Understanding nyc ela g sample

UNDERSTANDING G NY ELA and Common Core Learning Standards

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Targets the Common Core Learning Standards

Applying the Common Core Reading & Writing Standards Written Specifically for the Common Core Learning Standards

Understanding NY ELA

Understanding Complex Reading

Understanding Persuasive Text

Specific Common Core Reading Standards

Literature & Informational Text

by Theme

Reading & Argumentative Writing

WRITTEN SPECIFICALLY FOR THE COMMON CORE LEARNING STANDARDS GRADES 3-8

WRITTEN SPECIFICALLY FOR THE COMMON CORE LEARNING STANDARDS GRADES 3-8

Reading comprehension instruction using long reading passages with a focus on the Common Core style questions. Also includes paired passages written on the same topic

• Understanding How to Read Complex Passages with rigorous passages and questions

• Glossary of Persuasive Reading and Writing Terms

• Glossary of Complex Reading Terms

• Instruction to develop the understanding of persuasive text structure and purpose, and understand techniques used to persuade readers

WRITTEN SPECIFICALLY FOR THE COMMON CORE LEARNING STANDARDS GRADES 3-8 • Persuasive text and argumentative writing

• Complex Reading Passages of multiple themes with multiple-choice and open-ended questions

• Writing prompts for developing persuasive writing skills including editorials, letters, essays, and responses to literature, etc.

Understanding Drama

Understanding Poetry

Reading to Analyze and Interpret

Reading to Analyze and

WRITTEN SPECIFICALLY FOR THE COMMON CORE LEARNING STANDARDS GRADES 3-8

WRITTEN SPECIFICALLY FOR THE COMMON CORE LEARNING STANDARDS GRADES 3-8

• Drama selections with comprehension questions for students to answer on their own

• Poems with comprehension questions for students to answer on their own

• Glossary of drama terms

• Glossary of poetry terms

Interpret

• Drama selections are presented with background information to help readers better understand drama • Each selection is followed by comprehension questions

• Poems are presented with background information to help readers better understand the poem • Each poem is followed by comprehension questions

Entendiendo La Poesía

New Spanish poetry written specifically for Spanish-speaking students

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UNDERSTANDING G NY ELA and Common Core Learning Standards

E L P M SA N O I T A C U D E !

Y L L Y L L RA A R .

9 9 .

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STER. A M E N LI .

BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

E L P M SA N O I T A C U D E !

Y L L Y L L RA A R .

9 9 .

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STER. A M E N LI .

BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH ISBN 978-1-4204-7598-2 S NOT I N O I S ERMIS RALLY! EDUCATION. All rights reserved. No part of the material Copyright P©2013 protected by 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. 0113.MAQ The following selections Copyright © Highlights for Children, Inc., Columbus, Ohio: Changing the Face of History © 2006, The Wounded Mastodon © 2006, A Sense of Indonesia © 2010 Photo/Illustration credits: p. 6 Mark Corcoran; p. 8 Donald S. Sottile; p. 16 John Rice; p. 19 Daniel C. Fisher, Ph.D., and the University of Michigan Museum of Paleontology; p. 22 Eujin Kim Neilan; p. 25 Library of Congress; p. 29 Library of Congress RALLY! EDUCATION • 22 Railroad Avenue, Glen Head, NY 11545 • (888) 99-RALLY

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Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 An introduction to the Common Core English Language Arts Test Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Four individual passages and two paired passages Passage 1: Changing the Face of History . . . . . . . . . . . . . . . . .6

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An informational passage with multiple-choice questions Passage 2: An Uncomfortable Bed . . . . . . . . . . . . . . . . . . . . .11 A literary passage with multiple-choice questions

Passage 3: The Wounded Mastodon . . . . . . . . . . . . . . . . . . . .16 An informational passage with multiple-choice questions

STER. A M E N .

Passage 4: A Sense of Indonesia . . . . . . . . . . .BL.A.CK. L.I . . . . . . . .W.22 Y AY N A A T N O I D SN A literary passage with multiple-choice . IT Iquestions ODUCE D E R T P H E G R I E COPYR K. T.O. B. . . . . . . . . . . . . . . . .25 S I O O K B O Passage 5: Annie Oakley . . . . . . . . .

BO HIS MPLE FOR T A S N E S I V I G passage with short-response questions TH informational A paired S NOT I N O I ISS PERM6: Amelia Earhart Leads the Way . . . . . . . . . . . . . . .29 Passage A paired informational passage with short-response questions and an extended-response question

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Introduction Common Core English Language Arts Test Beginning in 2013, students in New York will take the Common Core English Language Arts (ELA) Test. The test has been redesigned to meet the requirements of the Common Core Learning Standards (CCLS). The main differences include a greater focus on informational texts, the use of authentic texts, and an increased emphasis on close reading and using text-based evidence.

Common Core Learning Standards PLE

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The Common Core ELA Test assesses the standards described in the Common Core Learning Standards (CCLS) for English Language Arts & Literacy. These standards are divided into four strands: reading, writing, language, and speaking/listening.

The Common Core ELA Test only assesses reading, writing, and language standards.

R.

MASTE E N I L .

K BLAC Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E O Bquestions.

COPYRthree types K Tof S I O The Common Core ELA Test includes Multiple-choice O K B O IS BO H E T L R P FO standards. Students are asked a question AM and language questions assess reading GIVEN THIS S T O N about a passage and Imust IS select the correct answer.

ISS ON M R E P

Short-response questions assess reading and language standards. Students are asked to make a claim or draw a conclusion about a passage and must provide two pieces of text-based evidence to support the response. Students are also expected to write in complete sentences.

Extended-response questions mainly assess writing standards. Students must produce a coherent, well-organized, and well-written essay in response to a passage or a pair of passages and must also use textual evidence to support the ideas.

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Passage Formats The Common Core ELA Test has a greater focus on comprehending and analyzing informational texts. The test includes a wider range of informational texts. This may include expository, argumentative, instructional, and narrative texts.

The Common Core ELA Test will use only authentic texts. Authentic texts are published works that students encounter in everyday life. These differ from commissioned texts, which are texts that are specifically developed for use in standardized tests. The use of authentic texts means that passages will be more worthy of reading, but will also be more challenging. They may be emotionally charged, contain complex ideas, be based on topics outside the student’s usual experience, or express opinions that students may not agree with. As well as comprehending the passages, students may be required to analyze, critique, or evaluate the author’s point of view, purpose, or argument.

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/ Changing the Face of History \

By Sonya Nichols Burton

1

When eleven-year-old Grace Bedell wrote a letter in 1860, she couldn’t have known that people would be reading it more than one hundred years later. But Grace’s letter was written to Abraham Lincoln, who was running for President of the United States.

2

Abraham Lincoln, sometimes called “Honest Abe,” felt it was time to put an end to slavery. He was well liked by most, but faced several other candidates who felt differently about slavery.

3

Grace Bedell desperately wished she could vote for Mr. Lincoln. If only there were something I could do to help get him elected, she thought. Grace was STER. A M E N about to get her chance.

AY. ACKLI A NY W T A BL

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O CED IN T IS N U I D .

O D E R T EP hometown of One evening, Grace’s father returned a fairBEinRher GHfrom O OPYRI T C K S I O K Westfield, New York. He brought Grace aOpicture of Abraham Lincoln. She was THIS B LE BOO R P O M F A S thrilled to Thave of him EN and took it to her room. As Grace looked HIS a picture OT GIV N S I N she noticed how the shadows in her bedroom covered closely at the image, MISSIO R E P Mr. Lincoln’s narrow face. The shadows gave the illusion of a beard, and Grace liked how it looked.

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Perhaps there was a way Grace could help Mr. Lincoln. She transferred her thoughts onto paper and wrote to him: Dear Sir My father has just home from the fair and brought home your picture and Mr. Hamlin’s [Lincoln’s running mate]. I am a little girl only eleven years old, but want you should be President of the United States very much so I hope you wont think me very bold to write to such a great man as you are.

Have you any little girls about as large as I am if so give them my love

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and tell her to write to me if you cannot answer this letter. I have got 4 brother’s and part of them will vote for you any way and if you will let your whiskers grow I will try and get the rest of them to vote for you you would look a great deal better for your face is so thin. All the ladies like whiskers and they would tease their husband’s to vote for you and then you would be President. My father is a going to vote for you and if I was a man I would vote for you to but I will try and get every one to vote for you that I can I think that rail fence around your picture makes it look very pretty I have got a little baby sister she is nine weeks old and is just as cunning as can be. When you direct your letter dir[e]ct to Grace Bedell Westfield Chatauque County New York

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I must not write any more answer this letter right off Good bye Grace Bedell 6

Grace secretly mailed her letter on a gray day in October 1860. It was addressed to The Honorable Abraham Lincoln, Springfield, Illinois. Seven days later, Grace received this reply:

STER. A M E N My dear little Miss LI .

BLACK Y WAY N A A T N O I N D . IT IS ODUCE D is received—I regret Your very agreeable letter of the 15th E R T P H E G R RI O BE three COnoPYdaughters—I K Thave S the necessity of saying IOhave I O O K B IS BO R THone MPLE one nine, sons— oneISseventeen, seven years of age FOand A S N E V I G TH T O N —They, with their constitute my whole family—As S Imother, SSION I M R E to the P whiskers, having never worn any, do you not think people would call it a piece of silly affection if I were to begin it now?

Your very sincere well-wisher A. Lincoln 7

Word spread quickly through Westfield that Mr. Lincoln had a correspondent there. Grace couldn’t have been more pleased that Mr. Lincoln had answered her letter, until she heard the exciting announcement that came by telegraph on November 7, 1860. Mr. Lincoln had been elected to be the 16th President of the United States!

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The news kept getting better. On his way to Washington, D.C., the new President would be on a train that was scheduled to stop in Westfield. Grace begged to go to the station.

9

She stood on tiptoe behind the crowd, hoping for a glimpse of him. This surely would be a moment she would remember forever. Grace didn’t know that things were going to become even more memorable. When Mr. Lincoln got off the train and greeted the crowds, he asked for Grace Bedell.

10 Grace saw the stares of many people. The crowd moved aside for the little girl

to timidly make her way to Mr. Lincoln. It became a memorable moment for everyone present. Grace walked toward the platform and received a kiss from the fully bearded Abraham Lincoln, who had obviously taken her advice.

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11 Today a statue stands in Westfield

that captures the magic of that historical day. Grace’s innocent letter uncovered a side of the new President that people hadn’t seen. Abraham Lincoln STER. A M E N LI . responded to Grace’s request BLACK Y WAY N A A T N O I N D with kindness—and a full growth . IT IS ODUCE D E R T P H E G R E of whiskers that became as COPYRI K TO B S I O O K B O BO HIS legendary as her letter.

MPLE SomeVEsay FOR T A S N S I I TH the face of she changed TG NOhistory.

IS ISSION M R E P

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1

Which statement best expresses the author’s view of Lincoln’s response to Grace’s letter?

A It was an important turning point in his life.

B It was a kind gesture.

C It was a poor use of his time.

D It was a key factor in him becoming president.

2

What does the title of the article refer to?

A how Grace Bedell became famous

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B how Abraham Lincoln’s appearance changed

C how Abraham Lincoln was both tough and kind

D how Grace Bedell challenged the future president

3

How does the information in paragraphs 3 and 4 help to develop the article?

.

A It emphasizes that Grace was too young to understand the Areal STERissues.

M E N AY. ACKLI B It describes how Grace’s father encouraged her A NY W T AtoBLwrite the letter.

IS NO

CED IN

U IT C It tells how many of Abraham Lincoln’s supporters HTED. main EPROD were female.

G R I E R Y B K TO IS COP D It explains why Grace IS BOOher letter to Abraham Lincoln.

BOOKdecided toHwrite 4

RT AMPLE EN FO V I G THIS S T O N IS N O I S S I PERM from Grace’s letter best shows that females were not able to Which excerpt vote at the time she wrote her letter?

A “My father has just home from the fair and brought home your picture...”

B “I am a little girl only eleven years old, but want you should be President of the United States very much...”

C “I have got 4 brother’s and part of them will vote for you any way...”

D “My father is a going to vote for you and if I was a man I would vote for you...”

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5

Which of these is least important to understanding the central idea?

A “When eleven-year-old Grace Bedell wrote a letter in 1860, she couldn’t have known that people would be reading it more than one hundred years later.”

B “Abraham Lincoln, sometimes called ‘Honest Abe,’ felt it was time to put an end to slavery.”

C “Grace walked toward the platform and received a kiss from the fully bearded Abraham Lincoln, who had obviously taken her advice.”

D “Grace’s innocent letter uncovered a side of the new President that people hadn’t seen.”

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The most important characteristic of Grace Bedell displayed in her letter was her A courage

B intelligence C innocence

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BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R RI BE COPYin K TOshow S How does the incorrect grammar the Bletter that it is authentic?

I O O K O IS BO H E T L R P FO IS SAM A It shows it was Owritten GIVEN to persuade the reader.

THthat T N IS ISSIOitN was written long ago.

B It shows that M R E P D determination

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C It supports the claim that it was written by a young girl.

D It supports the claim that it was mailed secretly.

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/ An Uncomfortable Bed \

By Guy de Maupassant

1

One autumn I went to stay for the hunting season with some friends in a chateau in Picardy.

2

My friends were fond of practical joking, as all my friends are. I do not care to know any other sort of people.

3

When I arrived, they gave me a princely reception, which at once aroused distrust in my breast. We had some capital shooting. They embraced me, they cajoled me, as if they expected to have great fun at my expense.

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4

I said to myself: “Look out, old ferret! They have something in preparation for you.”

5

During the dinner, the mirth was excessive, far too great, in fact. I thought: “Here are people who take a double share of amusement, and apparently .

STERsome A without reason. They must be looking out in their own minds for good M E N LI .

Y K C A A W L bit of fun. Assuredly I am to be the victim of the A B Attention!”

OTjoke.

IN ANY

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N D . IT IS ODUCE D E R T P H E G R I E exaggerated fashion. I During the entire evening, everyone O Ban COPYR laughed K Tin S I O O K B O HIS smelled a practical LE BOin the air, MPjoke FORasT a dog smells game. But what was it? I was A S N E S I V I G TH watchful, restless.

I didNOnot S T let a word or a I N O I SS meaning or a Igesture escape me. Everyone PERM seemed to me an object of suspicion, and I even looked distrustfully at the faces of the servants.

7

The hour rang for going to bed, and the whole household came to escort me to my room. Why? They called to me: “Good night.” I entered the apartment, shut the door, and remained standing, without moving a single step, holding the wax candle in my hand.

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I heard laughter and whispering in the corridor. Without doubt they were spying on me. I cast a glance around the walls, the furniture, the ceiling, the hangings, the floor. I saw nothing to justify suspicion. I heard persons moving about outside my door. I had no doubt they were looking through the keyhole.

9

An idea came into my head: “My candle may suddenly go out, and leave me in darkness.”

10 Then I went across to the mantelpiece, and lighted all the wax candles that

were on it. After that, I cast another glance around me without discovering anything. I advanced with short steps, carefully examining the apartment.

Nothing. I inspected every article one after the other. Still nothing. I went over to the window. The shutters, large wooden shutters, were open. I shut them with great care, and then drew the curtains, enormous velvet curtains, and I placed a chair in front of them, so as to have nothing to fear from without.

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11 Then I cautiously sat down. The armchair was solid. I did not venture to get

into the bed. However, time was flying; and I ended by coming to the conclusion that I was ridiculous. If they were spying on me, as I supposed, . they must, while waiting for the success of the joke they had been STERpreparing A M E N . for me, have been laughing enormously at my terror.

ACKILImade up WAYmind BLSo Ymy N A A T N O I D to go to bed. But the bed was particularly T IS N . Isuspicious-looking.

ODUCE I pulled at the D E R T P H E G R I curtains. They seemed to be secure.

TO BEthere was danger. I was going COPYR All the Ksame, S I O O K B O HIS perhaps to receiveMPaLcold E BO shower-bath FOR T from overhead, or perhaps, the moment A S N E S I V I H G I stretched Tmyself out,Nto S OT find myself sinking under the floor with my I N O I mattress. IER searched in my memory for all the practical jokes of which I ever ISS P M had experience. And I did not want to be caught. Ah! Certainly not! Certainly not! Then I suddenly bethought myself of a precaution which I consider one of extreme efficacy: I caught hold of the side of the mattress gingerly, and very slowly drew it toward me. It came away, followed by the sheet and the rest of the bedclothes. I dragged all these objects into the very middle of the room, facing the entrance door. I made my bed over again as best I could at some distance from the suspected bedstead and the corner which had filled me with such anxiety. Then, I extinguished all the candles, and, groping my way, I slipped under the bedclothes.

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12 For at least another hour, I remained awake, starting at the slightest sound.

Everything seemed quiet in the chateau. I fell asleep.

13 I must have been in a deep sleep for a long time, but all of a sudden, I was

awakened with a start by the fall of a heavy body tumbling right on top of my own body. And, at the same time, I received on my face, on my neck, and on my chest a burning liquid which made me utter a howl of pain. And a dreadful noise, as if a sideboard laden with plates and dishes had fallen down, penetrated my ears.

14 I felt myself suffocating under the weight that was crushing me and

preventing me from moving. I stretched out my hand to find out what was the nature of this object. I felt a face, a nose, and whiskers. Then with all my strength I launched out a blow over this face. But I immediately received a hail of cuffings which made me jump straight out of the soaked sheets, and rush in my nightshirt into the corridor, the door of which I found open.

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15 Oh, heavens! It was broad daylight. The noise brought my friends hurrying

into the apartment, and we found, sprawling over my improvised bed, the dismayed valet, who, while bringing me my morning cup of tea, ER. tripped SThad A M E N .

KLI his stomach, over this obstacle in the middle of the floor, and fallen BLACon Y WAY N A A T N O I spilling, in spite of himself, my breakfast IT IS Nmy face.ODUCED D. over

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R TE E REP YRIGH B P O O T C K BOOshutters The precautions I had and going to sleep in the OOK ISin closing IS the Btaken H E T L R P O M F A S middle of the onlyENbrought about the interlude I had been striving THISroom had OT GIV N S I to avoid.

ISSION PERM

17 Oh, how they all laughed that day!

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The narrator does all of the following to avoid being tricked EXCEPT A closing the wooden shutters B examining the articles in the room C checking inside the closets D moving the mattress onto the floor

9

Why does the narrator become suspicious of his friends at the start of the story?

A They are being too nice.

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B They ignore and exclude him.

C They are mean to him.

D They keep whispering things.

10 What do paragraphs 7 and 8 reveal about the narrator?

STER. A M E N LI .

B He is nervous and does not trust his friends. T A BLACK Y WAY N A N O I D IS N . ITown.

ODUCE D E R C He wants to plan a practical joke of his T P H E G R E YRI COPin K TO B S I O O K D He is afraid of being trapped the room.

B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM from the story best supports the central theme?

11 Which sentence A He has never stayed away from home before.

A “One autumn I went to stay for the hunting season with some friends in a chateau in Picardy.”

B “An idea came into my head: ‘My candle may suddenly go out, and leave me in darkness.’”

C “I must have been in a deep sleep for a long time, but all of a sudden, I was awakened with a start by the fall of a heavy body tumbling right on top of my own body.”

D “The precautions I had taken in closing the shutters and going to sleep in the middle of the room had only brought about the interlude I had been striving to avoid.”

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12 The description of the narrator lying awake and “starting at the slightest sound” serves to illustrate his A bravery B confidence C shyness D anxiety

13 This story is told from the point of view of A a group of friends B a valet

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C the main character

D an outside narrator

14 As used in paragraph 11, the word extinguished most closely means

STER. A M E N LI .

B threw away BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R C checked on T P H E G R I E COPYR K TO B S I O O K D removed B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM A put out

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/ The Wounded Mastodon \

By Gail Jarrow

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STER. A M E N LI .

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During prehistoric times, shaggy-haired mastodons roamed North America.

Near the end of the last Ice Age, one of these elephant-like animals collapsed and died. Sediment gradually covered the six-ton male’s body. Over many years, the rest of its kind went extinct.

2

Eleven thousand years passed. Then, in 1866, workers unearthed the mastodon’s skeleton while they were digging a building foundation in Cohoes, New York. The skeleton was displayed in the New York State Museum in Albany, where visitors can still view it today. People wondered what had killed the Cohoes mastodon. Yet the answer remained a mystery until a scientist noticed some important clues.

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Dr. Daniel Fisher studies the fossil remains of mastodons to learn how they lived and died. He has examined the bones of dozens of mastodons. When he studied the Cohoes mastodon, he noticed that it shared something unusual with five other mastodon skeletons he had seen in other places: all of them had serious injuries to the skull. These injuries usually killed the animal immediately.

A Mysterious Death 4

The injured Cohoes mastodon didn’t die right away, however. A blow to its skull caused an infection that prevented it from eating. Based on the growth of the mastodon’s teeth and tusks, Dr. Fisher says, “The animal seems to have lived for almost a month before starving.”

5

After examining the broken bones of the six mastodon skeletons, Dr. Fisher suspected that a strike from another mastodon’s tusk had caused the wounds.

Mastodons had sturdy skeletons. It seems that they were stronger than today’s elephants. An attacking mastodon would have had the strength to thrust its six-foot-long tusk through an opponent’s thick hide and muscles. “Their tusks . could have inflicted enormous damage,” says Dr. Fisher.

ASTER

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ACKLIN L B Y WAY N A A T N O I N Dr. FisherUlooked But why would mastodons attack one another? to the D . IT IS OD CE D E R T P H E G R I mastodon’s relative, the modernPYelephant.

AdultBEmale elephants sometimes CO R KtoTObreed—a time called musth. To S I O O K B O fight with other males when they are ready O S I B H LE RT SAMP a maleGIVelephant EN FO uses its tusks as weapons. Battles can end IS rival, chase awayTHits T S NO male backs down.

N Iweaker O in death unless the I S S I PERM

Clues in the Skull 7

Dr. Fisher found signs that male mastodons also used their tusks in battles with other males. A mastodon’s tusk grew in a socket in the skull. The socket contains pits where thick fibers, called ligaments, had been attached when the animal was alive. The ligaments, which decayed long ago, had held the huge tusk in place. In adult males, the pits in one area of the tusk socket are larger than in females. That means that in this part of the socket, the tusk ligaments were thicker in males.

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8

Both male and female mastodons probably used their tusks to pry off branches and push over small trees as they ate leaves and twigs. They also would have used the tusks to slam sideways against attacking predators. But adult male tusks must have had an additional purpose that required extra support.

9

Dr. Fisher thinks that the other purpose was to fight rival males the way elephants do. The ligaments acted as a shock absorber when the male mastodon thrust its tusk tip into an opponent. “It probably happened everywhere there were mastodons,” he says. “Male-male combat seems to be part of the normal picture of life in these animals.”

10 Had each of the six mastodons received its wounds while it was in musth? Dr.

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Fisher had reasons to think they had. The Cohoes mastodon and all five of the others were males of breeding age. Dr. Fisher had never seen the same serious wounds in skeletons of females or young males.

11 The mastodons’ tusks held more clues. Tusks have growth rings, the way tree

trunks do. The rings are a diary of the mastodon’s life. When ringsTare wide, they S ER. A M E N show a time when the mastodon was eating well and growing LI quickly.WWhen .

BLACK Y AY N A A T N O I N the rings are narrow, the animal was growing slowly.

Like modern elephants, D . IT IS ODUCE D E R T P H E G R mastodons in musth probably ate RI little, causing BE their tusks to grow slowly.

PYvery

12

O O OOK T K IS C B O O S I B H T rings were narrow during the period PLE FORtusk AMmastodons, In the six injured ENthe V I G THIS S T IS NO Dr. Fisher believes, therefore, that the mastodons had before each animal N died.

O I S S I PERM when they were injured. He concluded that each one had been been in musth wounded by the tusk of another male.

A Battle on Computer 13 Yet how could a male mastodon use its curved tusk to attack its rival? A

straight thrust would not cause the injuries found in the six skeletons.

14 To demonstrate how the injuries might have happened, Dr. Fisher used three-

dimensional computer models of two fighting mastodons. After testing his computer mastodons in different attack positions, he showed how the injuries could have occurred. The attacking male must have lowered its head, then swept up as it rammed the tusk tip into the opponent’s skull.

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15 By studying bones, Dr. Fisher concluded that the Cohoes mastodon had lost a

deadly battle with a rival male. In solving the mystery, Dr. Fisher brought a moment of prehistory back to life.

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BLACK Y WAY N A A T N O I N D . IT IS ODUCE D E R T P H E G R I E COPYR K TO B S I O O K B O BO HIS MPLE FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

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15 The art on page 19 is included in the article mainly to show A how male and female mastodons differed B how mastodons fought with their tusks C how a mastodon’s tusks were attached D how only mastodon males fought

16 What evidence did Dr. Fisher use to conclude that the mastodons were in musth when they were injured?

A their narrow tusk rings

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B their thick ligaments

C their large pits in the tusk socket D their serious head injuries

17 The article suggests all of the following differences between elephants and mastodons EXCEPT .

A B C D

R MASTE E N I L .

K mastodons fought with each other BLAC Y WAY N A A T N O I N D mastodons were covered with hairTED. IT IS ODUCE R P H E G R I E COPYR K TO B S mastodons had moreOstrength I O O K B O HIS PLE Bexist Mnot FOR T A S N mastodons do today E S I V I G TH S NOT I N O I ISS PERM

18 Read this sentence from the article: “The attacking male must have lowered its head, then swept up as it rammed the tusk tip into the opponent’s skull.”

The use of the word rammed mainly emphasizes A the damage done by the attack B the direction the attack was made from C the great force of the attack D the location of the attack

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19 What is the main question Dr. Fisher answered by studying the Cohoes mastodon?

A How old was the Cohoes mastodon when it died?

B What caused the death of the Cohoes mastodon?

C Why did the Cohoes mastodon take so long to die?

D Why was the Cohoes mastodon defeated in the fight?

20 This article would be of most interest to someone who wants to A appreciate the struggles that large mammals face

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B understand how scientists learn about extinct animals C take action to prevent modern animals from becoming extinct D learn how the animals of North America have changed over time

21 Read this sentence from the article:

“A blow to its skull caused an infection that prevented it from eating.”

TER. E MAS

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CKLIN A L B Y WAY N A The word blow in this sentence most closely means A T N O I N D . IT IS ODUCE D E R T P H E G R I E A setback COPYR K TO B S I O O K B O BO HIS B disease MPLE FOR T A S N E S I V I G TH C gust S NOT I N O I MISS D strikePER

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/ A Sense of Indonesia \

By Margriet Ruurs

1

Once you have heard the call for prayer floating on the air, the haunting cry of gibbons, laughter of hornbills everywhere . . .

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Once you have smelled ground spices and dried fish, rain forest’s fragrant flowers, a warm nasi goreng dish . . .

STER. A M E N LI .

3 Once you have felt BLACK Y WAY N A A T N O I D tropical nights. wrap a Dhug, IT IS Nyou in O UCE D E R T P H E G R E rainCOpouring on your skin, PYRI K TO B S I O O K B O BO and a kite’s HISupward tug . . .

MPLE FOR T A S N E S I V I G TH IS NOTyou have seen 4SIONOnce IS PERM palm-oil plantations without end, the joy of dancing children, the wise old eyes of an elephant . . .

5

Then my Indonesia you will know, and you will not want to leave, always dream of coming back to Java, Sumatra, Borneo.

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22 Read this line from the poem. “a warm nasi goreng dish . . .”

As well as referring to the dish being hot, the word warm creates a sense of A danger B chaos C comfort D excitement

23 How are the first four stanzas of the poem organized?

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A Each one is set in a different time in Indonesia’s history.

B Each one focuses on a different type of sensory information.

C Each one gives a different person’s experience of Indonesia.

D Each one describes one specific memory of Indonesia.

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BLACK Y WAY N A A T N O I N D “the haunting cry of gibbons, . IT IS ODUCE D E R T P H E G R I laughter of hornbills everywhere COPYR . . .” OOK TO BE S I K O THIS B LE BOyou in aFOhug, R Pwrap “tropical nights M A S GIVEN THIS OTskin,” N rain pouring on your S I ISSION PERM

24 Read these two pairs of lines from the poem.

Both of these pairs of lines

A contrast different images B describe cause and effect C give details in order of importance D state a problem and then a solution

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25 This poem is probably about a person who is A longing to return to his or her home of Indonesia B planning to visit Indonesia for the first time C learning about his or her family’s Indonesian background D leading a group of people on a tour of Indonesia

26 Based on your answer to question 25, what text best supports your answer?

A “palm-oil plantations without end,” B “the joy of dancing children,”

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C “Then my Indonesia you will know,” D “to Java, Sumatra, Borneo.”

27 Read this line from the poem.

“the call for prayer floating on the air,”

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BLACK Y WAY N A A T N O I N D It implies that the prayer will be answered. . IT IS ODUCE D E R T P H E G R I E It creates a sense of peacefulness.

COPYR K TO B S I O O K B O BO HIS It shows theSApeople’s MPLE determination.

FOR T N E S I V I G TH S NOT pray often.

I It suggests that people N O I ISS PERM

What is the main effect of the rhyme used in the line?

A B C D

28 The details given about Indonesia mainly show that Indonesia is A a busy place B a modern place C a diverse place D a dangerous place

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Directions The next two passages are paired passages. Read the first passage and answer questions 29 and 30. Read the second passage and answer questions 31 and 32.

Then use information from both passages to answer question 33.

/ Annie Oakley \ 1

2

Annie Oakley was the greatest sharpshooter of all time. She was born in a log cabin in August of 1860, which was less than a year before the American Civil War began. Annie’s father died when she was four, leaving her mother to try to care for all of her eight children. Her mother was extremely poor, and was forced to send Annie, her six sisters, and her brother to homes for orphans.

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STER. A M E N LI .

BLACK Y WAY N A A Annie was treated horribly in these T N O I CED IT IS N RODU homes. She had to work tirelessly, IGHTED. P E R E PYR COreceived K TO B S I O she was often beaten, and she O K B O BO THIS MPLE who Vcared FORfor A little food. The people S N E S I I TH TG NOschool, S to I Annie never sentIOher so Annie N ISS M R E P how to read and write. Sadly, didn’t learn she couldn’t even write to tell her mother how badly she was being treated.

3

After two years in the orphanage, Annie finally managed to escape. She found her way back to her mother. Nine-year-old Annie took her father’s shotgun into the woods where she hunted for food. She sold the animals that she shot for money, and also earned money by entering shooting contests. She earned enough that she was able to bring her family together again. Then, she began to perform trick shooting to entertain her friends and neighbors. After each exhibition, they passed around a hat. After several years, she had raised enough money to allow her mother to pay off the mortgage on the family farm.

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4

When Annie was fifteen, she entered a shooting match against a champion marksman named Frank E. Butler. He was ten years older than Annie, so nobody really expected her to win. The contest was so close that it all came down to Annie’s final shot. She made the shot and won the match, which impressed everyone and Butler especially. After a time, Annie married Butler. Frank was the star of a trick shooting show, and continued to teach Annie trick shooting and showmanship. He also took the time to teach his bride how to read and write.

5

One day the partner in Frank’s shooting act was sick, so Annie took his place.

The people in the crowd were enthralled by this five-foot-tall girl who didn’t even weigh a hundred pounds. Frank realized how much the crowd loved Annie, and saw what great potential she had. He dropped out of the act, became Annie’s manager, and allowed her to be the star. They performed in circuses and shooting shows for several years, and then joined Buffalo Bill’s famous Wild West Show. People all over marveled at this tiny girl’s shooting ability.

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6

Annie could shoot out the flame of a spinning candle while riding upside down on a running horse. She could slice the thin edge of a playing card held STER. This act sideways. She could shoot five holes in a card as it fell to the ground.

A M E N CKLI became AY. BLAthem YW was so famous that free tickets with holes punched in known as N A A T N O I N D S E I C T U I D .

“Annie Oakleys.” She shot dimes from fingers O cigarettes held D EFrank’s Rand E REP RIGHT Y B P O O T C between his lips. Once, the Crown PrinceOO ofK Germany insisted on taking OOK IS IS B B H E T L R P Frank’s place inSAthe M act and Vhaving N FO Annie shoot a cigarette from his lips. The GI Etried THIS T O N Prince’s staff was frantic and to talk him out of this dangerous stunt, but N IS O I S S I he went P ahead ERM anyway. While the entire audience shuddered at what might happen, Annie remained completely calm. She aimed at the cigarette held between the royal lips and fired. The cigarette flew from the Prince’s mouth and the crowd roared applause.

7

Another star of Buffalo Bill’s Wild West Show was named Sitting Bull. The chief who had defeated General Custer gave Annie a new name. Soon, all of the United States was referring to her by the name the chief had given her.

She became known as Little Sure Shot.

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8

Annie was constantly developing new stunts. In one, she turned her back to Frank, who stood behind her swinging a ball on a string over his head. Annie watched his reflection in the blade of a knife. Then, without looking at Frank, she fired over her shoulder. She always hit the moving ball. Annie was an expert with a pistol, rifle, or shotgun. On a single day, she used a rifle to shoot at 5,000 glass balls tossed into the air. Little Sure Shot hit 4,782 of the balls square in the middle.

9

After many years of traveling in shows, Annie settled down to a quiet life as a shooting teacher. When World War I started, the United States Army asked Annie to teach soldiers how to shoot. She also entertained the troops with parts of her old act. Even though Annie was much older, the troops loved her as much as people had in the past.

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10 While Annie’s life had changed over the years, she never forgot how poor she

had been as a child. During her lifetime, she raised and educated twenty little orphan boys and girls, and she often gave money to poor families.

11 It is estimated that Annie Oakley fired more than two million shots during her

years in show business, and Little Sure Shot hardly ever missed.

TER. record will SHer A M E N AY. stand forever.

ACKLI A NY W T A BL

O CED IN T IS N U I D .

O D E R EP GHT O BE R OPYRI T C K S I O O OK THIS B R PLE BO O M F A S EN THIS OT GIV N S I ISSION PERM

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29 Why does the author most likely refer to Annie Oakley’s height and weight in paragraph 5? Use two details from the article to support your response.

Write your answer in complete sentences.

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30 Closely reread the following sentences from the article:

“Once, the Crown Prince of Germany insisted on taking Frank’s place in the R. was STEstaff act and having Annie shoot a cigarette from his lips. The Prince’s A M E N .

LACKLIbut he Awent frantic and tried to talk him out of this dangerous Bstunt, Y WAY N A T N O I SN UCED might ahead anyway. While the entire audience atODwhat . IT Ishuddered D E R T P H E G R I calm.” O BE happen, Annie remainedIScompletely COPYR OK T

O K THIS B LE BOO R P O M F A S How does the of EAnnie Oakley’s calm compared to the Prince’s N THISdescription OT GIVthe reader understand Oakley’s character?

N S I staff and the audience help ISSION PERM

Write your answer in complete sentences.

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/ Amelia Earhart Leads the Way \ 1

Before Amelia Earhart became a pilot, she had been many things. Amelia had been a pre-medical student, a nurse’s aide, and a telephone operator. Not content to only take on typical female roles, she had also been a truck driver. Perhaps she took on so many different roles because the job that became her passion was not one expected of a young woman in the early 1900s.

When Earhart discovered her love of flying and became a pilot, she found the great love of her life.

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2

Amelia Earhart was born in Kansas, but she grew up in Chicago. During the first STER. A M E N World War, Earhart was just a young girl LI .

BLACK Y WAY N A A T N O I working in a hospital. It was there that sheT IS N D .I ODUCE D E R T P H E G R began to talk to the pilots who P hadI flown warplanes, and became entranced E CO YR K TO Bbug, and it was only a short S I O O K B O with their stories. Earhart had caught the flying BO THIS MPLE FORflying A S N E S I V time later that she decided to take lessons. In January of 1921, Earhart I TH OT G N S I took her first Iflying SION lesson. She loved flying as much as she had imagined she ERM S P would, and was committed to learning. She progressed so well and had such determination that she bought her own plane in October the next year. Just three months later, she set a record by flying the plane to a height of 14,000 feet. It was the highest that any woman had ever flown. It seemed like a major achievement at the time, but Earhart was just getting started.

3

When Earhart was thirty years old, she became the first woman to fly across the ocean to Europe. Earhart, along with a pilot and a mechanic, flew to England in 1928. That was just a year after Charles Lindbergh had flown from the United States to Paris. In doing so, Lindbergh had become the first person to fly solo across the Atlantic Ocean, and was instantly famous. He was known around the world as “Lucky Lindy.” Earhart’s flight made her equally famous,

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even though she had not actually piloted the plane. The slim young woman with the short blond hair and the big smile became everybody’s favorite. In reference to Charles Lindbergh, newspapers began calling her “Lady Lindy.”

4

Four years after, Earhart again flew across the Atlantic, but this time she did it alone. Although men had done it before, Earhart became the first woman to fly solo across the Atlantic Ocean. Her life of breaking records was still far from over. She later became the first woman to fly non-stop across the country, the first to fly solo from Los Angeles to Mexico City, and she set a new speed record. With all her experience and achievements, Earhart was ready for her next challenge. She was ready to pilot a flight around the world.

5

Fortunately, Earhart was able to find the money to finance such a flight. Her husband George P. Putnam had great faith in Amelia, and together they got the money for the trip. There had been other flights around the world, but Earhart planned to follow a longer and more difficult route. When Earhart was asked why she had selected such a hard course, she smiled and then spoke.

6

“I want to do it because I must do it. Women must try to do things as men have tried. When they fail, their failure must be a challenge toAothers.”

STER.

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8

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ACKLIN L B Y WAY N A A T N O I In March of 1937, she began the great adventure.

Earhart and a navigator, Fred CED T IS N U I D .

O D E R P 4,000 miles without Efly GHT that could Noonan, took off in a twin-engine plane O BE R OPYRI T C K S I O BO OKwest to east, refueling. They flew Efrom by traveling from California THISbeginning R PL BO O M F A S EN South America, Africa, and Australia. From this to Florida. TThey over HIS then flew OT GIV N S I area, they headed IONnorth toward Hawaii, which was meant to be their last stop RMISS E P before completing their trip back to the United States.

Their flight from Australia to tiny Howland Island in the Pacific Ocean would be a 2,500 mile hop. An airstrip had been built on Howland Island especially for Earhart’s landing, and a United States Coast Guard ship was waiting for the flight. The ship had a direction finder that would help Earhart find the tiny island. At 2:45 A.M., Earhart radioed, “Cloudy and overcast.” Other messages were drowned out and lost in a maze of static.

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Soon Earhart reported that she was running low on gas. She asked the Coast Guard ship to try to give her the location of her plane, but the ship couldn’t help her. At 7:58 A.M., the ship heard, “We are circling but cannot hear you.”

At 8:45 A.M., her last message came through. “We are on a line of position 157-337. Will repeat this message on 6,210 kcs. Wait, listening on 6,210 kcs.

We are running north and south.” Then there was complete silence.

10 The Coast Guard ship searched for an hour, while the ship’s radio operator

continued to try to contact Earhart. They made black smoke that could be seen for miles, hoping that this would lead Earhart to them. Nothing worked, and so the United States sent a task force to search for Earhart and her plane.

The search team included an aircraft carrier, a battleship, some destroyers, and over sixty planes. The search continued for three weeks, and hundreds of thousands of miles were covered. Despite the extensive search, nobody ever found a trace of Earhart or her plane. She was never seen or heard from again.

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11 The career of a great woman pioneer ended tragically and mysteriously. Amelia

had said, “When women fail, their failure must be a challenge to others.”

Today, women captain the largest planes and serve in the Air Force. Female ER. way, and STthe pilots are no longer marveled over as rarities. Amelia Earhart led A M E N WAY. LACKLI many women have taken up the challenge.

N A NY OT A B

CED I T IS N U I D .

O D E R EP GHT O BE R OPYRI T C K S I O O OK THIS B R PLE BO O M F A S EN THIS OT GIV N S I ISSION PERM

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31 How does the author create suspense when describing the disappearance of Amelia Earhart? Use two details from the article to support your response.

Write your answer in complete sentences.

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32 Do you think the author’s purpose in writing “Amelia Earhart Leads the Way” was to inform or persuade? Use two details from the articleEto support ST R. A M E N your response.

CKLI AY.

LA A NY W N OT A B I N D S E I UC Write your answer in complete sentences.

IT HTED. EPROD G R I E R Y B O OP OOK T K IS C B O O S I B H RT AMPLE EN FO V I G THIS S T O N IS N O I S S I PERM

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Planning Page You may PLAN your writing for question 33 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on Pages 34 and 35.

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33 Annie Oakley and Amelia Earhart both achieved fame. Was the fame based only on their achievements, or did other factors play a role? Write an argument to explain why both Annie Oakley and Amelia Earhart were so greatly admired and achieved such fame.

In your response, be sure to do the following: • describe the factors that played a role in Annie Oakley’s fame • describe the factors that played a role in Amelia Earhart’s fame • explain whether or not the fame was based only on their achievements • include details from both articles to support your answer Write your answer in complete sentences.

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Understanding NY ELA and Common Core Learning Standards prepares students for the Common Core English Language Arts (ELA) Test. It focuses on the main differences of the redesigned test including a greater focus on informational texts, the use of authentic texts, and increased emphasis on close reading and using text-based evidence.

The book's key features include: Based on the Common Core Learning Standards This book assesses the reading, writing, and language skills described in the Common Core Learning Standards (CCLS) for English Language Arts & Literacy.

Full Range of Question Types This book includes multiple-choice questions, short-response questions requiring students to make a claim and support it with details, and extended-response questions requiring a complete essay.

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Focuses on Informational Texts The Common Core ELA Test has a greater focus on comprehending and analyzing informational texts. This book has a stronger focus on informational texts, and includes a range of informational texts.

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BLACK Y WAY N A A T N O I N D Uses Authentic Texts . IT IS ODUCE D E R T P H E G R E The Common Core ELA Test uses only rather OPYRI texts, Cauthentic K TO Bthan texts specifically created S I O O K B O HIS LE BO for use on standardized MPtests.

FOR T A S N E S I V I G TH S NOT I N O I ISS PERM

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