Understanding nys ela e sample

UNDERSTANDING E NY ELA and Common Core Learning Standards

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Targets the Common Core Standards

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

Understanding the Common Core Reading Standards

Understanding Complex Reading

Understanding Persuasive Text

Literature & Informational Text

by Theme

Specific Common Core Reading Standards

Reading & Argumentative Writing WRITTEN SPECIFICALLY FOR THE COMMON CORE STANDARDS GRADES 3-8

WRITTEN SPECIFICALLY FOR THE COMMON CORE STANDARDS GRADES 3-8

WRITTEN SPECIFICALLY FOR THE COMMON CORE 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

• Persuasive text and argumentative writing

• 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

• 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 STANDARDS GRADES 3-8

WRITTEN SPECIFICALLY FOR THE COMMON CORE 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

Entendiendo La Poesía WRITTEN SPECIFICALLY FOR THE COMMON CORE STANDARDS GRADES 2-5 New Spanish poetry written specifically for Spanish-speaking students

• Poems are presented with background information to help readers better understand the poem

Understanding Reading & Writing Series

• Each poem is followed by comprehension questions

Applying the Common Core Standards

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Understanding Reading & Writing Series Includes Teacher Guide Understanding the Understanding Common Core Reading Standards Complex Reading LEVEL Level C Level D Level E Level F Level G Level H

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CLASS SET: Understanding Drama

Understanding Poetry/English

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UNDERSTANDING E NY ELA and Common Core Learning Standards

E L P SAM ATION C U D E !

Y L L Y L L RA A R .

9 9 888.

TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

E L P SAM ATION C U D E !

Y L L Y L L RA A R .

9 9 888.

TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A ISBN 978-1-4204-7590-6 S IS DU THIS PERM REPRO

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: Only the Dog Knew © 2006, Ringmaster of Words © 2012, Where Do the Turtles Go? © 2011, Stop the Atlantic Express! © 2012, Sliding into the Future © 2010, No Dummy © 2010

Photo/Illustration credits: p. 7 & 9 Melanie Hall; p. 12 Bob Donaldson; p. 17 Robert P. Van Dam; p. 25 Gary Undercuffler; p. 28 Joe Kusumoto; p. 35 AP Images 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: Only the Dog Knew . . . . . . . . . . . . . . . . . . . . . . . . .6

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A literary passage with multiple-choice questions

Passage 2: Ringmaster of Words . . . . . . . . . . . . . . . . . . . . . . .12 An informational passage with multiple-choice questions Passage 3: Where Do the Turtles Go? . . . . . . . . . . . . . . . . . . .17 An informational passage with multiple-choice questions

ER.

ST Passage 4: Stop the Atlantic Express! . . . . . . . . . . . . . . .IN. E. .M.A.23 L BLACK E IS N TO B T K I O .

D O Passage 5: Sliding into the Future IGHTE . .FO. R. . T.H. I.S. B. . . . . . . . . . . .28 R Y P O K IS Cpassage GIVENshort-response O A paired informational with WAY. questions T O Y O B N N E A L S I P N AM D IN MISSIO E. P. R. O. .D.U.CE. . . . . . . . . . . . . . . . . . . . . . .33 THIS S 6: PNo Passage ERDummy R A literary passage with multiple-choice questions OT A

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.

E L P M Common Core Learning SAStandards N O I T A C U D E !

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8 8 Question Formats

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 onlySassesses TER. A M E reading, writing, and language standards.

ACKLIN

L OT A B TO BE N S I ED. IT THIS BOOK T H G I COPYR GIVEN FOR S I Y. K WAquestions.

Y OT three Itypes BOOTest includes The Common Core ELA of MultipleN N E A L S I P N M N A D O I S E S C IS choice questions assess standards. Students are asked DU THIS PROlanguage PERMreadingREand a question about a passage and must select the correct answer.

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.

E L P SAM ATION C U D E !

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TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

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/ Only the Dog Knew \

By Marylin Warner

1

When Grandma Essie eloped with Wally Combs, everyone in the family was shocked, and nobody thought it was a good idea. Except maybe Monty.

2

The old black Lab had mourned Grandpa Ed for three years. Day after day, month after month, Monty sprawled out by the front door, his graying muzzle resting on his paws. His dark eyes seemed to expect his master to magically appear. But of course Grandpa Ed couldn’t appear.

3

Monty might have stayed by the door forever, refusing to eat or move, if Grandma Essie and Abby hadn’t coaxed him with food and walks to the park.

4

So even though Abby was only eight and nobody in the family paid much attention to her opinion, she knew that the old dog wasAhappy TER. S M E wagged LINand Kup when Grandma Essie married Wally Combs. Monty sat C A L B A WallyBEscratched NOTwhen his tail around Wally, and he thumped his foot S I T K TO I O .

D O E B T his tummy.

THIS RIGH

5 6

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COPY GIVEN FOR S I K AY. O WWally Y OT marriage BOGrandma N N E Abby decided that Essie’s to was a good thing.

A L S I P N AM D IN O I S E S C S S U I I H D T RM PEwhispers, EPRO Abby knew that her family Rthough, From everyone’s didn’t agree.

7

“Essie and Wally have nothing in common,” Aunt Lynn said.

“He doesn’t play golf or canasta.”

8

Abby’s mother shook her head. “And he goes to that little church on Saturdays. She goes to Mass on Sundays. How will that work?”

9

Essie’s sister, Auntie Lee, was also upset. “Why did they elope?

Why didn’t they have a nice wedding and invite us?”

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10

11

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TER. S A M INE on all their KLwas C Only Cousin Becky, who was almost fourteen, said Bwhat A L T A will happen NOwhat S minds. “Now that Grandma Essie is a Combs, I TO BE to our T K I O .

D O IGHTE FOR THIS B family traditions? What about us?”

R Y P O K IS C GIVEN NY WAY. O T O O B N E Abby had to PL sheSIworried IN Atoo. During the next few N IS about AMadmit Dthat, O S E C S S U I I H D T as she visited O school each day, the house changed. weeks, PERM Grandma REPRafter

12

Grandpa Ed’s old recliner disappeared, replaced with a rocking chair.

Then the hunting picture over the fireplace was gone, and two paintings of trees took its place. Bowling trophies appeared on the bookshelves. And framed pictures of Wally’s family nestled among photos of Grandma Essie’s family.

13

But even though things changed, the feelings felt the same. Even better, actually. Grandma Essie hummed to the radio. She laughed when Wally waltzed her around the kitchen. And Monty’s tail swished the floor as he watched.

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14

Then came the invitation to “The Family Dinner.” All of Abby’s family would be there, along with Wally’s son, Wayne, his wife, Bonnie, and their boys, Mark and David—everyone together for the first time.

15

“Apple pie isn’t good enough now. Bonnie is bringing cherry pie, too.”

The tone of Abby’s mother’s voice and the wringing of Aunt Lynn’s hands told Abby it was going to be a tense meal.

16

On the day of the big dinner, Abby showed up after school as usual.

Grandma sliced and chopped in the kitchen. Delicious smells bubbled on the stove. Wally vacuumed, waving a cheery greeting as Abby clamped Monty’s leash onto his collar.

17

Monty happily padded to the park, his tail waving from side to side.

The old dog almost pranced in the sunshine. Monty’s enthusiasm filled Abby with hope that the dinner would be a success.

18

But back at the house, her hopes sank. Now that there were more people, the dining-room table was too small. A folding table was set up in the TER. S living room, where Wally spread a linen cloth and arranged folding A M KLINEfamily Aa Cnew L chairs. That meant one thing: there would have toAbe B NOinT disappointment.

O BE S I tradition—a children’s table. Abby’s heart sank T I D. OOK T

19

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IGHTE FOR THIS B R Y P O IS C nervous.

That night, everyone shook Kseemed GIVENPeople O WAY. hands awkwardly, T O Y O B N N E A L S I P IN saying polite but their N SSIOkeeping UCEDdistance. Finally it was time IS SAM things I H D M T O R R E to eat.

P REP

20

Grandma Essie and Wally stood together, holding a silver bowl and smiling. “Tonight is our first family dinner,” Grandma said, “bringing together all the people we love most.”

21

Wally lifted the bowl. “Essie and I combined many of our family traditions. We also created a new one. Everyone will draw from the silver bowl. The stickers in the bowl match the stickers on the dinner napkins. That’s the seating arrangement.”

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22

It became great fun. Becky’s balloon sticker matched the napkin at the head of the dining-room table. Abby’s kitten sticker seated her at the card table, across from her “new cousin” David, who sneaked scraps to Monty under the table and made Abby giggle. Auntie Lee sat with them, too, agreeing to try bowling with Wally if he would try canasta.

23

At the dining-room table, Grandma swapped recipes with Bonnie. Becky and Mark argued that rap was real music, even though the adults rolled their eyes and disagreed.

24

For dessert, everyone ate combinations of apple and cherry pie. All the men had seconds.

25

Monty wandered between the tables, happy to have double the pats and ear rubs.

26

When Grandma Essie and Wally Combs eloped, people were surprised, but the whole family knew it was a good match.

27

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That’s what they say now, but Abby knows that only Monty believed TER. it S A M NE from the beginning.

LACKLI

OT A B TO BE N S I ED. IT THIS BOOK T H G I COPYR GIVEN FOR S I K WAY. Y OT BOO N N E A L S I P AM D IN ON THIS S PERMISSI EPRODUCE R

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1

An important contrast in the story is between A Monty’s acceptance of the marriage and the family’s disapproval B Abby’s large extended family and Wally’s small close family C the conversation topics at the large table and the small table D Grandma Essie’s outgoing personality and Wally’s shyness

2

How do the final two paragraphs contribute to the reader’s understanding of the story?

A They explain why Essie’s and Wally’s relationship worked.

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B They suggest that the dog benefited the most.

C They indicate that Grandma Essie regretted eloping.

D They show that the family finally accepted the marriage.

3

Read this sentence from the story.

ER.

“Monty might have stayed by the door forever, refusing to eat or MAST E N I L K BLACwith Efood and move, if Grandma Essie and Abby hadn’t coaxed him A T O OB SN walks to the park.”

D. IT I OOK T

IGHTE FOR THIS B R Y P O What does the word coaxed K IS C mean?

GIVEN NY WAY. O T O O B N E N IS AMPL D IN A O A forced I S E S C S S U I I H D T PERM REPRO B entertained C persuaded D punished

4

This story is mostly about a family who A ignore the family pet B have trouble accepting change C struggle with the loss of a loved one D cannot agree on anything

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5

Read this sentence from paragraph 24 of the story.

“For dessert, everyone ate combinations of apple and cherry pie.”

The author describes eating the two types of pie to represent A the nervousness between the two families B the separation created by the two tables C how two family traditions came together D how the number of people created confusion

6

In which scene does Abby first begin to feel good about the family dinner?

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A when she sees that there are two tables

B when she watches everyone shake hands

C when everyone draws stickers to choose where to sit D when dinner is over and the dessert is served

7

TER. S A M KLINE C A L B Which piece of dialogue from the story summarizes NOT A the O BE main S I Tfamily’s T K I O .

D O concern about the marriage?

IGHTE FOR THIS B R Y P O C K ISor GIVEN NY WAY. A “He doesn’t play golf canasta.”

O T O O B N E A PL N IS church AMgoes DonINSaturdays.

O I S E S C S B “And he to that little She goes to Mass S U I I H D T RO ERM P P E R on Sundays.”

C “Why did they elope? Why didn’t they have a nice wedding and invite us?”

D “Now that Grandma Essie is a Combs, what will happen to our family traditions?”

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/ Ringmaster of Words \

By Sara Matson

1

2

J. Patrick Lewis calls great poetry a “circus for the brain.” The author of more than 50 books of poetry for children, Lewis is the current Children’s Poet Laureate.

The Poetry Foundation gave him this honor because of his “gifts as a poet” and “his love of writing poetry for children.”

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Lewis has been reading his poems at schools and libraries across the United States and overseas. He talks about the importance of TER. S A M poetry and encourages kids to KLINE C A L B read and write poems. Lewis told NOT A K TO BE S I T I a reporter that winning this awardHTED. IS BOO G H I T R Y R made him feel “like a butterfly IS COP T GIVEN FO WAY. K O O B heart.” IS NO was dancingMon PLEmy IN ANY N

A THIS S

ISSIO PRODUCED PERM RE

Fellow-phants and Pelicanaries 3

Before he was a poet, Lewis was a college professor of economics. Then, when he was 40 years old, he discovered the pleasure of poetry. “Good things come to those who wait,” he says.

4

Lewis’s poetry overflows with funny characters. In one poem, a bookfearing hippo named Barnaby learns to like reading. In another, a dizzy Dalmatian loses his spots. (The dog’s owner eventually finds them on her face!) Parading circus elephants are called “fellow-phants,” and cheese-eating birds are “pelicanaries.”

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5

Not all of Lewis’s poems are silly. Some of them help kids learn new information, such as how to remember the difference between latitude and longitude on a globe. Others are serious, such as poems about the Civil War and famous women in history. Still others are puzzles. And his rhyming riddles cover every subject, from peacocks to planets to Rapunzel!

6

When Lewis first began to write poems, he says, “I was dreadfully, embarrassingly, achingly awful. I had come to love poetry without knowing the first thing about it!” To improve, he stopped writing poetry. Instead, he read poems by well-known authors such as Emily Dickinson, Robert Frost, and W.H. Auden. He also studied books about how to write poetry. After three years, he felt ready to write again.

7

8

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E L P M A S N Just the Right Word O I T A C U D E !

Y RALL 99.RALLY 888.

Even though he has published many books of poetry, Lewis doesn’t think writing is an easy thing to do. “All poems are difficult to write,” he says. “If they were easy, everybody would be writing them.” ER.

MAST E N I L K He usually works eight hours a day, seven days a Aweek.

BLAC AfterE he writes a T O B them to IS N what TOwants poem, he rewrites it, until his words say exactly he T K I O .

D O SB IGHorTEeven THIsearching R say. Sometimes, he’ll spendOP hours days for just the Y R O F C N S E I .

V Y I K A G right word.

LE BOO ION IS NOT D IN ANY W P M A UCE IS S ISS THwill Lewis be Poet LaureateRuntil PERM EPRODMay 2013. But even after that, he will keep on writing poems and sharing his love of poetry with children around the world.

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Pat’s Pointers for Poetry J. Patrick Lewis has some tips for kids who want to learn to love poems as much as he does.

You may have to read many poems before you find a few that you really like. That’s to be expected.

Try this: Go to the library and check out lots of different poetry books.

Find some favorites.

E L P M When you read poetry out loud, your ears will have as much fun as A S N O your mouth.

I T A C U D E !

Y RALL 99.RALLY 8.were all rewriters. You must become a 8 The great writers8 in history rewriter, too.

Try this: Go into a room by yourself. Read a poem you like out loud, slowly. How did it sound? Practice it until it flows off your tongue.

Then share it with someone else.

STER.

NE MA I L K C A L OT A B TO BE N S I ED. IT THIS BOOK T H G I OPYR IVEN FOR C S I K Try this: Write a poem. read carefully.

WAY. Does it say exactly Y OT Git over BOO Then N N E A L S I P N AM ON ReadDitUCout whatHyou itISto Keep playing with the ED Iloud.

SIsay?

M T IS S wanted O R R E P P E R just right to you. words until the poem sounds

Practice, practice, practice.

If you want to be a basketball player, you would shoot a lot of hoops.

If you want to play piano, you would make a lot of noise before it started to sound like music. If you want to write poetry, then you must practice writing poems. Practice until your words sing.

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The article describes how Pat has followed each of his own pointers EXCEPT A reading many poems B reading poetry out loud C rewriting his poems D practicing often

9

The poem featuring “fellow-phants” and “pelicanaries” is an example of which type of poem described in the article?

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A a silly poem

B a riddle to be solved

C a poem designed to teach

D a serious poem about history

TER. S A M NE KLIfeel C A L B “Lewis told a reporter that winning this award Tmade him ‘like a E O A B N O S I T butterfly was dancing on my heart.’”

ED. IT THIS BOOK T H G I FOofR COPYR feelings Lewis was most likelyKdescribing N S E I .

V I OT G IN ANY WAY BOO N E L S I P AM D ON A shock THIS S PERMISSI EPRODUCE R B delight

10 Read this sentence from paragraph 2 of the article.

C anxiety D amusement

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11 Which main idea is best supported by the information in the section “Just the Right Word”?

A Writing good poetry requires hard work and practice.

B Poetry can be used to teach or to entertain.

C Being named a Poet Laureate is a great honor.

D You can learn a lot from famous poets of the past.

12 J. Patrick Lewis would most likely describe writing poetry as A lonely, but relaxing

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B entertaining, but pointless

C challenging, but rewarding D tedious, but worthwhile

13 Which sentence from the article best supports the idea that J. Patrick .

Lewis is a successful poet?

ASTER A B C

NE M I L K C A L “The author of more than 50 books of poetry Lewis is E OT AforB children, B N O S I T the current Children’s Poet Laureate.”

ED. IT THIS BOOK T H G I “He talks about the importance poetry kids to FOR and Yencourages COPYR Gof N S E I .

V I K A O W T O read and Pwrite LE B poems.”

IS NO CED IN ANY M N A O I S S IS DU THIS he was “Before PERMa poet, Lewis REPROwas a college professor of economics.”

D “Then, when he was 40 years old, he discovered the pleasure of poetry.”

14 Which statement best describes the information in the section “Pat’s Pointers for Poetry”?

A It gives activities for readers to complete.

B It describes the main reasons for Pat’s success.

C It summarizes the information in the article.

D It shows the steps Pat follows to write a poem.

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/ Where Do the Turtles Go? \

By Jesse Boyett Anderson

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1

TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S THIS RODU ERMIS Every summer,Pthousands green sea turtles climb onto RofEPendangered beaches around the world. Each female digs a hole in the sand with her strong back flippers. After laying 100 or more eggs, she covers her nest with sand and swims away.

2

Two months later, the eggs hatch, and the two-inch-long baby turtles crawl out of the sand and disappear into the ocean. They don’t reappear until they have grown as large as dinner plates. Until now, no one knew where the hatchlings went or what they did.

3

“If we don’t know where these little turtles are, we can’t protect them,” says Kim Reich, who studies marine animals.

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4

Reich helped solve part of the mystery. She used chemistry to test a 20year-old idea that green sea turtles grow up in the open ocean.

Turtles in the Bahamas 5

Reich’s story starts in the Bahama Islands. Her mentor, Karen Bjorndal, has studied green sea turtles near Great Inagua Island for more than 30 years. Large sea-grass meadows grow in the island’s shallow bay. Many young sea turtles come here to live and eat at the end of their mysterious childhood.

6

These turtles are the only sea turtles that live as plant eaters. In fact, their name may be a result of their diet. The turtles don’t look green.

The coverings, or scutes, of their shells range in color from pale yellow to dark brown. But the reptiles do have green fat. Scientists learned that the turtles eat green sea grass and green algae, which may turn their fat green.

7

Every year, Bjorndal and Alan Bolten, another sea-turtle biologist, go to STER. the Bahamas. For two weeks, they live in a one-room stone Ebuilding A M KLIN tags on C A L close to the beach. There, they catch turtles, put identification B OT A O BEbefore. them, and count the turtles that haveD.arrived IT IS N sinceOthe OK Tyear

8

9

10

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IGHTE FOR THIS B R Y P O C Between 2002 and 2004, 44 green sea IVENBoltenYcaptured K IS Bjorndal Gand O WAY. T O O B N N E A L S I P IN turtles in Sthe letting N SSIOBefore UCEDthe turtles go, the biologists IS AM Bahamas.

I H D M T O R R E P from each turtle’s shell. removed a small P part of theREscute

Like a person’s fingernails, a turtle’s scute is made of keratin. And like a fingernail, once that scute material forms, it doesn’t change. Scientists can “read” the chemicals captured in layers of scute to learn what kinds of food an animal ate when each layer was forming.

Bjorndal and Bolten took the samples to their laboratory in Florida, where Reich tested them. She found clues that support the 20-year-old idea: baby green sea turtles eat meat before they switch to a diet of plants. In fact, they eat animals that live in the open ocean.

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11

“It was more exciting than surprising,” Reich says. “It was very rewarding to see it come out the way that it did.”

12

For years, scientists have looked for evidence of oceanic turtle nurseries.

Of seven known species of sea turtles, only one has been found eating meat as a youngster. Very young loggerheads eat jellyfish and other small marine animals in the North Atlantic Ocean. A similar hot spot full of baby green sea turtles has not been found yet.

Clues from Loggerheads 13

“We knew where the little loggerheads were, and we knew what they were eating,” says Reich. “So, by comparing the chemical signatures of the little loggerheads with the green turtles, we could figure out what the green turtles were doing.”

14

Reich compared the bits of green-turtle scute with pieces of loggerhead scute. The oldest bits of green-turtle scute had the same chemicals as the loggerhead scute. This means that the baby green turtles were doing the TER. S same sorts of things as baby loggerheads, in the same sorts of places.

A M E

15

16

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KLIN C A L B These “plant-eating” sea turtles were eatingISjellyfish NOT A and O BE animals Tother T K I O .

D O in the open ocean. Later, they would IS B to a diet of plants.

IGHTE suddenly THswitch R Y R P O O F K IS C GIVEN NY WAY. O T O O B N E MPLNurseries?

N IS WhereHIAre Athe D IN A O I S E S C S S U I D T O PERMto findRthe EPRgreen Scientists still need sea-turtle nurseries. We now know that baby green sea turtles are out in the open ocean, but the open ocean is a big place.

17

“This has been a really intriguing and embarrassing problem for seaturtle biologists, because so many green-turtle hatchlings enter the ocean, and we haven’t known where they go,” says Bjorndal. The discovery may help scientists find the nurseries. Then we can do a better job of protecting this endangered marine animal.

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15 How are the first two paragraphs of the article mainly organized?

A They contrast two events.

B They describe events in order.

C They state the cause of an event.

D They give a solution to a problem.

16 According to the article, what was used as the clue to where the green sea turtles lived?

A how far they swam

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B what they ate

C what type of water they lived in D how long they were away for

17 In paragraph 13, the term “chemical signatures” refers to

TER. S A M KLINE C A L B the substances found in the turtles’ bloodstream NOT A K TO BE S I T I the colors and patterns of theIGturtles’ HTED. shells IS BOO H T R Y R S COP scute EN FO WAY. Iturtles’ the thickness of the V I K G O T O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

A the substances found in the turtles’ shells B C D

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18 Read these two sentences from paragraph 14: “The oldest bits of green-turtle scute had the same chemicals as the loggerhead scute. This means that the baby green turtles were doing the same sorts of things as baby loggerheads, in the same sorts of places.”

Which of the following describes these two sentences?

A The sentences make a comparison.

B The sentences describe two events in order.

C The first sentence describes a solution to the second.

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D The first sentence explains the reason for the second.

19 As it is used in the first and last sentence, what does the word endangered most likely mean?

A puzzling

TER. S A M C at risk KLINE C A L B NOT A K TO BE D adventurous S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O NY for finding the seaLE Barticle,IOwhat According Ato IS NisO theCEmain Pthe N Areason I M N D S S IS IS DU turtleTHnurseries?

PERM REPRO B beautiful

20

A to allow tourists to enjoy the sea turtles B to better protect the sea turtles C to find out how many sea turtles there are D to improve the diets of the sea turtles

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21 Read this sentence from paragraph 5 of the article.

“Many young sea turtles come here to live and eat at the end of their mysterious childhood.”

Why is the childhood described as “mysterious”?

A It is thought that the sea turtles spend their childhood alone.

B It is thought that the sea turtles are lucky to survive that long.

C It is not known why the sea turtles travel to the Bahamas.

D It is not known where the sea turtles were during childhood.

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TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

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/ Stop the Atlantic Express! \

By Kate Sharp and Sarvinder Naberhaus Art by Gary Undercuffler

“You can only imagine what a fearful thing it is to see the heavens grow black and blacker until the light of day is all shut out.”

–Kate Shelley, about the events of July 6, 1881 1

The wind was whipping from all directions, trying to snatch the flapping linens from Kate’s hands. Another Iowa storm was brewing.

2

Dodging raindrops, Kate ran with an armload of clothes into the farmhouse nestled on the hill above Honey Creek. Thunder rattled the panes as she looked out the window to the railroad tracks below. They reminded her of Father, who had been a railroad man. Kate loved hearing the trains rumble back and forth over Honey Creek Bridge.

Every day she heard the trains’ whistle and knew their schedules, ER. Twhen S A M NE they would arrive and when they would depart.

LACKLI

3

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OT A B TO BE N S I IT Fifteen-year-old Kate Shelley knewHTher survival OOK depended on ED.family’s B S I G H I T now her mother was PYR hadENdied her. Her father and brother FORand COJames S I V I K AY. O to school.

Wyounger Y OT GShe sent BOgoing N N sick. Kate gave up her brother and E A L S I P N I M N A D O I S E S C IS IS sisters the THinstead.

ODU fed the animals, and hunted with ERMtended PShe EPRcrops, R her dogs in the nearby woods. She was a good shot and protected the family’s livestock from chicken hawks and wolves.

4

The panes of the little house continued to rattle as the storm invaded the night. Kate thought about the hundreds of Chicago-bound passengers on the Atlantic Express. At midnight they would cross the valley. Would dispatchers send a train out in this weather? With each flash of lightning, Kate watched the creek rise higher—almost touching the tracks of Honey Creek Bridge.

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5

Suddenly, Kate heard the clanging bells of a pusher engine, a loud crash, and the hissing of steam. She knew that the engine must have gone off Honey Creek Bridge.

Kate to the Rescue 6

Grabbing her lantern, Kate slipped down the muddy hillside, amidst the lightning and crashing thunder, to the washed-out bridge. Peering through the rain, she saw a partially submerged engine and two men clinging to tree branches in the angry water.

7

Kate shouted above the wind—and listened. The men yelled back, but the roaring water carried their voices away.

8

Kate would have to make her way through the dark woods to the Moingona train depot. There she could get help and stop the train—the Midnight Express—but first she would have to cross the Des Moines River Bridge.

9

As Kate finally reached the bridge, the fierce wind snuffed out herTER. AS E Mthe N I lantern. Nearly 700 feet of bridge lay ahead. Would sheCKmeet L A BLshivering, A T Midnight Express while crossing? Tired, soaked, and O IS N TO BE Kate got T K I O .

D O E down on her hands and knees and to crawl.

HIS B IGHTbegan

10

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T COPYR GIVEN FOR S I K AY. hands. She stretched Wher T She felt the slippery, beneath Y Oboards BOOsplintered N N E A L S I P AM theISnext SIONrailroad CEDItINwas so far away. She tried Utie. her hand D M THIS Stoward O R R E P REP be to slip through to the rushing not to think how easy it would torrent below.

11

When she was halfway across the bridge, lightning revealed a giant tree in the river barreling toward her. She raised to her knees, clasped her hands, and prayed. Would the river swallow her? Suddenly, the tree swerved so closely she felt its spray of water.

12

Finally, Kate inched her way across to ground on the other side.

Exhausted, she ran to the train depot. Bursting through the door, she shouted something about stopping the Midnight Express, then collapsed on the floor.

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13

14

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8 8 Kate’s Story Spreads

When she recovered, she told the men her story and guided them back to Honey Creek to rescue the survivors. Luckily, the Midnight Express TER. S A M NE hadn’t arrived. It had stopped farther west because ofAthe CKLIstorm.

L OT A B TO BE N S I ED. IT THIS BOOK T H G I YR FOR COPKate N S E I V Y. I K It was early morning before was put bed, she stayed for Y WAwhere OT G IN to BOO N N E A L S I P N AM ordeal hadOmade months.

The her ill, Dprobably from exhaustion. She THIS S PERMISSI EPRODUCE kept repeating to her sisterRMayme that she could still feel the cold rain on her face.

15

Kate’s story did not go unnoticed. Mayme later recalled that Kate woke up famous. Newspapers spread her story. And Kate received a medal for her courage along with a lifetime train pass, which she used often.

16

It has been more than 100 years since Kate’s heroic act, but she is still remembered. By her grave is a memorial tablet placed by the Order of Railway Conductors and Brakemen that reads: “Hers is a deed bound for legend . . . a story to be told until the last order fades and the last rail rusts.”

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22 What is the main reason the author includes the quote by Kate Shelley?

A to show that the storm did not actually occur B to prove that Kate did not feel afraid C to emphasize how fierce the storm was D to explain that Kate’s brave act was remembered

23 When the story says in paragraph 7 that “the roaring water carried their voices away,” it means that the men A were being pulled underwater

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B could not be heard over the water C were too tired to speak loudly D began to panic too much

24 The story describes how Kate gave up school and sent her siblings . instead. Why is this detail important in the story?

ASTER A B C D

NE M I L K C A L It shows that Kate is a brave and capable young OT A Bwoman.

N S I TO BE T K I O .

It suggests that Kate makes rashTdecisions.

D O IGH E FOR THIS B R Y P O C It suggests that Kate to become K ISwanted GIVEN famous.

O WAY. T O Y O B N N E A L S I P It shows AMthat Kate will D IN for others.

ONmake sacrifices THIS S PERMISSI EPRODUCE R

25 Which word best describes Kate?

A sensible B reckless C weak D courageous

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26 Which of these details is most important to what happens in the story?

A Kate took in linens from the clothesline.

B Kate knew the schedules of all the trains.

C Kate helped her sick mother take care of the family.

D Kate hunted in the woods near her home.

27 The story of Kate’s experience is most like A a mystery B science fiction

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C an adventure

D an autobiography

28 Which quality of Kate’s does the art emphasize?

A her determination B C D

TER. S A M her tiredness KLINE C A L B her intelligence NOT A K TO BE S I T I HTED. R THIS BOO her foolishness G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

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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.

/ Sliding into the Future \

By Sachin V. Waikar, Ph.D. Photos by Joe Kusumoto

E L P SAM ATION C U D E !

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TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO 1

Kip St. Germaine inhaled and scraped his stick against the ice. In front of him, the Norwegian team’s goalie leaned forward, waiting. Behind St. Germaine, his teammates watched him, like everyone else in the crowd of more than 8,000 people. The score in the championship match was tied. This was a shootout at the 2002 Paralympic Games.

2

St. Germaine swung his stick back and slapped the puck toward the goal. The black disc whizzed past the goalie’s glove. Goal! St. Germaine had scored Team USA’s winning goal over Norway.

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3

St. Germaine and his team moved toward the platform to receive their gold medals for ice sled hockey. But unlike most Olympic medalists, none of these hockey players were standing. St. Germaine, like many of his teammates, is a paraplegic, a person who has lost the use of his legs because of nerve or muscle damage.

First Love 4

5

6

St. Germaine wasn’t always paraplegic. It wasn’t until after he’d finished college that an accident left him paralyzed from the waist down. He was helping to build a house when a five-ton wall fell on him. After the accident, St. Germaine tried to do everything he’d done when he could walk—except sports. Always athletic, St. Germaine had played hockey, baseball, and tennis through high school. He was recruited for his college’s hockey team but was “too busy with classes and other things to play.”

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After St. Germaine lost the use of his legs, he was reluctant to play popular wheelchair sports because he believed that participating inER. AST E these meant “admitting you’re disabled.” But when he read aMnewspaper N I L K C BLAlocal A article about ice sled hockey, he decided to go to the T E O Bteam’s N O S I T T K I O . practice because hockey had always been his first love.

D O HTE IS B

YRIG R TH P O O F C N S E I .

W Watching the ice players St.AYGermaine felt excited OOKhockey Y OT GIV practice, Bsled N N E A L S I P N I M N A ED accident. Ice sled hockey (called about SSIOtime since IS S for Ethe DUCthe THsports O RMIfirst R P P E R the United States) is played by paraplegics, ice sledge hockey outside of

like St. Germaine, and by amputees, people who have lost one or both legs. Players sit on steel-tube sleds that ride on skate blades, and use two shortened hockey sticks to move the puck and their sleds across the ice.

They wear uniforms and follow rules similar to those of ice hockey.

Team USA 7

After playing on the local team for some time, St. Germaine tried out for the U.S. national sled hockey team. Because he had less experience than many of the other players, he didn’t expect to make the team. But in January 1995, St. Germaine received a letter welcoming him to Team

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USA. Then began the hard work of preparing for the Paralympic Games.

This international competition is held along with the Olympics every four years.

8

St. Germaine was chosen to be captain of Team USA, and the team traveled to Nagano, Japan, for the 1998 Games. In a match against Canada, St. Germaine scored Team USA’s first-ever goal. But his team finished last out of six teams.

9

Four years later, Team USA arrived in Salt Lake City for its second Paralympic Games. The team was expected to finish last again, but they were confident they could do better. And they did, outscoring their opponents 26 to 6 as they made their way to the championship match against Norway’s team.

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10

In the championship, St. Germaine scored the goal that won Team USA the gold medal. “We went from worst to first,” St. Germaine said.

11

In March of 2006, St. Germaine and Team USA defended their top rank STER. at the Paralympic Games in Turin, Italy. Despite outscoring Eopponents A M N KLINorway, C A L 16 to 10 overall, the team lost a close semifinal match to and B TA E O B N O S I then went on to defeat Germany. They T the bronze OOK Tmedal for third ED. Iwon B T S H I G H I place.

OPYR FOR T

12

K IS C GIVEN NY WAY. O T O O B N E Today St. SGermaine lives NinISMassachusetts AMPL D IN Aand speaks to students and O I E S C S S U I I H D otherT groups about PERMhis experience REPRO with paralysis and ice sled hockey.

He has traveled around the world and visited the White House, where he met the President. Kip St. Germaine never would have guessed that losing the use of his legs would help him take such great steps into the future.

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29 In which Paralympic Games did St. Germaine and his team have the greatest success? Use two details from the article to support your response.

Write your answer in complete sentences.

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30 Read this sentence from the passage.

“After St. Germaine lost the use of his legs, he was reluctant to play popular wheelchair sports because he believed that participating in these meant ‘admitting you’re disabled.’”

What does this sentence suggest was St. Germaine’s main barrier to achieving success? Use two details from the article to support your response.

Write your answer in complete sentences.

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TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

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/ No Dummy \

By David Richardson

1

William Hoy’s mother never wanted him to leave.

2

“What kind of life does a baseball player have?” she asked.

3

William stepped off the porch of his parents’ Houcktown, Ohio, home, heading for the train station. He wore the suit his mother had made him and shoes he’d made himself. He didn’t know what kind of life a baseball player had, but he was going to find out.

4

It was natural for William’s mother to worry. When William was very young, he came down with a terrible disease—spinal meningitis. In 1864, there were no medicines to cure such a deadly infection.

5

William survived, but his illness left him deaf, and he never really learned to talk. He did learn other things, such as how to read lips,ERhow T .

S A M to run fast, and how to play baseball.

KLINE

6 7

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BLAC A T O IS N TO BE William loved baseball.

T K I O .

D O IGHTE FOR THIS B R Y P O IS COhio School After graduating from Deaf Kthe AY. and learning a trade GIVENfor the O W T O Y O B N N E A L S I P as a shoemaker, returned home.INHe still dreamed of playing IS SAM EWilliam ISSION PRODUCED H M T R P professional baseball.

RE

A Nickname and Fame 8

Because Hoy was deaf, mute, and five feet four inches tall, his chances for ever playing pro baseball were slim. Few teams even offered him a tryout, and players and coaches laughed at him when he wrote “I want to play centerfield” on his notepad.

9

But those same players and coaches changed their minds when they saw Hoy play. He could run, he could hit, and he could steal bases.

In 1888, he started playing with the Washington Senators.

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10

Hoy knew he had gained the respect of his teammates when they gave him a nickname—Dummy. Today, people would consider this an insult, but living in the 1800s, Hoy considered it a term of endearment. It was a play on the word dumb, used to describe a person who could not speak.

11

Hoy was a good player. His first year, he led the league in stolen bases.

He was so good at it that pitchers from other teams looked for a way to stop him. They discovered that the way to keep Hoy off base was to “quick pitch” to him when he turned to read the umpire’s lips for the call.

12

No matter how fast he was or how much his teammates liked him, Dummy Hoy knew he wouldn’t play Major League Baseball for long if he kept striking out. And he realized why. Because he could not hear the umpire, Hoy kept looking at him and losing his focus. As a result, he kept striking out.

13

14

E L P SAM ATION C U D E Striking a DealALLY! Y L L R A R .

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R.

TE the Sof Dummy threw right-handed but batted left. He had a clear Eview A M N LI for “ball” LACKsigns third-base coach. He figured if he taught the coach the B A T IS NatO theOumpire.

TO BEEach time and “strike,” there would be no need Dto look T K I O .

E B IGHTwould THIS at R the umpire called a pitch, Dummy glance the coach for Y R P O O F C N S E I .

V Y I K A the sign.

NY W NOT G E BOO N IS AMPL D IN A O I S E S C S S U I I H D T It worked!

PERM REPRO

15

Although it’s never been directly proven, legend has it these signs became the same ones used by umpires today to call pitches.

16

Hitting and running were not all Dummy Hoy could do. He played centerfield as well as any man in the league, and he had a strong arm.

He is one of the few Major League players to have thrown three men out at home plate in one game.

17

Some players today can boast they’ve played for the National and American leagues, but Dummy played for all four Major Leagues of the

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time. By the end of his career, he had worn uniforms for the Washington Senators, the Buffalo Bisons, the St. Louis Browns, the Cincinnati Reds, the Louisville Colonels, and the Chicago White Sox. 18

When his time as a baseball player ended, Hoy settled in Cincinnati, Ohio, with his wife, Anna. There they raised their family. But Dummy never stopped loving baseball.

Call Me “Dummy” 19

Times changed. The game changed. And the stories of Dummy Hoy grew.

20

But what concerned him most was how the young reporters wrote about him. They called him William Ellsworth Hoy. At the age of 95, he sent a message to sportswriters: “Tell them to call me Dummy like always.”

21

In 1961, as the oldest-living former Major League Baseball player, Dummy Hoy had the honor of opening the Cincinnati Reds’ season TER.by S A M throwing out the first ball. That same year, the Reds Lwent KLINtoE the World C A B T A pitch OofBGame Series, and 99-year-old Dummy threw out Ithe 3.

S NOfirst T E

22

E L P SAM ATION C U D E !

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ED. IT THIS BOOK T H G I What kind of life does aISbaseball have?

Hoy, FOR ForY“Dummy” COPYR player N E .

V I K A G O W T O it was a prettyPLgood E B one. N IS NO N ANY I M A D O I S E S C IS DU THIS PERM REPRO

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31 Describe the challenge that Dummy Hoy faced when he played for the Washington Senators and how he overcame it. Use two details from the article to support your response.

Write your answer in complete sentences.

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32 How does the author emphasize that William Hoy did not findAbeing TER. S M INE to nicknamed Dummy insulting? Use two details from Lthe KLarticle C A B A support your response.

IS NOT TO BE

ED. IT THIS BOOK T H G I Write your answer in complete FOR COPYRsentences.

N S E I .

V I K OT G IN ANY WAY BOO N E L S I P AM D ON THIS S PERMISSI EPRODUCE R

Page 36 Š R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

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 38 and 39.

E L P SAM ATION C U D E !

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TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

Page 37 Š R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

33 Both articles describe a person who achieved great things despite a disability. What can readers learn about facing challenges from Kip St. Germaine and William Hoy? Explain which person you found most inspiring. Use details from both articles to support your answer.

In your response, be sure to do the following: • describe what readers can learn about facing challenges from Kip St. Germaine • describe what readers can learn about facing challenges from William Hoy • explain whether you found Kip St. Germaine or William Hoy most inspiring • include details from both articles to support your answer

E L P SAM ATION C U D E !

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Write your answer in complete sentences.

TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

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E L P SAM ATION C U D E !

Y L L Y L L RA A R .

9 9 888.

TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

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E L P SAM ATION C U D E !

Y L L Y L L RA A R .

9 9 888.

TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

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E L P SAM ATION C U D E !

Y L L Y L L RA A R .

9 9 888.

TER. S A M KLINE C A L B NOT A K TO BE S I T I HTED. R THIS BOO G I R Y IS COP T GIVEN FO WAY. K O O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

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.

E L P SAM ATION C U D E !

Y L L Y L L RA A R .

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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.

TER. S A M KLINE C A L B Uses Authentic Texts NOT A K TO BE S I T I The Common Core ELA Test uses only authenticHtexts, BOOspecifically created TED. rather than IStexts G H I T R Y R for use on standardized tests. IS COP EN FO WAY. V I K G O T O PLE B SION IS NO CED IN ANY M A S IS DU THIS PERM REPRO

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