Understanding nyc ela h sample

UNDERSTANDING H 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 H 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 S NOT I N O I ISS PERM ISBN 978-1-4204-7602-6 Copyright ©2013 RALLY! EDUCATION. All rights reserved. No part of the material 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: Stalking the Queen of Tigers © 2005, Adventure in the Banyan Tree © 2000, Unfolding Fairy Tales © 2007 Photo/Illustration credits: p. 6 & 8 John Goodrich; p. 25 Wikimedia Commons; p. 30 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: Stalking the Queen of Tigers . . . . . . . . . . . . . . . . . .6

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An informational passage with multiple-choice questions Passage 2: Adventure in the Banyan Tree . . . . . . . . . . . . . . .11 A literary passage with multiple-choice questions

Passage 3: Unfolding Fairy Tales . . . . . . . . . . . . . . . . . . . . . . .16 An informational passage with multiple-choice questions

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Passage 4: The Dog and the Wolf . . . . . . . . .BL.A.CK. L.I . . . . . . . .W.21 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: WhoE BWas Kaspar Hauser?

O HIS MPL 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: The Man in the Iron Mask . . . . . . . . . . . . . . . . . .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.

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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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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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/ Stalking the Queen of Tigers \

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By Pamela S. Turner

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Olga was one angry tiger when Dr. Dale Miquelle first saw her. She had been caught by a special snare set in the frozen forest by Dr. Miquelle and other scientists.

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. old, Unable to escape, Olga growled and snarled. She was only aboutSTaERyear A M E N but she was already a dangerous predator. Dr. Miquelle KLI Olga Yhated WAY. being BLACknew N A A T N O I captured. But he also knew that Olga could IS N save Siberian DUCED tigers. . IT help

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RO TED E REP YRIGH B P O O T C OK it is nerve-wracking,” says Dr. “Tigers must be dartedBfrom OOK IScloseRrange, IS BOand H E T L P FO AM Miquelle. “You toGIan that is big and scared. Their response is VENanimal THIS Sare close T O N S I to try to kill you.

N is a dangerous situation.”

ISSIOIt PERM

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Olga was quickly shot with a dart that gave her a drug to make her sleep. As Olga slept, Dr. Miquelle and his team carefully measured her and placed a radio collar around her neck. Writing notes was difficult—the February day was so cold that the ink froze in the scientists’ pens.

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Soon Olga was awake and bounding away across the snow. She was the first Siberian tiger to be radio-tracked by the Siberian Tiger Project.

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The Tiger Project 6

Dr. Miquelle’s Siberian Tiger Project is a joint United States–Russian effort to study endangered Siberian tigers.

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By radio-tracking the tigers, Dr. Miquelle has learned that tigers living in forests without roads are much more likely to survive than tigers living in areas crisscrossed by roads. Keeping roads away from areas where tigers live will help save them.

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Radio-tracking tigresses is especially important. By tracking female tigers, Dr. Miquelle has learned how many cubs are born and how fast the endangered tiger population can grow.

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He discovered that although the average tigress has two or three cubs in every litter, only about half of the cubs survive their first year. The number of tigers can’t grow as fast as scientists had thought.

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10 Today, there are more Siberian tigers in zoos than in the wild. A There STER. are about

INE M

L snowy forests .

ACKthe four hundred fifty wild Siberian tigers, and most live BLin Y WAY of N A A T N O I IS N CED Eastern Russia. Siberian tigers once lived ED.inIT parts of Russia, RODU China, and Korea.

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EP GHT O BE R OPYRI T C K S I O BO many tigers have been killed by OK cut down, But many forests have been THISand R PLE BO O M F A S EN hunters. Although it is Onow the law to kill Siberian tigers, poachers THIS T GIVagainst N S I sometimes kill tigers SION and sell their bones and other body parts for use in ERMIS P traditional Chinese medicine.

Midair Adventure 12 Dr. Miquelle usually has radio collars on eight to ten different tigers at a

time. He and his team use a radio receiver to pick up signals from the tigers’ collars. They track tigers on foot, by car, and from the air. It takes a lot of time and effort.

13 Every three years a radio-tracked tiger must be recaptured so the batteries in its

collar can be replaced. Even though the scientists can track their tigers, getting close enough to shoot a tranquilizer dart isn’t easy.

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14 Olga’s first battery change was a

real challenge. As Dr. Miquelle and his team tracked Olga from a helicopter, she climbed into a tree. “She was so mad at the helicopter, she was ready to take it right out of the air,” recalls Dr. Miquelle. They shot one dart into Olga from the helicopter, but it wasn’t enough.

15 A brave scientist was lowered by cable from the helicopter. He tried to shoot

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another dart at Olga while dangling in midair. Olga scrambled down the tree and was later darted (and her batteries were changed) while safely on the ground.

16 Olga has managed to avoid poachers, but several of Dr. Miquelle’s radio-

tracked tigers have not been so lucky. Lena, the second tiger to be radiotracked, was killed not long after she had given birth. Luckily, Dr. Miquelle R. and his staff were able to find her cubs. Two now live at theE Omaha MASTE Zoo.

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ACKLIN L B Y WAY N A A T N O I N ED Despite the tigers he has lost, Dr. Miquelle The . ITisIShopeful.

ODUCChinese D E R T P H E G R BE New anti-poaching government is working to stop PYRIillegal tiger COthe K TOtrade.

S I O O K B O BO HIS patrols in Russia seem MPLE to beVhelping, FOR T too. “Many Russians are interested in A S N E S I I TH tiger conservation,” says.

TG NOMiquelle SDr. I N O I ISS PERM between humans and tigers will also help tigers survive. To Fewer conflicts

help people living near tigers, Dr. Miquelle created a “Tiger Response Team.”

When a starving cub killed a dog at a logging camp, the team captured the tiger and released him far away from humans.

19 If any animal is a model for tiger survival, it is fiery, helicopter-swatting Olga.

Since she was radio-collared in the early 1990s, she has been tracked for ten years and has given birth to six litters of striped cubs.

20 “Olga is amazing. She’s the first animal we tracked, and she’s still alive,” says

Dr. Miquelle. “She is now about twelve. The fact that Olga is still out there is our ray of hope.”

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The article suggests all of the following as strategies for saving Siberian tigers EXCEPT A reducing the illegal poaching of tigers B saving orphaned cubs by raising them in zoos C stopping roads being built through their habitats D relocating them to forests in the cold regions of North America

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The article was mainly written to A inform readers of a program that is helping to save Siberian tigers

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B warn readers of how dangerous Siberian tigers can be C encourage readers to view Siberian tigers in zoos

D persuade readers to take action to help save Siberian tigers

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Closely reread paragraph 7 from the article.

“By radio-tracking the tigers, Dr. Miquelle has learned that tigers ER. in STliving A M E N .

CKLI tigers living forests without roads are much more likely to survive BLAthan Y WAYin N A A T N O I D S N from areas areas crisscrossed by roads. Keeping roads . IT Iaway ODUCE where tigers D E R T P H E G R live will help save them.” COPYRI TO BE

K IS IS BOO BOOK H E T L R P Why does theS author the FO information gained about roads?

AM describe GIVEN THI S T O N N IS A to argue M that the tigers may require sacrifices ISSIOprotecting R E P B to suggest that tigers pose too great a threat to people

C to convince the reader that the program has resulted in useful information D to support the idea that tracking the tigers is much easier than tagging them

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Which statement best expresses Dr. Miquelle’s view of the Siberian Tiger Project?

A It is a worthwhile activity because it is achieving results.

B It must be stopped because the researchers are in too much danger.

C It needs more support from governments and volunteers.

D It should be improved by using better technologies and techniques.

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The opening four paragraphs of the article are mainly included to A emphasize the importance of the project

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B show the dangerous nature of the project C describe the success of the project

D explain the benefits of the project

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Based on the article, what makes Olga the most significant tiger that has been tracked? .

A B C D

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R MASTE E N I L .

K She was the first one tracked.

BLAC Y WAY N A A T N O I N D She is now older than most tigers. TED. IT IS ODUCE R P H E G R I E COPYR K TO B S She is the only female tiger.

I O O K B O BO HIS FOR T AMPLE oneIVto N She wasTHthe tag.

E IS Shardest G S NOT I N O I ISS PERM

Read this sentence from the article.

“If any animal is a model for tiger survival, it is fiery, helicopter-swatting Olga.”

The word fiery describes Olga’s A appearance B personality C importance D warmth

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/ Adventure in the Banyan Tree \

By Ruskin Bond 1

Though the house and grounds belonged to my grandparents, the magnificent old banyan tree was mine—chiefly because Grandfather, at sixty-five, could no longer climb it.

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Its spreading branches, which hung to the ground and took root, forming a number of twisting passages, gave me endless pleasure. Among the branches were birds, squirrels, snails, and butterflies. The tree was older than the house, older than Grandfather, as old as the city of Dehra Dun.

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My first friend was a small gray squirrel. Arching his back and sniffing the air, he seemed at first to resent my invasion of his privacy. But when he found that I did not arm myself with catapult or air gun, he became friendly, and when I started bringing him pieces of cake and biscuit, he grew quite bold and was soon taking morsels from my hand.

R.

MASTE E N I L K WAY. BLAC himself Y whatever Before long he was delving into my pockets andOThelping to N A A N I N D . IT IS ODUCE he could find.

D E R T P H E G R I E COPYR K TO B S I O O K B O IS full of small red figs, birds of all kinds In the spring, when E BObanyanFOtree R THwas MPLthe A S N E S I V I G the red-bottomed bulbul, cheerful and greedy; would flockTHinto its branches: S NOT I N O I ISS gossipy rosy-pastors; parrots, mynas, and crows squabbling with one another.

PERM During the fig season, the banyan tree was the noisiest place in the garden.

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Halfway up the tree I had built a crude platform, where I spent the afternoons when it was not too hot. I would read there, propping myself up against the bole of the tree with a cushion from the living room. Treasure Island, Huckleberry Finn, and The Story of Dr. Dolittle were some of the books that made up my banyan tree library.

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When I did not feel like reading, I could look down through the leaves at the world below. And on one afternoon I had a grandstand view of that classic of the Indian wilds, a fight between a mongoose and a cobra!

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The warm breezes of approaching summer had sent everyone, including the gardener, into the house.

I was feeling drowsy myself, wondering if I should go to the pond and have a swim with my friend Ramu and his buffaloes, when I saw a huge cobra gliding out of a clump of cactus. At the same time a mongoose emerged from the bushes and went straight for the cobra.

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In a clearing beneath the banyan tree, in bright sunshine, they came face to face.

10 The cobra knew only too well that the gray mongoose, three feet long, was a

superb fighter, clever and aggressive. But the cobra, too, was a skillful and STER. speed, experienced fighter. He could move swiftly and strike with lightning A M E N CKLI poison.

WAY. BLAdeadly and the sacs behind his long, sharp fangs were full N A NY OT Aof

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CED I T IS N U I D .

O D E R EP the cobra raised half of GHT BE Rout, Hissing defiance, his forked tongue inTOand OPYRI darting C K S I O BO his broad, spectacled hood. The OOKgroundRand his six-foot length THISspread LE Bthe Poff O M F A S IVEN the long hair on his spine stood up.

HIS mongoose Tbushed his Ntail, OT Gand S I ISSION PERM

12 Though the combatants were unaware of my presence in the tree, they were

soon made aware of the arrival of two other spectators. One was a myna, the other a jungle crow. The birds had seen these preparations for the battle and had settled on the cactus to watch the outcome. Had they been content only to watch, all would have been well.

13 The cobra stayed on the defensive, swaying slowly from side to side, trying to

mesmerize the mongoose into making a false move. But the mongoose knew the power of his opponent’s glassy, unwinking eyes, and refused to meet them.

Instead he fixed his gaze at a point just below the cobra’s hood, and opened the attack.

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14 Moving forward quickly until he was just within the cobra’s reach, the mongoose

made a pretended move to one side. Immediately the cobra struck. His great hood came down so swiftly that I thought nothing could save the mongoose.

But the little fellow jumped neatly to one side and darted in as swiftly as the cobra, biting the snake on the back and darting away again out of reach.

15 At the moment that the cobra struck, the crow and the myna hurtled

themselves at the snake, only to collide heavily in midair. Shrieking insults at each other, they returned to the cactus.

16 A few drops of blood glistened on the cobra’s back.

17 The cobra struck again and missed. Again the mongoose sprang aside, jumped

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in, and bit. Again the birds dived at the snake, bumped into each other instead, and returned shrieking to the safety of the cactus.

18 The third round followed the same course as the first but with one dramatic

difference. The crow and the myna, still determined to take part in the proceedings, dived at the cobra, but this time they missed each other as well as the mark. The myna flew on and reached its perch, but the crow tried to STER. A M E N pull up in midair and turn back. In the second that it took do LI the bird to . this, BLACK Y WAY N A A T N O I the cobra whipped his head back and struckISwith great force, his snout N D . IT ODUCE D E R T P H E G thudding against the crow’s body.

R YRI BE

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O OP OOK T K IS C B O O S I B H E RT I saw the birdISflung twenty AMPLnearly EN FO feet across the garden. It fluttered about for V I G TH S T O a while, then layOstill.

N IS NThe myna remained on the cactus plant, and when the I S S I RM mongoose returned to the fight, very wisely decided not to snake and PEthe interfere again!

20 The cobra was weakening, and the mongoose, walking fearlessly up to him,

rose up on his short legs and with a lightning snap had the big snake by the snout. The cobra writhed and lashed about in a frightening manner, and even coiled himself about the mongoose, but to no avail. The little fellow hung on grimly until the snake had ceased to struggle. He then sniffed along its quivering length, gripped it round the hood, and dragged it into the bushes.

21 The myna dropped cautiously to the ground, hopped about, peered into the

bushes from a safe distance, and then, with a shrill cry of congratulations, flew away.

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Which statement best summarizes the central idea of the story?

A The narrator struggles to find any place to relax in peace.

B The narrator wishes he could share his adventures with his grandfather.

C The narrator enjoys witnessing nature’s animals in battle.

D The narrator feels relieved when a mongoose protects him from a cobra.

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How does the narrator most likely feel as he watches the fight?

A sorry that he cannot take action to help the mongoose B lucky to have the opportunity to witness the event

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C concerned that he is going to be trapped in the tree D fearful of the cobra or the mongoose noticing him

10 Which sentence gives an example of the narrator making an assumption about the animals?

A “At the same time a mongoose emerged from the bushes and ER. STwent A M E N LI . straight for the cobra.”

BLACK Y WAY N A A T N O I S N hair onDUhis CEDspine stood up.”

B “The mongoose bushed his tail, and . IT Ilong TEDthe PRO

YRIGH

BE RE

OP K TOopponent’s glassy, unwinking C “But the mongoose knew of OOhis K IS Cthe power B O O S I B H LE eyes, andSrefused FOR T SAMP to meetENthem.”

THI PERM

OT GIV

IS N glistened on the cobra’s back.”

D “A few drops of blood ISSION 11 Read this sentence from paragraph 2.

“Its spreading branches, which hung to the ground and took root, forming a number of twisting passages, gave me endless pleasure.”

How did the twisting passages most likely provide the narrator with endless pleasure?

A He entertained himself by climbing through them.

B He positioned himself inside them to read.

C He used them to trap wild animals.

D He enjoyed watching animals move about in them.

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12 In paragraph 4, the word delving suggests that the squirrel reached into the narrator’s pocket A with care B with enthusiasm C with fear D with patience

13 All of the following details emphasize the violence of the fight EXCEPT A “The cobra stayed on the defensive, swaying slowly from side to side, trying to mesmerize the mongoose into making a false move.”

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B “At the moment that the cobra struck, the crow and the myna hurtled themselves at the snake, only to collide heavily in midair.”

C “In the second that it took the bird to do this, the cobra whipped his head back and struck with great force, his snout thudding against the crow’s body.”

D “The cobra writhed and lashed about in a frightening manner, Rand . even E T S A M coiled himself about the mongoose, but to no avail.”

Y. KLINE

A LAC A NY W N OT A B I N D S E I UC IT HTED. EPROD G R I E R Y B O 14 This story is told from the IS COP of view OofOK T K point B O O S I B H RT AMPLE EN FO V I A a grandfather G THIS S T O N IS N O I S S I B a banyan tree PERM C the main character D an outside narrator

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/ Unfolding Fairy Tales \

By Darleen Miller Gossett

1

Most people know Danish storyteller and writer Hans Christian Andersen for his fairy tales. “The Little Mermaid” and “The Ugly Duckling” are among the popular tales he wrote. Few, however, know how much he also enjoyed cutting designs from paper with an enormous pair of scissors.

No TV! Now What?

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Andersen lived from 1805 to 1875, before television, videos, and computer games had been invented. Most of the time, he and his friends found ways to entertain themselves. They gathered in parlors to sing and play games, talk, and tell stories. With his gift for words, Andersen was in demand as a storyteller.

3

Friends invited him to their homes for dinner. After dinner, his audience sat spellbound while he cut extraordinary designs from paper as he told his stories.

Everyone waited breathlessly to hear the end of the story and to see what his STER. A M E N scissors snipped from the folded piece of paper. As Andersen LI unfoldedWAthe .

BLACK Y Y N A A T N O I paper, a swan, a castle, or a pierrot (clown) would appear as if by magic.

IS N CED

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U IT HTED. EPROD G R I E R Y B O COP simple Oand Most of Andersen’s cuttings Many looked as if they OK Tstriking.

K ISwere B O O S I B H E T L R P might move Iat any Ballerinas seemed to leap and twirl. Ships seemed FO AM moment.

GIVEN TH S S T O N to glide.

IS ISSION M R E P The swan became Andersen’s favorite image. He felt a bit like the duckling in his famous story. He thought people saw him as ugly and awkward. With scissors in hand, he became not the ugly duckling but a beautiful and graceful swan.

Gifts and Memories 6

Andersen gave cuttings to his friends and their children to show his affection and his appreciation for their hospitality. Some of his cuttings were decorative and fun. Others were useful.

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At Christmas, he cut out ornaments for Christmas trees: dolls with brightcolored dresses and pirates with great hoop earrings and tall black boots.

Children staged plays with his cut-paper dancers and miniature paper theaters.

Mothers used his special designs as patterns for cookies. Once, when Andersen gave a little girl a bouquet of flowers, he took out his big scissors and cut a special container to hold them.

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Andersen often traveled to faraway places. He made detailed cuttings of the things he saw. They helped him remember the interesting places he had visited.

Cut-Paper Scrapbooks 9

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Andersen also made special picture books that he gave to the children of favorite friends. Sometimes he sewed together books by hand. Sometimes he bought books that had blank pages. He glued his own drawings, cuttings, and poems on the blank pages. He added pictures from magazines. He included theater tickets and pressed flowers and leaves.

STER. A M E N LI .

BLACK Y WAY N A In Andersen’s paper cuts A T N O I N D . IT IS ODUCE D E R You see his poetry…

T P H E G R E PYRI K TO B All done with scissors.OOK IS CO O O B B HIS MPLE FOR T A S N E S I V I G TH delighted Children were S NOTwith the books that Andersen made. Few books were I N O I MISS printed for in the nineteenth century. Most of them were used to PERchildren

10 In one book he wrote about himself:

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teach children good manners. Andersen’s books were just for fun!

12 No one knows how many paper cuttings Andersen made. He started making

cutouts when he was a teenager. Although many of his cuttings were given to children as gifts to play with, about one thousand cuttings have survived.

Today, his paper cuttings are in private collections and are on display in the Royal Library in Copenhagen and in the Hans Christian Andersen Museum in Odense, Denmark (his birthplace). Every year, thousands of people visit the museums to learn about Andersen’s life and to view his cuttings.

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Make Your Own Paper Cutouts 13 Choose a character or scene from a tale by Hans Christian Andersen, such as

“Thumbelina” or “The Ugly Duckling.”

14 Fold a sheet of paper in half. Use a pencil to draw half of your chosen

character or scene. Make sure that several parts of your drawing touch the fold. Cut out the drawing, but do not cut through the fold where the drawing meets it.

15 Unfold your cutout and glue it on a sheet of dark-colored construction paper.

16 Remember, Hans Christian Andersen made more than a thousand cutouts.

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Practice as he did, and you can be a paper-cutting storyteller, too.

fold 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

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15 As used in paragraph 3 of the article, the word spellbound is closest in meaning to A disturbed B fascinated C puzzled D motionless

16 Closely reread these words Andersen used to describe his cutouts.

In Andersen’s paper cuts You see his poetry…

All done with scissors.

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Why did Andersen most likely compare his cutouts to poetry?

A They could be simple or complex.

B They were forms of art.

C They had symmetry.

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 BE OPYRI Cparagraph K TO to S 17 How does the information in 2OOhelp develop the article?

I K B O IS BO H E T L R P FO AM A It emphasizes GIVEN had many talents.

THIS S that NAndersen T O ION IS today should try to make cutouts.

ISSpeople B It tells Ewhy M R P D They showed a scene.

C It explains why storytelling was more popular in Andersen’s time.

D It describes how stories are more powerful with illustrations.

18 The information in the section “Make Your Own Paper Cutouts” is mainly organized A in sequential order B by cause and effect C in order of importance D by problem and solution

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19 The diagram in the section “Make Your Own Paper Cutouts” is mainly important because it A will help readers follow the directions correctly B will give readers ideas of what scenes to draw C will make sure readers choose an interesting character D will prepare readers for how difficult the task could be

20 In the section titled “Gifts and Memories,” which example is given to show that Andersen used cutouts to capture memories?

A ornaments made for Christmas trees

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B dancers and theaters used for performing plays C designs mothers used as patterns for cookies D cutouts of items seen while traveling

21 Which sentence does the author include mainly to persuade the reader? .

R MASTE E N I L K AY. A “Although many of his cuttings were given to children to BLAC as gifts Y Wplay N A A T N O I N D with, about one thousand cuttings have . IT ISsurvived.”

ODUCE D E R T P H E G R O BE B “Every year, thousands of to learn about OPYRI visitOthe Cpeople K Tmuseums S I O K B O O S I B H LE to viewFhis Andersen’s life R Tcuttings.”

MPand EN O V I HIS SA G T T O C “Unfold your cutout N IS N and glue it on a sheet of dark-colored O I S S I construction paper.”

PERM D “Practice as he did, and you can be a paper-cutting storyteller, too.”

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/ The Dog and the Wolf \ Based on a Fable by Aesop

A wolf there was, whose scanty fare Had made his person lean and spare; A dog there was, so amply fed, His sides were plump and sleek; ‘tis said 5 The wolf once met this prosperous cur1, And thus began: “Your servant, sir; I’m pleased to see you look so well, Though how it is I cannot tell; I have not broke my fast today; 10 Nor have I, I’m concerned to say, One bone in store or expectation, And that I call a great vexation2.”

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“Indeed it is,” the dog replied: STER. “I know no ill so great beside; A M E N LI .

15 But if you do not like to be BLACK Y WAY N A A T N O I N D So poorly fed, come live with me.” TED. IT IS ODUCE R P H E G R E RI “Agreed,” rejoined the wolf, “I’ll COPYgo: K TO B S I O O K B O BO HIS But pray, what Swork MPLEam I toVEdo?” FOR T A N S I I H OT G do not fail “Oh, guardT the house, S Nand I N O I 20 To bark at RMISS and wag your tail.”

PEthieves, So off they jogged, and soon arrived At where the friendly mastiff lived.

“Well,” said the wolf, “I can’t deny You have a better house than I.” 25 “Not so,” the other then replied, “If you with me will hence abide.”

“Oh,” said the wolf, “how kind you are!

1

cur – a slang term for a dog vexation – irritation or annoyance

2

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But what do you call that, hanging there?

Is it an iron chain, or what?”

30 “Friend,” said the dog, “I quite forgot To mention that; sometimes, you see, They hook that little chain to me; But it is only meant to keep Us dogs from walking in our sleep, 35 And should you wear it, you would find, It’s nothing that you need to mind.”

“I’ll take your word,” the wolf replied.

“It’s truth by me shall never be tried; I’ll have my liberty again, 40 And you your collar and your chain.”

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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

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22 Closely reread the first two lines of the poem.

A wolf there was, whose scanty fare Had made his person lean and spare; In these lines, the word scanty means A wholesome B sufficient C meager D revolting

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23 What do lines 9 through 12 reveal about the wolf?

A He has to seek out his own food.

B He does not know when he will eat again.

C He does not ration his food like he should.

D He gets his food by tricking others.

STER. A M E N LI .

BLACK to illustrate Y WAY N A 24 The dog’s description of the chain in lines 30 to 36 serves A T N O I N D . IT IS ODUCE D E R T P H E G R I E A his acceptance of being controlled COPYR K TO B S I O O K B O HIS E BO B his fear of going MPLhungry FOR T A S N E S I V I TH NOT G C his distrust of his Sowners I N O I ISS PERM to be set free one day D his longing

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25 Closely reread lines 37 and 38 from the poem.

“I’ll take your word,” the wolf replied.

“It’s truth by me shall never be tried; What effect do these lines have on the reader?

A The reader thinks that the wolf will eventually give in.

B The reader understands that the wolf would never consider being controlled.

C The reader believes that the owner’s intentions are suspicious.

D The reader remains certain that the wolf should give up his freedom for food.

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26 What is the central idea of the poem?

A It is easier to accept life’s problems than to keep fighting them.

B Joy comes from being willing to share what you have with others.

C Everyone’s situation has both positive and negative aspects.

D Those that have too little can be stronger than those with too much.

STER.

A LINE M .

K C A L B Y WAY N A A T N O I N D . IT IStwo lines ODUCE the poem best D E R 27 Based on your answer to question 26, which from T P H E G R I E COPYR K TO B S support the answer?

I O O K B O BO HIS MPLE FOR T A S N E S I V I A A dog there G fed, / His sides were plump and sleek; ‘tis said TH was, soNOamply S T I N O I ISS B But if you PERM do not like to be / So poorly fed, come live with me.

C And should you wear it, you would find, / It’s nothing that you need to mind.

D I’ll have my liberty again, / And you your collar and your chain.

28 In which way is the structure of the poem most similar to how the fable would be told as a story?

A It describes events in the order they occur.

B It divides the main events into stanzas.

C It uses rhyme to create mood.

D It uses rhythm to emphasize the main point.

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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.

/ Who Was Kaspar Hauser? \ 1

On May 26, 1828, a strange boy appeared on the streets of Nuremberg, Germany. He was sixteen years old, dressed in ragged country clothes, and staggering about as if he had only just learned to walk. His bare feet were swollen, and even though the light was not very bright, he kept squinting his eyes.

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This strange boy kept repeating, “I want to be a soldier as my father was.” Whenever anyone asked him a question he always answered by STER. A M repeatedly saying, “I don’t know.” Despite being E N Y. KLI NY WA A BLAC A in his late teens, he seemed to have about the Nsame T N O I D S . IT Ihe ODUCE D E R intelligence as a three-year-old child.

When was T P H E G R E PYRI COwas K TO Bthe S I O given a pencil and a paper, he able to write O K B O IS BO OR TH thing about MPLEThe other Fstrange A name Kaspar Hauser.

S N E S I V I G TH NOTcarried.

She I Kaspar was the letter It was addressed to the N O I ISS M R E P the Fourth Squadron, 6th Regiment, Nuremberg Cavalry.

Captain of

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“Honored Captain,” it read, “I send you a boy who is anxious to serve his king in the army. He was left at my house on October 7, 1812, and I am only a poor day laborer. I have ten children of my own, and I have enough to do to raise them. I have not let him out of the house since 1812. If you do not want to keep him, you can kill him or hang him up the chimney.”

4

A shoemaker who had found Kaspar and read the letter brought him to the cavalry captain. After reading the letter, the captain took the boy to the police station. It was then discovered that Kaspar had a second note. This one appeared to be from his mother and was written in Latin. The note explained that her infant’s father was dead and that she was too poor to take care of her baby.

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If the notes were to be believed, it seemed that Kaspar’s mother had given him up to the laborer, who had then kept Kaspar locked inside his home for almost the boy’s whole life.

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Nobody at the police station knew what to do with the boy or whether to believe the incredible story told by the notes. However, a kindly jailer took pity on Kaspar and took him into his home. The jailer later remarked that the boy was well built, but had soft feet. Everyday noises and sunlight bothered him, he jumped when he heard a clock strike the hour, and thunderstorms frightened him. The first time he saw a candle, he reached for the bright flame and appeared astonished when it burned his finger.

6

A professor was brought in to teach Kaspar to read, write, and speak. After much instruction, Kaspar could tell what he remembered of the life he had lived since he had been a child. He explained that he had been kept in a tiny cell six feet long, four feet wide, and five feet high. The only light in the cell came from two small windows that were dirty and kept closed. He slept on a straw bed placed on the dirt floor, his only toy was a small wooden horse, and during all his years in the cell, the boy’s only food was bread and water.

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STER. A M E N LI AY. Kaspar went on to explain that every so often, his water BLACKwouldNtaste Y Wbitter.

N A A T O I N D nails had been When he awoke after drinking the water, his Ohair IT ISfound DUCEand . he D E R T P H E G R cut and that his clothing had Cbeen OPYRIchanged TO BaE clean set. Kaspar claimed he K for S I O O K B O IS BO had never seen another OR TH in all his years. Then, one day, a man MPLE human Fbeing A S N E S I V I G THhis tiny room. had entered S NOT The man showed the boy how to write his name, I N O I and also taught ISShim how to repeat the sentence, “I want to be a soldier as my PERM

father was.”

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Shortly after that, Kaspar was carried out of his room. After spending his whole life in a tiny cell, the light and fresh air were too intense and he fainted. When Kaspar awoke, he found himself wandering through the streets of Nuremberg.

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An Englishman named Lord Stanhope became interested in Kaspar and his story, and had himself appointed as Kaspar’s guardian. Stanhope began to search for the boy’s relatives and even hired a private investigator to check into Kaspar’s past. From the evidence he collected, the private investigator concluded that the boy came from one of the German royal families. However, before anything could be proven, the private investigator suddenly died. It was suggested that he may have been poisoned, but this was never confirmed.

10 Shortly after Kaspar went to live with Lord Stanhope, he was attacked in the

cellar of his new guardian’s house. He was able to escape, but could describe his attacker only as a man whose face was smeared with black.

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11 Three years later Kaspar, who was then twenty-one, was less fortunate. A man

told him that someone with information about his parents was waiting for him in the park, so Kaspar went to meet the stranger. Kaspar was later found barely alive with a stab wound to the chest. No weapon was ever discovered, and even though the ground was covered with snow, there were no footprints.

Kaspar lived for a short time after the attack, and told his rescuers, “I didn’t do it myself.” He also added the strange statement, “Many cats are the death of a TER. mouse.” Kaspar died three days later.

E MAS

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.

ACKLIN L B Y WAY N A A T N O I N ED he was the son To this day, nobody knows who Kaspar Dwas. . IT ISOne theory ODisUCthat E R T P H E G R E RI Baden. The of Stephanie, the Grand Duchess COPYof K TO Btheory explains that the young S I O O K B O BO prince was switched THIS when he was born. The infant prince MPLEwith another FORchild A S N E S I V I was carriedTHaway by an T G officer, who then placed the child with a laborer S NOarmy I N O I S who had once one of his soldiers. Some say that the officer, when ISbeen PERM questioned, confessed to having switched the babies. Certainly, when a picture of Kaspar Hauser was held side by side with a picture of the royal family, there was a marked resemblance. Others believe he was simply a troubled teenager with a vivid imagination. Probably, nobody will ever be able to say for certain who Kaspar Hauser was. Was he a prince or simply a pauper?

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29 Read this quote from paragraph 6.

“He explained that he had been kept in a tiny cell six feet long, four feet wide, and five feet high. The only light in the cell came from two small windows that were dirty and kept closed.”

What evidence from the article supports Kaspar’s claim about where he lived?

Use two details from the article to support your response.

Write your answer in complete sentences.

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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 was toOOinform K TO B the reader about Kaspar S I 30 Do you think the author’s purpose K B O S BO R THIKaspar FOthat AMPLE the reader Hauser or toHIpersuade Hauser was a royal prince? Use S N E S V I G T T O N ISarticle to support your response. two details fromIOthe ISS N M R E P Write your answer in complete sentences.

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/ The Man in the Iron Mask \ 1

The fisherman was walking along the banks of a river when a bright ray of sunshine flickered over his eyes. He threw up his hand to shield his eyes from the flashing light, and then looked for the source of the dancing beam.

“Probably, somebody playing with a mirror,” he mumbled, and then he went on his way. But again, the light suddenly struck his face.

2

He looked up and now he could clearly see where the light was coming from.

High in a tower window of a stone fortress on the river, an outthrust arm held a shiny object. The owner of the arm, a person the fisherman could not see, was waving the reflector. Then, as the fisherman looked on, the arm flung the shiny object in his general direction. The metal circle flew toward the fisherman and rolled to a stop not far ahead of him. Curious, he ran forward immediately and picked it up. It was a shiny metal dinner plate, and something that looked like writing had been scratched into the surface. The fisherman picked up the plate, hurried to the fortress, and knocked on the door. The fisherman was escorted to the commander of the fortress and STER. A M E N I innocently offered him the plate. The man snatched the from the Lplate .

BLACK Y WAY N A A T N O I fisherman’s hands and examined it worriedly.

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I HTED. EPROD G R I E R Y B P IS COfisherman OK TO “Can you read?” he asked Osternly.

Kthe B O O S I B H RT PLE EN FO IS SAM V I H G T T O “No sir,” he replied.IS“That’s why I thought I better bring this plate to you.”

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“It’s a good thing you can’t read,” said the man. “If you had read it, it would have been your death sentence!”

6

If the fisherman had been able to read the message on the plate, the fisherman might have learned the identity of the Man in the Iron Mask.

7

In the 17th century, Louis XIV was the King of France. At that time in history, the King had absolute power over life and death. If someone displeased the King, for any reason whatsoever, that person could be sent to prison or put to death. People had been sent to prison for life because they had not bowed deeply enough as the King had passed.

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8

In 1669, a prisoner was turned over to the commander of a castle prison. This prisoner had not had a trial and had not even been sentenced by a judge. The soldiers who brought the man to jail also delivered a sealed letter to the commander. The jailer read the letter and then politely led the well-dressed man to his cell. No names were mentioned. The prisoner was provided with books and good furniture. Even though his cell window was barred, it did offer a fine view of the beach.

9

After the jailer made sure that the prisoner was comfortable, he placed a black velvet mask over the prisoner’s face and fastened it with two strings. There were slits for the man’s eyes, nose, and mouth. Even though the legend often describes the mask as iron, it was only cloth and it was not fastened by rivets of iron. Instead, it was fastened by threats and fear. The prisoner was sturdily warned never to remove the mask regardless of whether it was day or night or whether he was eating or sleeping. The penalty for removing the mask, even for a moment, was instant death.

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10 Over the years, the prisoner

was moved from one jail STER. to another and seen by A M E N LI .

BLACK Y WAY many people. But on N A A T N O I N D . IT IS every single occasion, ODUCE D E R T P H E G R I E COPYR his face remained K TO B S I O O K B O BO HIS covered. DuringSAone MPLE FOR T N E S I V I G TH trip, the jailer andNhis S NOT I O I S prisoner P stopped ERMIS for dinner at a small inn.

The jailer placed two loaded pistols alongside his plate as he faced the masked prisoner. Other guests at the inn were astonished and frightened at the sight of the man in the mask. People had seen prisoners before, but never one with his face masked, and it both intrigued and terrified them.

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11 Five years later, a man died in the great French prison named the Bastille. A

jailer wrote, “Today, November 19, 1703, the unknown prisoner died. He was the man who always wore a black velvet mask. This person had been brought to our jail five years ago. Yesterday, the prisoner reported being a little ill. He died at ten o’clock last night. But, he never had a serious illness. We buried him this morning in the jail graveyard. We didn’t even know the name to place on his tombstone.”

12 When the man in the mask died, many questions were left behind. The

obvious one was who he was, but people also wondered why his face had to be hidden, why he was sentenced to such a cruel punishment, and why he had been sentenced to life in prison instead of death. The King always refused to tell, even after the man’s death. The jailer, who had been in charge of the prisoner for thirty-four years, always refused to tell. Historians have searched for the answer to this question for hundreds of years, and many explanations have been offered.

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13 Some scholars believe that the prisoner was a personal secretary to the captain

of the palace guard. The prisoner had killed a young noble in the royal palace, R. and his parents wanted to save him from the death penalty. They that STEagreed A M E N I L .

Y K A AC he would be put in prison for life, and to protect the nameNYfrom Lfamily A W N OT A B I N D S E I disgrace, the prisoner would wear a mask IT the rest of DUC life.

ED. for ROhis

14

EP GHT O BE R OPYRI T C K S I O Another controversial Btheory OK is thatTHLouis IS BO XIV’s mother gave birth to identical R PLE O O M F A S N Ewould twins. She Tworried that wars be fought over who would become the HIS OT GIV N S I N so she kept the birth of the twins a secret. One brother King of France, and MISSIO R E P was raised in the country by a nurse who was unaware of his royal blood, while the other brother Louis was raised as the heir to the throne. When Louis became older, he learned of his identical twin brother. He refused to share the throne, but could not bring himself to have his brother killed. So he placed his twin in jail and ordered that the face of his royal look-alike must always be kept hidden. It is an intriguing explanation that explains why the prisoner’s face was hidden, but nobody knows if it is true or just an incredible story.

15 There were only a handful of people who ever knew who the prisoner was,

and they have been dead for hundreds of years. For all that time, scholars have been trying to solve the mystery of the Man in the Iron Mask. As more time passes it seems more unlikely that anyone will ever uncover the mystery of who the prisoner was.

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31 How does the author use the anecdote at the start of the article to create suspense? Use two details from the article to support your response.

Write your answer in complete sentences.

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32 Based on the information in the article, predict what might have been written on the dinner plate. Use two details from the article to support your ER. response.

MAST E N I L .

K Write your answer in complete sentences.

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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 In the two articles, the authors describe a mystery that was never solved.

Using specific details from the two articles, compare and contrast the cases of Kaspar Hauser and the Man in the Iron Mask. Describe what the mystery was in each case and why the true identity of each person was unknown.

In your response, be sure to do the following: • describe what the mystery was in each case • explain why the true identity of Kaspar Hauser was unknown • explain why the true identity of the Man in the Iron Mask was unknown • compare and contrast the two cases • use details from both articles in your response 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.

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