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

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

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

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

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

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

Price 25-pack: $184

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

Reading

$184 $184 $184 $184 Level C (Gr 3) 5521-2 5569-4 5593-9 5545-8 Level D (Gr 4) 5524-3 5572-4 5596-0 5548-9 Level E (Gr 5) 5527-4 5575-5 5599-1 5551-9 Level F (Gr 6) 5530-4 5578-6 5602-8 5554-0 Level G (Gr 7) 5533-5 5581-6 5605-9 5557-1 Level H (Gr 8) 5536-6 5584-7 5608-0 5560-1

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2 © RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Contents

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

Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Questions and Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Common Core Standards Correlated toRALLY!’s Reading Comprehension Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Part 1: Guided Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Part 2: Independent Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

ACKNOWLEDGMENTS

Executive Editor: Amy CollinsDesign Director: Jean-Paul VestEditor: Shelley Wake

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

ISBN 978-1-4204-5946-3R 5946-3

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

1010.MAQ

RALLY! EDUCATION • 22 Railroad Avenue, Glen Head, NY 11545 • (888) 99-RALLY

Higher-Order Thinking and Reading Skills • Level G

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Introduction

Test Success Series: Higher-Order Thinking & Reading Skills prepares students to answerhigher-order thinking questions on tests. Higher-order thinking skills include:Summarizing, Analyzing, Inferring, Interpreting, Predicting, and Evaluating. Each of theHigher-Order Thinking Skills are made up of different reading comprehension skills.

Summarizing: Main Idea, Cause/Effect, Compare/ContrastAnalyzing: Cause/Effect, Compare/Contrast, Fact/OpinionInferring: Conclusions, Inferences, PredictionsInterpreting: Conclusions, Inferences, Predictions, Character-Plot-Setting (fiction)Predicting: Cause/Effect, PredictionsEvaluating: Author’s Point of View/Purpose, Fact/Opinion, Compare/Contrast

Part 1Part 1 provides instruction and practice in answering questions using higher-orderthinking skills. Students read one literary passage and one informational passage andanswer the multiple-choice questions that follow each passage. Each question has a hintthat provides guidance on how to answer the question.

Part 2Part 2 provides additional practice in answering questions using higher-order thinkingskills. Students read passages and answer the multiple-choice questions that follow eachpassage on their own. Part 2 includes both literary passages and informational passages.

Questions and DirectionsHigher-Order Thinking & Reading Skills only includes multiple-choice questions. Eachquestion offers four possible answer choices. Students should review the questions andfour choices carefully and select the answer they think is best.


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Common Core StandardsCorrelated to RALLY!’s Reading Comprehension Skills

College and Career Readiness Anchor Standards for Reading

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

Key Ideas and Details

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

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

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

Craft and Structure

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

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

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

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

Skill 3: Sequence

Skill 4: Language and VocabularySkill 14 Prior Knowledge

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

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

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


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Integration of Knowledge and Ideas

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

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

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

Range of Reading and Level of Text Complexity

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

Not Applicable

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

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

Not Applicable


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Test -Taking StrategiesThere are six steps that you can follow to becomea better test taker.

1. Relax:Everyone gets nervous about tests. It is normal.Try to relax and not worry!

2. Listen:Listen to and read all the directions carefully! Ask yourteacher to explain any directions you do not understand.

3. Read:Read each question and answer very carefully!

4. Think:If you are not sure how to answer a question right away,relax and give yourself some time to think about it.Eliminate answer choices that you know are incorrectand choose from those that remain.• Do what you are asked to do. Make sure you understand

what the question is asking.• Make sure your answer makes sense. Think it through.• If more than one answer seems right, pick the answer

that sounds best or most correct.

5. Plan Your Time:Do not spend too much time on any one question! If aquestion seems to take too long, skip it and go back to itlater (if possible). Answer the questions you are sure of first.

6. Be Positive:Some questions will be hard to answer and others will beeasy. Don’t be concerned with other students. Justconcentrate and try your best!

RALLY! EDUCATIONWe’re All About Student Success!

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The Science Fair Project

1 Terry was just about to take a bite out of his tuna sandwich when hisfriend Alicia appeared out of nowhere, startling him so badly that hespilled his water all over the lunch table.

2 “Ahhh!” he cried, while quickly grabbing some napkins to mop upthe mess.

3 Alicia cringed. “Oh, sorry.”

4 “Don’t worry about it.”

5 Alicia smiled and told him that she had just heard that their schoolwas going to sponsor a science fair next month. Terry didn’t seem veryinterested until Alicia mentioned that the student with the best projectwould win a new mountain bike.

6 Terry perked up a little after hearing this. He and Alicia liked to taketheir bikes everywhere. The friends had a pair of respectable bikes, butboth of them were starting to look a little worn. Terry was saving moneyby doing odd jobs for his parents and Alicia babysat for her neighbors,but it would still be a while before either of them had enough money fora new bike.

7 If Terry could win the science fair, he wouldn’t have to worry aboutmowing the lawn anymore. He asked Alicia if she knew what her projectwould be, and before he knew it, she pulled out a list of possible ideas.Alicia was always making lists. She liked to plan things ahead of time,whereas Terry preferred to take a more relaxed approach. All of Alicia’sideas seemed interesting, but Terry knew that all of them would take a longtime to finish. There had to be an easier project that could win first place.

Read this selection. Then answer the questions that follow it. Use the “Hint” aftereach question to help you choose the right answer.

Part 1: Guided Practice

Part 1 is made up of two passages with questions. Each question is followed by a hint tohelp you focus on the response.

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8 Alicia finally picked a topic and asked Terry if he wanted to go to thelibrary after school. Terry knew that he should probably get to work if hewanted to win that bike, but he had a whole month. He told Alicia thathe’d join her some other time. Terry figured he would go home, relax,and think about his project. There would be plenty of time to starttomorrow.

9 But the next day came and went, and Terry still had no idea what hewanted to do. Alicia tried to help by suggesting ideas, but Terry thoughtthat they all seemed too difficult. Besides, the sun was shining and it wasa great day to head over to the community pool. Terry asked Alicia tojoin him, but she declined in favor of getting to work on her model ofan aquifer system.

10 For the next two weeks, Alicia was especially attentive to the needs ofher project. She refused offers to go to the movies, play video games, oreven enjoy a game of catch. Meanwhile, Terry participated in all of theseactivities, but still had not started his project. About two weeks beforethe science fair, Terry began to feel nervous. He needed to hand in aproject proposal to the science teacher, Mr. Hill, and he still had no ideawhat he was going to do.

11 He asked his older brother, Tony, for some assistance. Tony suggestedthat he build a model of a volcano because they were easy to make andthe judges loved when they erupted. This sounded like a great idea toTerry, especially the part about it being easy. The next day, Terry handedin his proposal to Mr. Hill. The teacher asked Terry if he was sure thatthis was the project he wanted to submit. Terry assured Mr. Hill that hewas already working on it.

12 Over the next two weeks, Terry slowly started working on his project.Despite his brother’s reassurance, Terry found that building a volcanowas a little more complicated than he had originally thought. The papiermâché proved to be difficult to work with and took an eternity to dry.Although he had started the project two weeks before it was due, Terrystill found himself working late on the volcano the night before the fair.Now he realized that maybe he should have sacrificed a couple of tripsto the park and spent a little more time on his project.

13 On the day of the fair, Terry was completely exhausted. When Tonyhelped him bring the lopsided mound of wire and paper into the gymthat morning, Terry was greeted by a terrible sight. The gym waspositively brimming with volcanoes! Terry’s mouth hung wide open andhis eyes scanned the various volcanoes as Mr. Hill greeted him.

G U I D E D P R A C T I C E


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14 “This is why I asked you if you were sure about the volcano. It’s likethis every year. Students think that this is an easy, yet impressive project,so there are always at least a dozen volcanoes submitted.”

15 As his teacher walked away to talk with the judges, Terry spottedAlicia next to her project. It was amazing. It had several tiny wells thatactually pumped water from the aquifer. He was positive that Aliciawould be the winner. Terry congratulated her on her project, but was tooashamed to show her his volcano.

16 When the fair was finally over, Alicia emerged the winner. As hewatched his friend examine her new bike, Terry couldn’t help feeling alittle remorseful. If he had put in as much effort as Alicia had, maybe hewould have won the bike. Terry knew that Alicia deserved it for all of thehard work she had done.

17 “You’re not mad, are you?” Alicia asked.

18 “Of course not. You did an incredible job. I’m the one who waiteduntil the last minute, but be prepared, because next time, I’m going tohave an amazing project.”

19 “I’ll be ready. Until then, you want to go for a ride?”



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1 Skill: Character, Plot, and Setting

Terry doesn’t start his project right away because—

A he wants to find a topic that he will enjoy

B he needs to complete all his chores first

C he thinks he has plenty of time to finish

D he wants his project to be very original

HINTThis question asks you to identify the reason for a certain aspect of the passage. What doyou think the reason is that Terry does not start his project right away?

2 Skill: Draw Conclusions

Which of these is the best summary of this story?

A Terry and Alicia enter the science fair in hopes of winning a new bike. Alicia asksTerry to come to the library with her, but he decides to go home instead. Terry’sbrother helps him with an idea for the science fair.

B Terry and Alicia enter the science fair in hopes of winning a new bike. Aliciaworks hard while Terry wastes time. Terry enters a project that is just like everyoneelse’s, and Alicia wins the bike.

C Terry wants to enter the science fair so he can win a new bike. His friend Aliciaworks on her own project. Alicia doesn’t want to go out or spend time with Terrywhile she is working on her project. Terry can’t come up with an idea on his own.

D Alicia wants to enter the science fair so she can win a new bike. She tries to helpTerry come up with an idea for a project, but he doesn’t seem to care. Alicia givesup a lot of fun activities to work on her project.

HINTRemember, a summary gives you all of the most important information about the story ina few sentences. Carefully read each answer choice and choose the one that mentions allof the major events that took place in the story. Choose the summary that best sums upthe entire story.



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Why does Mr. Hill ask Terry if he’ssure about entering a volcano?

A He wants Terry to lose at thescience fair.

B He does not think volcanoesare scientific.

C He is not sure that Terry canbuild a volcano.

D He knows many students willchoose volcanoes.

HINTIf you’re having trouble with thisquestion, reread the story. What is Mr.Hill trying to tell Terry when he handsin his proposal?


Why are paragraphs 8 and 9important to this story?

A They introduce the story’s mainproblem.

B They establish the setting ofthe story.

C They introduce the story’scharacters.

D They explain how the problemis solved.

HINTYou should reread paragraphs 8 and 9and the paragraphs around them toanswer this question. Think about whythis paragraph is important to the plotof the story. Carefully read all of thechoices before choosing the one thatfits best. Eliminate answer choices thatyou know are not correct. From thechoices that remain, choose the onethat makes the most sense.



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Why does the author describe Terry’s volcano as a “lopsided mound of wire andpaper”?

A To explain that Terry’s project shows he didn’t put enough time into it

B To show that Terry must have dropped his project on the way to the fair

C To describe what a real volcano looks like compared to Terry’s project

D To show that all of the other volcanoes look the same as Terry’s

HINTThink about what the author is trying to tell the reader by using this description. Carefullyread all of the answer choices and pick the one that fits best.

Go On

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Transported by Trolleys

1 It is hard to imagine how people got around before the invention ofthe automobile. Many of us rely on cars to take us to school, work, oranywhere else we need to go. Cars were not widely available until themiddle of the 20th century. Before then, other forms of transportationwere used. When you think about older methods of travel, images ofhorse-drawn carriages or powerful locomotives probably spring to mind.However, another transportation system of the past is making acomeback in many cities across the United States.

2 Trolleys, or streetcars, were developed in the late 19th century. Theywere popular in many areas throughout the United States during theearly 1900s. The first trolleys were pulled along a track by a team ofhorses. This system was plagued by a series of problems. The horsescould only pull so many passengers at a time and couldn’t work for morethan a few hours. Also, the animals could travel only short distances.This forced companies to purchase more horses as well as the suppliesneeded to care for them. Because of this, companies considered otherforms of energy to power trolleys.

3 The first completely mechanical trolleys were operated by steamengines. Due to limited engine space, these trolleys were usuallyunderpowered and not practical in cities with steep hills. This led to theinvention of the cable car. Cable cars were pulled along a grooved trackin the road by a moving cable that hung above the street. The cable carproved to be an extremely popular mode of transportation. Cities likeSan Francisco became famous for their cable cars. These vehicles were farmore reliable and could carry more passengers than the steam-poweredtrolleys. Still, cable cars came with their own set of unique problems.The number of cables, pulleys, and tracks involved in a cable car systemcost trolley companies large sums of money. These expenses caused theprice of passengers’ fares to rise, which led to a decline in ticket sales.Even so, cable cars continue to be used in cities across the country. Theyoften attract tourists looking for a window into our country’s past.

Read this selection. Then answer the questions that follow it. Use the “Hint” aftereach question to help you choose the right answer.


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4 Electric trolleys, or trams, weredeveloped around the turn of thecentury. Many of these trams drewenergy from power lines that ranabove the street. Officials in someareas noticed that these wiresspoiled the beauty of their cities.They began looking for alternativeways of supplying trams with thepower that they needed. Severaltram systems were designed so thatthe electrical current ran throughthe tracks on the road instead ofoverhead wires. The first functionalelectric tram lines in the United States were introduced in Wisconsinand Pennsylvania. Electric trams soon became the most widely usedform of trolleys in the country.

5 From the early 20th century until the end of World War II, trolleyswere the preferred method of transportation for city dwellers around theworld. Cities like New York and London spent millions of dollarsbuilding intricate trolley systems. Trolleys accommodated residents inareas in and around these cities. Trams of all shapes and sizes were usedto carry passengers to their destinations. Some trams were even modifiedto ship small loads of cargo between towns.

6 After World War II, trolleys began disappearing from cities. Massproduction made automobiles more affordable for the average person.Cars also had the advantage of being able to go anywhere. Trams werenormally run within the confines of a city or its neighboring suburbs.Technical improvements also made buses a more appealing option formany people. Buses were able to travel longer distances and were lessexpensive to operate than trams. The cheaper bus fares began attractingmore customers than the high-priced trams. Many cities around theworld closed down their trolley systems to make way for gas-poweredmotor vehicles.

7 Though trolleys are no longer as popular as they once were, they arestill considered an important part of transportation history. NewOrleans, Louisiana is still noted for its continued use of trolleys. Othercities, like Dallas, Texas, have set up new streetcar systems to celebratethis transportation of the past. Trolleys have an intriguing history andare a great way to get where you’re going.



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6 Skill: Cause and Effect

Why did many companies stop usinghorses to pull trolleys?

A The trolley companies could notcontrol the horses.

B The trolley companies worriedabout the horses’ health.

C The horses cost the trolleycompanies a lot of extra money.

D The trolley companies receivedcustomer complaints about thehorses.

HINTThis question asks you to determinewhy many companies stopped usinghorses to pull trolleys. If you’re havingtrouble, reread paragraph 2 abouthorse-pulled trolleys. This will help youunderstand what caused trolleycompanies to look for alternativepower supplies.

7 Skill: Compare and Contrast

One similarity between horse-pulledtrolleys and cable cars is that both—

A were very inexpensive to build

B could carry a lot of passengers

C had a unique series of problems

D could be used off their tracks

HINTThis question asks you to find howhorse-pulled trolleys and cable carswere alike. Carefully read each of theanswer choices and pick the one thatfits best.

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Read this chart of information fromthe article.

Which idea belongs in the emptycircle?

A Characteristics of electric trolleys

B Advantages of using steamengines

C Problems with horse-pulledtrolleys

D Improvements made to cable cars

HINTThe graphic organizer above asks youto fill in a circle with some missinginformation. Read the informationalready provided in the organizer. Referto paragraph 4 to find the answer.Read your answer choices and decidewhich one is the correct answer.

9 Skill: Point of View and Purpose

The main purpose of this article isto—

A persuade readers to ride a trolleyinstead of an automobile

B show readers how trolleyschanged over many years

C explain why trolleys are muchsafer to use than cars

D give readers information aboutdifferent kinds of transportation

HINTThis question asks you to determinethe main purpose for writing thisarticle. What did you learn from thearticle? What effect did it have on you?Read over the answer choices carefullyand decide which one fits best.

Spoiled thebeauty of cities

Wires hung above thestreet

Widely usedacross the country

Developed at the turn ofthe century



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10 Skill: Prediction

With which statement would theauthor probably agree?

A Trolleys were too expensive to run.

B Trolleys were too difficult to build.

C Trolleys are still widespread today.

D Trolleys have an interesting history.

HINTWhen you read an article, you canlearn about the author who wrote it.You can learn from the author’s ideasand knowledge as well as the words heor she uses. Read over each of thesestatements. Knowing what you doabout the author of this article, withwhich statement would he or she mostlikely agree? After reading the article,you should have a good idea. Nowread the answer choices and decidewhich best fits with your impression ofthe author.


The reader can conclude thattrolleys—

A are now being used morethan buses

B allow people a glimpse intothe past

C are now much less expensiveto ride

D are no longer used inother countries

HINTThink about what the author saysabout trolleys today. Use thisinformation to help you answer thequestion.

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Which sentence from the articlesupports the idea that ticket costscontributed to the decline in the useof trolleys?

A They began looking for alternativeways of supplying trams with thepower that they needed.

B Mass production made automobilesmore affordable for the averageperson.

C The cheaper bus fares beganattracting more customers than thehigh-priced trams.

D Cities like New York and Londonspent millions of dollars buildingintricate trolley systems.

HINTThink about which statement supportsthe idea that ticket costs are onereason trolleys are not as widely usedas they once were. Reread paragraph6. Read all of the choices carefullybefore choosing the best response.

13 Skill: Compare and Contrast

According to the article, which ofthe following made cars moreappealing than trolleys?

A Cars were more attractive.

B Cars could go anywhere.

C Cars caused less traffic.

D Cars needed less energy.

HINTIf you don’t remember the answer, lookback to paragraph 6. The authordiscusses the decline of trolleys. Thiswill help you understand why carsbecame more popular than trolleys.



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14 Skill: Literary Forms and Sources

How does the author organizeparagraphs 3 through 5?

A The author compares trolleys toother forms of mass transportation.

B The author explains why trolleysare still being used in some cities.

C The author relates several eventsthat helped change transportation.

D The author describes the varioustypes of trolleys that were created.

HINTEvery author must decide how toorganize or present ideas in his or herwork. This organization can have agreat effect on readers. How did thisauthor approach his or her writing?How did he or she present theinformation to be conveyed to readers?


STOP

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The Girl on the Moon

1 At one time, I felt fortunate to be the first kid to travel to the moon.After my family’s two-day flight, all I wanted was to put on my sweatsand hike in the fresh air; however, the first thing I discovered about themoon is that there is no air! To go outside, I have to wear a bulkyjumpsuit, an aggravating helmet, and chunky boots. After changing intothat weighty attire, I’m in no disposition to embark on a soothing stroll.

2 We moved into a moonhouse near the site where Neil Armstrongpositioned the American flag more than a hundred years ago. In fact,directly in the middle of our moon-colony, Mr. Armstrong’s flagcontinues to fly, and there’s also a roped-off area where his footprints arestill impressed into the ground. When my mom showed me, I wasrendered speechless, but now I’m aware that no wind exists on themoon to blow the moondust around, so a footprint can linger forever.

3 My parents always remind me that being one of the first kids on themoon is quite an advantage because I have astonishing opportunities.For example, when moondust first drizzled down outside my window, Ithrew on my moonsuit and hurried outside to build the first moondustman. Although it’s good to be first, my parents don’t always understandthat it’s not so great being the only first. I love how my moonbuggyrambles roughly over craters, but I become lonely by myself. I likecatching moon-berries effortlessly as they slowly descend after I flingthem into space; I just wish I had someone else taking pleasure in theseactivities with me.

4 Instead of a classroom full of kids, every day I walk to my kitchen andactivate the blue-board on the wall. A blue-board is just like ablackboard, only all I have to do is think of something and the thoughtappears on the blue-board. When my teacher, Mr. Leon, wanted todiscuss the Grand Canyon, a live video of the landmark appearedinstantaneously on the blue-board. What was happening at the GrandCanyon on Earth at that very moment could be observed on my blue-board on the moon.

Read this selection. Then answer the questions that follow it.

Part 2: Independent Practice


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5 Mr. Leon is not a person, but an android that has been programmedto recognize exactly what I know and what I don’t know. He’stremendous because he always remembers what baffles me and has noproblem slowing down; however, nothing beats having a best friend, ora study buddy, or even a human teacher, just another person who canshare experiences with me.

6 I like to reflect on the time when I left home, and my classmates hada going-away party for me. They decorated the classroom with stars andcomets and a giant banner that said, “Good Luck, Gracie!” Everyonecongratulated me on being one of the first kids to visit the moon. Whenmy friends write me letters they still ask questions: What’s it like to livewith 260°F days and -280°F nights? The first few times I answeredexcitedly, but now I simply yearn for regular days and regular nights. Infact, sometimes when I really miss Earthly things, like the feel of wetgrass between my toes, or wind blowing through my hair, or my barefeet propelling a bike to a friend’s house, I go into the kitchen, turn onmy blue-board, and concentrate on my old neighborhood, my bygonefriends, and even my classroom.

7 Tonight, I reactivate the blue-board and concentrate on my oldclassroom, which immediately appears on the screen. All of myclassmates pay attention to Mr. Brown, who would have been myseventh-grade teacher if I had stayed. He has drawn the Earth and themoon on the blackboard, so my smile broadens at the idea that they arethinking of me. He explains what to expect on the moon “when we getthere.” He clarifies that the class will be visiting my moon-colony. All ofthe wonders of the moon are about to get more wonderful now that Ican share them!


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1 Why does Gracie feel so lonely?

A She traveled to the moon all alone.

B She does not like her teacher much.

C She is one of few kids on the moon.

D She thinks her class forgot abouther.

2 A theme throughout this story is—

A a fear of the unknown

B forgiving a good friend

C sharing good times

D the beauty of family

3 Why does Gracie turn on the blue-board at night?

A She wants to look around herkitchen.

B She misses her seventh-gradeteacher.

C She cannot sleep and wants todo work.

D She wishes she could be withher friends.

4 In paragraph 1, which words doesthe author use to create a mood ofawkwardness?

A I felt fortunate to be

B hike in the fresh air

C a bulky jumpsuit

D a soothing stroll

5 This story is mostly about—

A a person who just wants tostay home

B the way people get to travel tothe moon

C the relationship between a girland her mom

D how it feels to be one of the firstkids on the moon

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6 From the narrator’s reaction to herblue-board, the reader can concludethat—

A Gracie will complain about themoon to her friends

B Gracie will want to talk aboutMars with her friends

C Gracie will visit the GrandCanyon with her friends

D Gracie will show the moon to allof her friends

7 Why is paragraph 3 important tothis story?

A It introduces the main problem.

B It establishes the setting.

C It introduces the characters.

D It explains the solution.

8 In paragraph 7, the author’s toneis—

A hopeful

B awkward

C lonesome

D urgent

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Discovery1 When Ms. Trilby announced that the International Scholars would

embark on a field trip to Mexico, all 12 members erupted withenthusiasm. Although most of the scholars had visited at least oneforeign country, I had never left my hometown. I had always dreamedabout being an explorer. I devoured books about explorers, and myfavorite was about the Italian explorer Amerigo Vespucci. America wasnamed after him, and I always dreamed that I would find new worldslike Amerigo did, and people might name those places after me. Theother scholars often reminded me that all of the new worlds had alreadybeen discovered, and I would have to be happy reading about explorersand not actually being one.

2 International Scholars is a group of students who love to learn aboutdifferent cultures. Ms. Trilby, our director, explained to the scholars thatshe had written to the group’s headquarters boasting about how we hadorganized a Mexican Day at our school and had created our ownMexican artwork. My mom and I had also cooked a big pot of rice andbeans, which everyone said they enjoyed. Ms. Trilby sent pictures ofMexican Day with the letter. The headquarters wrote back and said theywould like to send us on a field trip to Mexico to experience firsthandthe culture of which we had learned.

3 On the morning of our trip, we met at school, 20 of us in all: the 12International Scholars, Ms. Trilby, and seven parents. We rode in aschool bus to the airport and then boarded the plane that would take usto Mexico. Even though the Mexicanborder is only about 150 miles away, wedidn’t drive because theInternational Scholars committeedidn’t want us to have to wait inline at the border. They thoughtwe should spend all of our timeappreciating Mexico.



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4 Our first splendid stop in Mexico City was at the Palace of Fine Artsto see the Ballet Folklorico, a dance show that celebrates Mexicanculture. What immediately jumped out at me were all of the brightcolors that decorate Mexico and make everything seem festive. Whilewaiting in the theater for the show to begin, I was fascinated by the vividmurals. I searched for the right vocabulary in my Spanish phrasebookand then asked a worker about the murals. She said that most of theworks were by a famous Mexican artist named Diego Rivera.

5 She explained that the Palace of Fine Arts was the best place in theworld to see Rivera’s artwork. Rivera was a well-loved artist in Mexicobecause his art represented the Mexican spirit so well. There was artworkby many other artists in the Palace, but I especially admired Rivera’swork. The Ballet Folklorico was the only thing that affected me as muchas Rivera’s work. The dancing was unbelievably lively, and the costumesexhibited the same dazzling colors that appeared in Rivera’s artwork.The Ballet Folklorico was like a Rivera mural came to life!

6 After the show, we visited Alameda Central, the largest park in MexicoCity. Beautiful buildings surrounded us on all sides. Ms. Trilby hadordered us all tortas, which were sort of like tacos, but much better. Wealso bought tamals in the park, which were like nothing I had ever tasted.

7 After lunch we visited Xochimilco (pronounced so-chee-MEEL-ko), agorgeous area of Mexico City that features countless colorful flowers andcanals in which people travel in brightly colored boats. Long ago,Xochimilco was a thriving place to live, but now it is more of a touristattraction. Our whole group piled into one boat and drifted down thewaterway, observing the impressive architecture and the magnificentcollection of flowers that makes Xochimilco famous. Many people on theseother boats were taking the same tours as us, but not every boat containedtourists. Merchants sold their art and souvenirs right from their boats! Someboats were full of bands that played amazing Mexican music as they saileddown the waterways.

8 On the way home, I thought I’d be bouncing all over the plane withexcitement, but instead I was too tired to even keep my eyes open, justlike all of the other International Scholars who napped around me. Onething I did realize from this trip is that the people who say there are nomore new worlds to explore are mistaken. There are still new placesto discover!

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9 This passage is mainly about—

A a famous Mexican artist whopainted murals

B a park in Mexico where touristsoften visit

C a person who learns somethingin Mexico

D a show that honors the Mexicanculture

10 Why does the author compare theBallet Folklorico to a Diego Riverapainting?

A To explain to readers that thedancers were painted

B To show readers that the showwas about a painting

C To explain to readers that color ispart of Mexican culture

D To give readers an example ofhow the people danced

11 From the narrator’s reaction to MexicoCity, the reader can conclude that—

A the narrator will give up thedream of being an explorer

B the narrator wants to come backto Mexico City some day

C the narrator begins to appreciateher home country more

D the narrator is consideringpermanently moving to MexicoCity

12 The reader can conclude Xochimilcois—

A often filled with many visitors

B not open to most foreign tourists

C home to many types of animals

D in an area that is hard to reach

13 Why does the narrator look in theSpanish phrasebook?

A The narrator wants to ask aquestion about the theater.

B The narrator is studying thepaintings of Diego Rivera.

C The narrator is bored because theshow has not begun.

D The narrator does not understandthe people in the show.

14 Why does the narrator like AmerigoVespucci?

A Italian explorers are the mostlegendary.

B America was named after Vespucciand he wants to be like him.

C He was the first explorer to be anInternational Scholar.

D He loves any and all informationabout explorers.


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Rachel Carson:Working for a Better World

1 The youngest of three children, Rachel Carson grew up on a smallfarm in Springdale, Pennsylvania. When Rachel was a child, her motherencouraged her to learn about the rivers, ponds, and streamssurrounding their home. This early education helped inspire a lifelonglove of nature in Rachel. The young girl’s other passion was writing. Sheoriginally went to school to study writing, but then decided to switchher focus to marine biology. After graduation, Rachel got a seconddegree in zoology and then taught that subject for several years.

2 Rachel later took a job as a science writer at the U.S. Bureau ofFisheries. She became only the second woman in history to be hired bythe bureau as a full-time employee. She worked as a writer on radioscripts. After Rachel had worked at the bureau for a while, one of herbosses suggested that Rachel submit some of her work to a sciencemagazine. Rachel wrote several articles formagazines and newspapers before beingcontacted by a publishing company. Theyencouraged Rachel to turn her work intoa book. Rachel’s first book about life inthe ocean received praise from otherscientists, but failed to sell many copies.

3 Despite this setback, Rachel continuedwriting and eventually became the chiefeditor of publications for the Fish andWildlife Service. She continued workingon more books in her spare time. Hersecond and third books became bestsellersand won Rachel several awards. With thissuccess, Rachel was able to quit her joband concentrate on her own writing.


4 Rachel’s next publication would become the work for which shewould forever be remembered. In the 1940s, Rachel became concernedwith pesticides, harmful chemicals that were used to keep insects fromeating farmers’ crops. Rachel felt that these chemicals, specifically onecalled DDT, were damaging the environment and the food chain. Herbook, Silent Spring, shed light on this problem and sent people aroundthe world into a frenzy. Though many scientists criticized her work,Rachel stood by her claims and continued to fight for tougherrestrictions on the chemicals used in pesticides.

5 Her hard work eventually paid off. President John F. Kennedy formeda committee to examine the effect that pesticides had on theenvironment. DDT was finally found unsafe by this investigation.Rachel’s book helped the public become aware of a major environmentalissue. She will always be remembered as a brave scientist who wished toprotect our beautiful world.

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15 What is paragraph 1 mainly about?

A The popularity of Rachel’s work

B Rachel’s job as a science writer

C Rachel’s early life and education

D The criticism of Rachel’s ideas

16 By using the word frenzy inparagraph 4, the author helps thereader understand that peoplewere—

A disinterested

B worried

C accepting

D cheerless

17 Why did Rachel decide to writeSilent Spring?

A She wanted to make money soshe could travel the world.

B She wanted to damage thecompany that produced DDT.

C She wanted to prove to otherscientists that she was right.

D She wanted to show people thatpesticides were harmful.

18 Which sentence from the articlesupports the idea that Rachel’s workchanged how people thought aboutthe environment?

A Her second and third books becamebestsellers and won Rachel severalawards.

B Rachel felt that these chemicals,specifically one called DDT, weredamaging the environment and thefood chain.

C President John F. Kennedy formed acommittee to examine the effect thatpesticides had on the environment.

D Rachel’s next publication wouldbecome the work for which shewould forever be remembered.

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A Life Under the Sea:Jacques Cousteau

1 Can you imagine spending your days exploring the mysteries of thevast oceans? This was the reality of Jacques Cousteau’s life. As a youngchild growing up in France, Jacques enjoyed swimming, making homemovies, and learning about how machines worked. These early interestswould help to shape the young man’s future in a big way. In his lateteens, Jacques enrolled in the French naval academy, where he began hisunderwater explorations.

2 While fighting for the French in World War II, Jacques found time todevelop a machine that allowed divers to stay underwater for longerperiods of time. This invention, the aqualung, is a portable breathingapparatus that supplies divers with the air that they need. After the warended, Jacques continued his career as an officer exploring shipwrecks anddeveloping new techniques to help the navy discover underwater mines.



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3 Though he did well serving his country, Jacques wished to expand hisunderwater explorations. In 1950, he purchased a ship called the Calypsoand traveled to some of the most fascinating waters in the world to studythe creatures of the oceans. Jacques documented his travels in books andon film in the hopes of increasing the public’s knowledge about what liesunder the sea. His work was extremely popular all over the world. Jacqueswon several awards for his work and was later asked to make a televisionseries. For eight years, The Undersea World of Jacques Cousteau could beseen on television screens in dozens of countries. The show providedmillions of viewers with an underwater look at our planet.

4 Jacques later decided to use his popularity to educate the public onenvironmental issues. In 1960, a company sent a train full of radioactivewaste toward the ocean, where it was to dump a large amount of theharmful materials into the water. Just before the train reached itsdestination, the train had to make an unexpected stop. Jacques and agroup of volunteers were blocking the train’s path. They refused tomove, and the company was forced to send the train back.

5 The oceanographer’s interest in protecting the environment fromman-made dangers also led to the founding of the Cousteau Society. Thegroup still exists and now has more than 300,000 members.

6 Jacques love of the ocean led to several important inventions that arestill used today. His explorations provided the scientific communitywith critical knowledge about the world below the waves. Jacques’amazing work is continued today by his two sons and the manyscientists he helped to inspire.

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19 Why does the author start thisarticle by asking a question?

A To capture the reader’s attentionimmediately

B To show the reader that seaexploration is fun

C To warn readers about thedangers of the sea

D To explain why Jacques is stillremembered

20 How does the author organizeparagraphs 1 through 3?

A The author explains the problemsJacques faced in exploring theoceans.

B The author compares the study ofoceans before and after Jacques’work.

C The author relates important eventsin Jacques’ life in chronologicalorder.

D The author describes the lastingeffect that Jacques’ work had onthe world.

21 Why does the author includeadditional information about Jacquesat the end of the article?

A To inform readers that Jacqueswill be remembered as a braveman

B To let readers know that morescientists are studying oceans today

C To explain to readers how scientistshave improved Jacques’ ideas

D To show readers that Jacques’work continues to be importanttoday

22 Why did Jacques choose to film atelevision show?

A He wanted to be able to finally quithis job as an officer of the navy.

B He wanted to be able to makeenough money to buy his ownship.

C He wanted to show people howradioactive wastes harm theocean.

D He wanted to bring the beauty ofthe oceans into peoples’ homes.


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Here To Help

1 “Helping is such a hassle,” I sullenly explain to my mother, but shedoesn’t understand. I had planned to start my summer reading on ourfour-hour flight, but Mom has alternate plans for me.

2 “I’m depending on you to lend a hand on vacation,” Mom declaresseriously.

3 “I want to help, but I need to finish my reading and summer’s almostfinished!”

4 “Your brother and sister admire you, Maria,” Mom continues. “You’rean example of how they should behave, so just attempt to be considerateof them, okay? Let them have the window seat so that you can read, andbe a responsible big sister!”

5 When I was my sister’s age, Mom showed me the curve of the earthand the ripple of billowy clouds from an airplane window. I still love tostare out the window whenever I fly. Sure, I would apply myself toreading more if I didn’t sit by the window, but Adam and Maggie willprobably bother me with a million questions and almost certainly climbover my lap repeatedly to use the bathroom.

6 When I awoke this morning, I intended to begin my first book, butAdam attached himself to me as soon as I stepped out of my room withthe explanation that he needed help packing his luggage. He insisted hedidn’t have anything to occupy him on the flight, and he needed avariety of activities.

7 Mom frowned at me and told me to understand his viewpoint, so Ishoved an assortment of coloring books and playthings into hisbackpack. When Maggie witnessed what we were doing, she wanted anactivity bag too. Aside from reading, I still needed to get my own bagsready, so I crammed two dolls into a backpack for her, stomped into mybedroom, and shut the door because I was irritated.

8 Now, Mom is requesting my help because she doesn’t seem tounderstand that I’m willing to baby-sit occasionally, but I want to be bymyself sometimes too.



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9 Dad informs Mom we have an hour before boarding the plane so weshould proceed to the gate; therefore, Adam and Maggie each eagerlygrab one of my hands, and I sigh, slouch, and shuffle them along.

10 There’s a clump of people outside the restaurants and magazineshops, where people idly stare at merchandise and sift lazily throughnewspapers. While watching a man browse through the bookshop, Iimagine being able to get lost in a book and decide that I just can’t spendmy vacation babysitting. People wander dazedly in and out of shops, afamily pushes past me, and my brother and sister yank me in differentdirections. I turn toward my parents to advise them that I won’t be ableto help them with babysitting this week after all.

11 Where are my parents? My brother and sister loyally follow me, butwhen they see me swinging around, hunting for our parents, theyappear frightened. Without thinking, I calmly explain that we’ll have noproblem locating our parents, and I make a goofy expression to lightentheir moods.

12 Adam and Maggierealize something iswrong: their eyessearch the crowds forour parents and theirhands slip from mygrip. I rememberwhat Mom told me—that my brother andsister respect me—and I reassure themthat everything willbe all right.

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13 People cluster around the television screens that display informationabout the flights, and I realize I can probably use the screens to discoverwhere my parents are headed. Tightening my grip around my brother’sand sister’s hands, I push through the crowd, and we approach thescreens and search the flight information.

14 We’re flying to New York, so I look for that destination and see threelistings: one is currently boarding, one leaves in an hour, and the thirddeparts tonight. We would have arrived earlier if our flight was currentlyboarding, and we wouldn’t be here yet if we didn’t need to leave foreight more hours, I reason.

15 The middle flight departs from gate B13, according to the screen. Theletter “B” is everywhere in this corridor, so we must be in the correctarea, and we are standing directly in front of a sign that says “Gates 23through 27.” Still holding my brother’s and sister’s hands, I fearlesslybegin to walk toward Gate 23 and watch the signs display lowernumbers as we move. In the distance, I see Gate 13 and my parentsspeaking frantically to a policeman. The sight of them relieves me, andI beam as we approach. “Mommy,” my brother exclaims as he breaksaway from me and sprints to her side.

16 My parents smile at the officer. “Looks like you were able to find us,”Mom says and politely thanks the policeman. “My daughter alreadysaved the day,” she tells him, and I feel pretty good about myselfsuddenly. Maybe it’s not such a hassle to help, I realize as my parentsgrin proudly.


23 A theme throughout this story is—

A the memories of childhood

B relaxing on vacation

C being responsible

D the enjoyment of reading

24 The reader can infer that Maria—

A is the oldest child in her family

B has the lead role in a play thisyear

C is afraid of flying by herself

D has read many books thissummer

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25 Maria’s flashback to the morninghelps the reader understand—

A that Maria’s required reading isincredibly difficult

B that Maria’s siblings regularly relyon her for help

C that Maria’s parents don’t trusther with her siblings

D that Maria’s excited aboutthe vacation

26 Which of these is the best summaryof the story?

A Maria browses a bookshop for amagazine to read. Her brotherand sister hold her hand. Theyget lost and a policeman findsthem.

B Dad tells Mom that there is onehour before the plane leaves.Mom sits in the window seat ofthe plane and watches the clouds.Mom and Dad are relieved to seethe children.

C Adam and Maggie pack theirbags. When they get to theairport they color in theircoloring books. They find theirparents talking to a policeman.

D Maria’s mom needs her help onvacation. Maria feels that shenever gets any time to herself.She loses sight of her parentswhile at the airport and she takesgood care of her brother andsister. She finds her parents atthe gate.

27 From Maria’s reaction to her siblings,the reader can infer that—

A the siblings are disrespectfulto Maria

B the siblings do not want to bewith Maria

C Maria worries the siblings willreceive a lot of attention

D Maria wishes she had more timeby herself

28 Why is paragraph 13 important tothis story?

A It introduces the main problem.

B It establishes the setting.

C It introduces new characters.

D It explains a solution.

29 Why does Maria change her mindabout helping her parents?

A Maria realizes that it is not sucha hassle.

B Maria’s parents give her a reward.

C Maria’s parents force her to babysit.

D Maria decides that her siblingsdislike traveling.


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30 In paragraphs 1 through 3, the narrator’s tone is—

A satisfied

B confident

C nervous

D grouchy

31 Look at the diagram of information from the story.

What belongs in the empty box?

A Maria’s sister asks for help packing toys.

B Maria’s mom says the kids admire her.

C Maria’s dad says to go to the right gate.

D Maria’s parents talk to a police officer.

32 The reader can conclude that during vacation Maria’s parents—

A watched Adam and Maggie the whole time

B told Maria she couldn’t go to theater camp

C made sure Maria had time for reading

D read Maria’s required reading for her

Maria pays attentionto the people in thestore.

Maria loses sight ofher parents.

Adam and Maggiegrab Maria’s hands.

Adam asks for helppacking a bag.

Maria helps Adamto pack his bag.

Cause Effect

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THIS SAMPLE BOOK IS COPYRIGHTED. IT IS NOT A

BLACKLINE MASTER.


James McNeill Whistler:Portrait of an Artist

1 When he was nine years old, JamesMcNeill Whistler developed a life-long loveof travel. His family moved to Russia, wherehis father worked on the railroad. Whistlerstudied drawing. Years later, the familymoved back to the United States, whereWhistler drew maps for a living.

2 In 1855, Whistler moved to Paris hopingto become an artist. He visited museumsand gazed for long hours at famouspaintings. He also became friends withmany well-known artists.

3 When his painting At the Piano receivedbad reviews, Whistler moved to London.There, Whistler made a name for himselfnot only because of his work but alsobecause of his colorful personality. He wasoutspoken and funny. Unlike his outgoingbehavior, his art was more subdued. Manyart reviewers criticized Whistler becausethey did not understand his work.

4 Whistler often used musical terms to name his paintings. Many of histitles include words such as arrangement and notes. This represented theartist’s belief that painting was very much like music in that paintingsshould not be expected to teach morals. To Whistler, art should beobserved and enjoyed, not learned from.


A self-portrait of James McNeillWhistler

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5 Instead of signing his name on his paintings, Whistler created asymbol that looked like a butterfly. He signed his works with thissymbol. The symbol changed over the course of his career. For example,he added a flower to the symbol when he got married. The butterflysignature was another demonstration of Whistler’s beliefs about art.Changing his signature from written words to a symbol demonstratedthe idea that art was about pictures, not words. Sometimes Whistlerapplied his signature to the frame instead of the painting. Whistler oftendesigned and built frames for his paintings to show that the entirepresentation was important to how people viewed his paintings.

6 In 1888, Whistler married Beatrix Godwin. Art critics finally began torespect Whistler’s talent. He became famous. After his wife’s death, thepainter’s personality changed. He was no longer social and friendly.From that time until his own death, he spent most of his time inhis studio.

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33 Look at the outline of informationfrom the selection.

What information belongs on theblank line?

A Travel is important to art

B Artist’s style should match art

C Art is about pictures, not words

D Frames have to be handmade

34 What is this selection mainly about?

A How Whistler became an artist

B How Whistler’s art wasrecognized

C How Whistler met his new wife

D How Whistler’s art was like music

35 In paragraph 3, the word colorfulgives the reader the idea that Whistler—

A wore bright clothing

B created attractive paintings

C was a lively and vibrant person

D liked to keep to himself

36 To Whistler, the butterfly is a symbolrepresenting—

A how fragile art is

B the importance of art

C how art is about pictures

D the link between art and nature

I. Whistler’s background in art

A. Studied art in Russia

B. Observed famouspaintings

C. Met famous artists

II. Whistler’s beliefs about art

A. Art is like music

B. Artworks do not have toteach a lesson

C. ______________________

STOP

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ISBN 978-1-4204-5946-3

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