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

Being Michael Bevons1 “Michael Bevons,” the teacher called. “Michael Bevons.”

2 It was clear to everyone in the room that the teacher was calling my name. I was, after all, the new kid. I was expected to parade to the front of the room so all the students could stare at this person named Michael Bevons.

3 Such was my fate. This change was set in motion two months ago when my mother broached the subject of moving from burning-hot Texas to tolerably hot Southern California. Even though this was the first I’d heard of it, I didn’t really have any objections. I was sure that I would make a lot of friends in California. Everyone knows that people there are more open-minded than anywhere else. In the small Texas town where we lived, people didn’t understand why I love skateboarding and punk music. My mother was excited about her new job. Plus, she would be living near my aunt. Although I didn't exactly share in the joy of being near my younger cousins; I figured the new scene would suit me just fine.

4 But after we arrived, my conception of California changed completely. No one in my neighborhood seemed to share my interests. I happened to move to a place in California where everything is about being in or on the water. I had lived in West Texas my whole life, and I had never even been to a beach. I quickly discovered that sand is no good for skateboarding. And as far as music, I think cricket symphonies are the only thing my new neighbors listen to. When I wasn’t practicing guitar, the neighborhood was nearly silent. I rode my skateboard alone on the sidewalk and played only solos on my guitar.

5 I felt right at home today while riding the bus to school – I had been alone in West Texas, and I was alone here. The bus crawled along as kids murmured questions like “What’s his deal?” about the new person on board. My hair, a carefully spiked Mohawk, appeared to be the focus of every conversation.

6 I didn’t get it. I had thought that in California, people would know that being different was cool. Nope. I was still just that weirdo that people hoped would not sit next to them. But I wasn’t about to go home and change my hairstyle. Then I’d lose what dignity I had left. So I walked into the classroom anyway.

7 “Would you like to come get your book, Michael?” the teacher asked.

8 “Actually, no,” I thought. But I knew I didn’t have a choice.

9 In the few moments before I was to make my move, I had already calculated the number of steps it would take to reach her desk-- nine. I hoped to blaze the path with the quickness of a sprinter. As I took each step, I cringed, thinking at any point that the whispering would start again.

10 “We’re starting a new chapter today, so you came on a good day, Michael,” the teacher said cheerfully. She was holding out the book with both hands and smiled as I took it from her.

11 “One more thing,” she said. “Robert will show you around today.”

12 “All right,” I muttered before starting back to my seat.

13 “He’s the class clown,” the teacher said, “so don’t let him annoy you too much.” She seemed to be addressing Robert rather than me.

14 As I scanned the room, one student hopped on his chair and started acting like a monkey, miming the peeling of a banana and grunting. “He’s the class monkey today,” a student near him said.

15 Robert was the perfect shield. While he was distracting the other students, I quickly retreated to my desk.

16 The rest of the class time went by fairly quickly. Fortunately, everyone appeared engaged with the teacher’s lesson, so no one was looking my way. When the bell rang, I let most of the students exit before I did. Robert came to my side and asked what was next on my schedule.

17 “Science- Room 120 B,” I said.

18 “You’re going to love that,” Robert said.

19 “Really?” I asked.

20 “No, not at all. I was kidding,” he quickly replied, smiling. “I’m in there, too, and it’s a true test of my clowning skills to make that class interesting.”

21 So we walked together to Room 120B. Robert told me to take a desk near his. After science was math. I was on my own, since Robert went to band class then.

22 Robert peeked at my schedule before he left and saw that we both had lunch at the same time. He told me to wait for him outside my math class. I did. I waited and waited, but Robert didn’t show up. I told myself I should have known better and started toward the lunchroom alone.

23 Then I heard someone call, “Hey, Michael. Wait up.” Robert was lugging a tuba case.

24 That was when I began to think that this move might just work out okay. “Dude, you play the tuba? That could be so punk!” I said. “Let me tell you what I’ve got in mind.”

Answer questions 1-12.

1. At first, why is Michael mostly pleased about moving to California?

A. He knows he can skateboard there.B. He wants to meet others who share his interests.C. He thinks the weather will be more comfortable.D. He can play guitar there.

2. What theme does the author convey throughout the selection?

A. How you look is not as important as the way you think.B. Meeting people who are like you can happen at any time.C. If you move to a new place, be prepared to encounter strange people.D. It is important to be yourself even though it may be difficult.

3. Paragraphs 8 and 9 are mainly about Michael’s desire to –

A. Get to know his teacher.B. Get his new book.C. Avoid attention.D. Count the number of steps he takes.

4. The author organizes this selection by-

A. Generalizing about why Michael wears a Mohawk.B. Comparing Michael’s reasons for wanting to move with his mother’s reasons.C. Listing facts about Michael’s new neighborhood in order of importance.D. Describing the chronology of Michaels awkward first day and how it improves.

5. Click and drag the answers into the diagram below.

Which of the two facts belong in the diagram?

6. In paragraphs 1 and 2, the author creates a mood of –

A. ConfusionB. UneasinessC. SadnessD. Anger

7. What is Michael’s main conflict in this selection?

A. Wanting to be liked for himselfB. Having to be around his cousinsC. Finding a place to skateboardD. Avoiding talking to other kids

8. When Robert does not show up right away after math class, Michael starts walking toward the lunchroom because-

A. He hopes to meet Robert thereB. He is too hungry to waitC. He thinks he has been abandonedD. He wanted to get a good seat

9. The kids on the bus appear to view Michael’s hair as which two words–

A. FashionableB. BoringC. UnusualD. ThreateningE. Noticeable

10. In paragraph 15, why does Michael say that Robert is “the perfect shield”?

A. Michael needs help finding his way around the schoolB. Robert can protect Michael from unwanted attention.C. Michael believes that Robert is fun to be around.D. Robert has a talent for making people laugh

11. Michael first realizes California is not the way he thought it would be after he-

A. Sits in his first classB. Meets other studentsC. Takes his first ride on the school busD. Examines his new neighborhood

12. The reader can conclude that when Michael sees Robert’s tuba case, he-

A. Thinks Robert will want to learn to play other instrumentsB. Thinks Robert will have to return to band practiceC. Wants to help Robert carry the instrumentD. Hopes to play music with Robert

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

State History or World Gardens?

Jacob Barone, PrincipalSand Hill Middle SchoolRichmond, VA 23274

Dear Mr. Barone:

1 I am writing on behalf of the seventh-grade class. The traditional seventh-grade spring field trip is to the State History Museum. This year, however, the seventh grade would like to request a change. The class is interested in going to the new World Botanical Gardens located in East Johnsonville. Although this would mean a two-hour bus ride, the benefits of the new field trip would make the extra time worthwhile. The garden hours are from10:00 A.M. to 6:00 P.M. The class could leave school at 8:00 A.M. and arrive just as the gardens open. We would have time to explore the gardens, make notes about our favorite exhibits, eat lunch, and return to school by 4:00 P.M.

2 Many seventh-grade students have already visited the history museum. Since the museum is so close, students often go there with their families, with scouting troops, or with other groups. We have enjoyed the many interesting exhibits, but this year we are hoping to learn something new.

3 The purpose of the new field trip destination is to help students understand the different environments of our planet. The World Botanical Gardens contains the second-largest walk-through Amazon rainforest exhibit in the country. Some of the other popular exhibits are the Giant Flowers, the Arid Deserts, and the Palm Trees Around the World.

4 Since seventh-grade students study plants and plant energy in science class, visiting the botanical gardens would be an appropriate and educational field trip. Mr. Clark said the information we could learn there would be an excellent way to supplement our science studies. We would observe plants growing in special displays that are similar to their natural habitats. Charts located near each display provide information about the plants. This information will help when learning about topics such as how food webs work and how

plants respond to light. The botanical gardens also provide educational workshops and presentations to groups.

5 In addition, the field trip supports what we are studying in our English class. We are currently reading Which Way to the Amazon? This novel, which is set in a rainforest and based on scientific facts, describes the adventures of a fictional archaeological expedition searching for a lost city. Our English teacher, Ms. Doe mentioned that the rainforest exhibit at the World Botanical Gardens would better help us understand the novel’s setting.

6 Please consider this request for the seventh-grade field trip to World Botanical Gardens. Any increase in the traditional field trip expenses, such as the longer bus ride, could be offset by fundraisers such as bake sales and car washes. The class treasurer has suggested a “save the rainforest bake sale.” A portion of the money raised could be donated to a foundation that helps preserve the Amazon rainforest. This way the fundraiser could also be a public service event.

7 If I can provide additional information, please let me know.

8 Thank you very much.

Sincerely,Robert BurnsSeventh-Grade Class PresidentSand Hill Middle School

Answer questions 13-23

13. The word supplement in paragraph 4 means —A. call upB. bring outC. add toD. start up

14. Which word best describes the author’s word choice in paragraph 4?A. SympatheticB. TriumphantC. Humorous

D. Formal

15. Read this sentence from paragraph 6.

Any increase in the traditional field trip expenses, such as the longer bus ride, could be offset by fundraisers such as bake sales and car washes.

What does traditional mean in the sentence?A. newB. manyC. dailyD. usual

16. The purpose of paragraph 7 is to suggest that the letter writer is —A. calmB. helpfulC. happyD. relieved

17. Which Way to the Amazon? is in italics because it is —A. the name of a bookB. a website about rainforestsC. the title of an articleD. a scientific journal

18. The writer uses the phrase “the seventh grade” instead of the pronoun “I” to —

A. draw attention to the details of the field tripB. show that the students are united about the field tripC. encourage other students to write about the field tripD. tell that the teachers also support the field trip

19. Based on the information in the letter, which of these is known?A. The calendar date of the proposed field tripB. The cost of the proposed field tripC. The number of students going on the proposed field tripD. The length of time for the proposed field trip

1.

2.

20. Which sentence signals that the letter writer will propose a different class trip?

A. Since the museum is so close, students often go there with their families, withscouting troops, or with other groups.B. We have enjoyed the many interesting exhibits, but this year we are hoping to learn something new.C. This information will help when learning about topics such as how food webs work and how plants respond to light.D. In addition, the field trip supports what we are studying in our English class.

21. Complete this graphic organizer for the letter.

Based on the letter, which two ideas below should be included as solutions in the box?A. Reasonable educational benefits in the letter.B. The names of supportive teachers in the letter.C. An estimate of the total cost in the letter.D. A student signature list in the letter.

22. Click and drag the answers to the correct boxes.

Fact: Fact: Opinion: Opinion:

23. The purpose of the letter is to —A. compare the two proposed sites for the field tripB. persuade the principal to change the field tripC. express feelings about the value of the field tripD. inform the principal about the new field trip

CHART 1

CHART 2

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

Stages of Sleep During the 1950s, a graduate student figured out how to measure activity in the brain called brain waves. He used this tool to discover

what is known today as REM sleep. Further studies of human sleep have demonstrated that sleep progresses through a series of stages in which different brain wave patterns are displayed.

There are two main types of sleep:

1. Non-Rapid Eye Movement (NREM) Sleep 2. Rapid Eye Movement (REM) Sleep

The Beginnings of Sleep

During the earliest phases of sleep, you are still relatively awake and alert. The brain produces what are known as beta waves, which are small and fast. As the brain begins to relax and slow down, slower waves known as alpha waves are produced. During this time when you are not quite asleep, you may experience strange and extremely vivid sensations known as hypnagogic hallucinations. Common examples of this phenomenon include feeling like you are falling or hearing someone call your name.

Another very common event during this period is known as a hypnagogic jerk. If you've ever startled suddenly for apparently no reason at all, then you have experienced this odd phenomenon. While it may seem unusual, these body jerks are actually quite common.

Stage 1

Stage 1 is the beginning of the sleep cycle, and is a relatively light stage of sleep. Stage 1 can be considered a transition period between wakefulness and sleep. In Stage 1, the brain produces very slow brain waves. This period of sleep lasts only a brief time (around 5-10 minutes). If you awaken someone during this stage, they might report that they weren't really asleep.

Stage 2

Stage 2 is the second stage of sleep and lasts for approximately 20 minutes. The brain begins to produce bursts of rapid, rhythmic brain wave activity known as sleep spindles. Body temperature starts to decrease and heart rate begins to slow.

Stage 3

Deep, slow brain waves known as delta waves begin to emerge during stage 3 sleep. Stage 3 is a transitional period between light sleep and a very deep sleep.

Stage 4

Stage 4 is sometimes referred to as delta sleep because of the slow brain waves known as delta waves that occur during this time. Stage 4 is a deep sleep that lasts for approximately 30 minutes. Bed-wetting and sleepwalking are most likely to occur at the end of stage 4 sleep.

Stage 5

Most dreaming occurs during the fifth stage of sleep, known as rapid eye movement (REM) sleep. REM sleep is characterized by eye movement, increased breathing rate and increased brain activity. While the brain and other body systems become more active, muscles become more relaxed. Dreaming occurs because of increased brain activity, but voluntary muscles become paralyzed.

The Sequence of Sleep Stages

On average, we enter the REM stage approximately 90 minutes after falling asleep. The first cycle of REM sleep might last only a short amount of time, but each cycle becomes longer. REM sleep can last up to an hour as sleep progresses.

By Kendra Cherry, About.com GuidePhoto - http://www.flickr.com/photos/mayr/ Chart 1 - http://tiredallthetimehelp.com/products/Chart 2 - http://www.theundiscoveredcountry.org/2013/02/25/ruminations-on-consciousness/

Answer questions 24-28

24. Hypnagogic jerks are muscle spasms that we sometimes have right as we are falling asleep. Which of the following words use the same root as hypnagogic?

hypnagogic (adj.) 1868, from French hypnagogique, from Greek hypnos “sleep” + agogos “leading”

A. hyperactiveB. thyroidC. hymnalD. hypnotize

25. What question does Chart 2 answer?

A. What percentage of Americans sleep at least 8 hours a night?B. While sleeping, in which stage do people spend most of the night?C. In which stage do sleep spindles occur?D. What type of brain waves are associated with dreaming and feeling sleepy?

26. What is the major organizational pattern of this passage?A. ListingB. Problem-solutionC. Compare-contrastD. Generalization

27. What are two things that happen during Stage 5 sleep?

A. The muscles become tight and tense.B. Some muscles become paralyzed.C. Activity in the brain decreases.D. Breathing slows downE. The eyes move.

28. If someone experiences a hypnagogic jerk, we can infer that the person

A. is just beginning to fall asleep.B. has had a nightmare.C. is about to wake up after a full night of sleep.D. is ill.

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

As You SleepYou slide between the smooth cool sheets and close your eyesimagining the world must be closing its eyes tooresting itself after a long hard day of hurtling through space.

And as you drift beyond the reach of what is real,5 the world releases its hold on you,

flexing its stiff, cramped fingers of gravityas you drift up toward the ceiling.

Your blankets rise as well, and bed and lampand dirty clothes and stereo and everything with weight;

10 the stereo and lamp reach the ends of their power cords and struggle,like puppies on a leash. A single socksquirms slowly into the air vent, never to return

All the objects in your room swirl around in a slow balletof weightless wonder; and

15 as you sleepso does the world, uncoiling itself like yarn from a ball.

And just as the blanket begins to unravel in its slumber,and the lamp becomes a soft cloud of lamp-shaded bitslazily bound by memory,

20 you return to the waking world like a diver surfacingfor air, slowly and with care.

The world, sensing your return, arises from its respiteand wraps its fingers of gravity around your ankles and wrists,guiding you back down to your bed, and your bed to the floor.

25 All your things regain their form and place like groggy soldierscalled to attention.

And by the time you open your eyes, everything is as it was exactly.

Except for the missing sock.

Answer questions 29-34

29. What is the setting of this poem?

A. During a lunar eclipseB. Many years agoC. Over the course of a single nightD. In a two-story house

30. Line 21 contains an example of—

A. rhymeB. hyperboleC. alliterationD. onomatopoeia

31. The form and structure of this poem create a mood that is-

A. thrillingB. dreamlikeC. uneventfulD. comical

32. Line 10 contains an example of—

A. metaphorB. ironyC. rhymeD. personification

33. The main character in this poem is—

A. you (the reader)B. the nightC. a sockD. gravity

34. Which statement expresses the theme of this poem?

A. Socks don’t get lost—they escape.B. Gravity is a poorly understood force.C. You never know what might be happening while you sleep.D. Anything is possible.

Use the article, “Stages of Sleep” and the poem, “As You Sleep” to answer questions 35-36.

35. The second stanza of the poem is describing what stage of sleep according to the article?A. Stage 1B. REMC. Stage 5D. Delta wave sleep

36. What is one difference between the article, “Stages of Sleep” and the poem, “As You Sleep”?

A. “Stages of Sleep” contains mostly researched facts, while “As You Sleep” is written mostly from one person's experiences.

B. “Stages of Sleep” does not discuss dreaming, while “As You Sleep” describes the dream state.

C. “Stages of Sleep” is written in a jubilant tone, while “As You Sleep” is written in a melancholy tone.

D. “Stages of Sleep” uses many examples of figurative language, while “As You Sleep” gives details about brainwaves.