group of people,

C. The Cajuns, a very loyal and proud people, were a group

D. (No change)

60. Choose the best way to write sentence 7.

A. If the fiddle grew in popularity over time, it was used to accompany singers and dancers.

B. As the fiddle grew in popularity over time, it was used to accompany singers and dancers.

C. Whenever the fiddle grew in popularity over time, it was used to accompany singers anddancers.

D. (No change)

61. Choose the best concluding sentence for this report.

A. The last time I went to an authentic Cajun festival, I can tell you for sure it was one of thebest things I have ever experienced.

B. Some of the best-known and most enjoyed dishes of the Cajun people are boudin,gumbo, and the ever-popular jambalaya.

C. No one can predict what effect Cajun cooking will have on the next generation, but it is asure thing that Cajun music is here to stay.

D. With its increasing exposure, both of these branches of Cajun culture continue to remainpopular and will no doubt remain so for many years to come.

Session 4: Language


ELA Grade 7 Page 45

Final DraftWriting

ELA Grade 7 Page 46

Final Draft (continued)Writing

ELA Grade 7 Page 47

CONTENT (One Passage): Central Idea, Development, and Organization

Key Questions: Does the writer stay focused and respond to all parts of the task? Does the writer’s use of the text show an understanding of the passage and the writing task? Does the organizational structure strengthen the writer’s ideas and make the composition easier to understand?

Score Point

4 Consistent, though

not necessarily perfect, control; many strengths

present

3 Reasonable control; some strengths and some weaknesses

2 Inconsistent control;

the weaknesses outweigh the

strengths

1 Li�le or no control;

minimal a�empt

CEN

TRA

L ID

EA

• focused central idea

• shows a complete understanding of the task

• clear central idea

• shows a general understanding of the task

• vague central idea

• shows a partial understanding of the task

• unclear or absent central idea

• shows a lack of understanding of the task

USE

OF

THE

PASS

AG

E A

ND

DEV

ELO

PMEN

T A composition without information from the passage

cannot receive a score higher than a 2 in Content.

• includes well-chosen information from the passage to support central idea

• Passage information and ideas are developed thoroughly.

• Details are specific, relevant, and accurate.

• includes sufficient and appropriate information from the passage to support central idea

• Passage information and ideas are developed adequately(may be uneven).

• Details are, for the most part, relevant and accurate.

• includes insufficient or no information from the passage

• Ideas are not developed adequately(list-like).

• Some information may be irrelevant or inaccurate.

• includes minimal or no information from the passage and/or the information shows a misunderstanding of the passage

• minimal/no development

• Information is irrelevant, inaccurate, minimal, confusing.

ORG

AN

IZA

TIO

N

• Evidence of planning and logical order allows reader to easily move through the composition.

• clear beginning and ending

• effective linking words and phrases

• sense of wholeness

• Logical order allows reader to move through the composition without confusion.

• has a beginning and ending

• some linking words and phrases

• attempt at organization

• weak beginning, ending

• may lack linking words and phrases

• random order

• no beginning or ending

• difficult for the reader to move through the response

ELA Grade 7 Page 48

STYLE: Word Choice, Sentence Fluency, and Voice

Key Questions: Would you keep reading this composition if it were longer? Do the words, phrases, and sentences strengthen the content and allow the reader to move through the writing with ease?

Score Point

4 Consistent, though

not necessarily perfect, control; many strengths

present

3 Reasonable control; some strengths and some weaknesses

2 Inconsistent control; the weaknesses

outweigh the strengths

1 Li�le or no control;

minimal a�empt

W

ORD

CH

OIC

E

• precise

• effective

• vivid words and phrases appropriate to the task

• clear but less specific

• includes some interesting words and phrases appropriate to the task

• generic

• limited

• repetitive

• overused

• functional

• simple (below grade level)

• may be inappropriate to the task

SE

NTE

NCE

FLU

ENCY

• fluid, very easy to follow, because of variety in length, structure, and beginnings

• generally varied in length and structure

• Most sentences have varied beginnings.

• little or no variety in length and structure

• Awkward sentences may affect the fluidity of the reading.

• same beginnings

• simple sentences

• no variety

• Construction makes the response difficult to read.

V

OIC

E (in

divi

dual

pe

rson

alit

y of

the

wri

�ng

)

• compelling and engaging

• clear, but may not be particularly compelling

• weak and/or inconsistent voice

• no voice

• Response is too brief to provide an adequate example of style; minimal attempt.

ELA Grade 7 Page 49

Session 2: Using Information ResourcesMultiple-Choice Answer Sheet

Name:

1.

2.

3.

4.

5.

ELA Grade 7 Page 50

Session 3: ReadingMultiple-Choice Answer Sheet

Name:

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

ELA Grade 7 Page 51

Session 4: LanguageMultiple-Choice Answer Sheet

Name:

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

61.

ELA Grade 7 Page 52

Name:

1.

2.

3.

4.

5.

D

A

B

B

C

Session 2: Using Information ResourcesMultiple-Choice Answer Key

ELA Grade 7 Page 53

Name:

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

C

D

C

B

B

B

B

C

C

B

B

A

C

D

C

B

B

D

B

C

C

C

Session 3: ReadingMultiple-Choice Answer Key

ELA Grade 7 Page 54

Session 4: LanguageMultiple-Choice Answer Key

Name:

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

61.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

C

B

E

C

B

D

B

B

B

A

C

B

A

D

B

B

C

D

B

A

C

A

C

B

D

C

B

D

B

A

D

B

B

D

ELA Grade 7 Page 55

Documents

Grade 7 English Language Arts Practice Test