FSA ELA Reading Practice Test Questions · Grade 10 FSA ELA Reading ... By whose direction...

Grade 10

FSA ELA Reading

Practice Test Questions

(Revised January 2016)

Directions for Answering the ELA Reading Practice Test Questions

If you don’t understand a question, ask your teacher to explain it to you.Your teacher has the answers to the practice test questions.

The purpose of these practice test materials is to orient teachers and studentsto the types of questions on paper-based FSA tests. By using these materials,students will become familiar with the types of items and response formatsthey may see on a paper-based test. The practice questions and answers arenot intended to demonstrate the length of the actual test, nor should studentresponses be used as an indicator of student performance on the actual test.The practice test is not intended to guide classroom instruction.

To offer students a variety of texts on the FSA ELA Reading tests, authenticand copyrighted stories, poems, and articles appear as they were originallypublished, as requested by the publisher and/or author. While these real-world examples do not always adhere to strict style conventions and/orgrammar rules, inconsistencies among passages should not detract fromstudents’ ability to understand and answer questions about the texts.

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FSA ELA Reading Practice Test Questions

Read the passages “from The Metamorphoses” and “from Romeo andJuliet” and then answer Numbers 1 through 6.

Passage 1: from The Metamorphosesby Ovid

Pyramus and Thisbe, the one the most beauteous of youths, theother preferred before all the damsels that the East contained, lived inadjoining houses; where Semiramis is said to have surrounded herlofty city with walls of brick. The nearness caused their firstacquaintance, and their first advances in love; with time their affectionincreased. They would have united themselves, too, by the tie ofmarriage, but their fathers forbade it. A thing which they could notforbid, they were both inflamed, with minds equally captivated. Thereis no one acquainted with it; by nods and signs, they hold converse.And the more the fire is smothered, the more, when so smothered,does it burn. The party-wall, common to the two houses, was cleft by asmall chink, which it had got formerly, when it was built. This defect,remarked by no one for so many ages, you lovers (what does not loveperceive?) first found one, and you made it a passage for your voices,and the accents of love used to pass through it in safety, with thegentlest murmur. Oftentimes, after they had taken their stations,Thisbe on one side, and Pyramus on the other, and the breath of theirmouths had been mutually caught by turns, they used to say, ‘Enviouswall, why dost thou stand in the way of lovers? what great matter wereit, for thee to suffer us to be joined with our entire bodies? Or if that istoo much, that, at least, thou shouldst open, for the exchange ofkisses. Nor are we ungrateful; we confess that we are indebted to thee,that a passage has been given for our words to our loving ears.’ Havingsaid this much, in vain, on their respective sides, about night they said,‘Farewell’; and gave those kisses each on their own side, which did notreach the other side.

Excerpt from The Metamorphoses by Ovid. In the public domain.

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Passage 2: from Romeo and Julietby William Shakespeare

Romeo and Juliet meet and fall in love, but their families have an old rivalry andwill not allow them to be together. In this scene, Romeo sneaks into the orchardof Juliet’s family to talk with Juliet, who is at her bedroom window balcony.

JulietWhat man art thou that, thus bescreen’d in night,So stumblest on my counsel?

RomeoBy a nameI know not how to tell thee who I am:My name, dear saint, is hateful to myselfBecause it is an enemy to thee.Had I it written, I would tear the word.

JulietMy ears have yet not drunk a hundred wordsOf that tongue’s utterance, yet I know the sound;Art thou not Romeo, and a Montague?

RomeoNeither, fair saint, if either thee dislike.

JulietHow cam’st thou hither, tell me, and wherefore?The orchard walls are high and hard to climb;And the place death, considering who thou art,If any of my kinsmen find thee here.

RomeoWith love’s light wings did I o’erperch these walls;For stony limits cannot hold love out:And what love can do, that dares love attempt;Therefore thy kinsmen are no let to me.

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JulietIf they do see thee, they will murder thee.

RomeoAlack, there lies more peril in thine eyeThan twenty of their swords: look thou but sweet,And I am proof against their enmity.

JulietI would not for the world they saw thee here.

RomeoI have night’s cloak to hide me from their sight;And, but thou love me, let them find me here.My life were better ended by their hateThan death prorogued, wanting of thy love.

JulietBy whose direction found’st thou out this place?

RomeoBy love, that first did prompt me to enquire;He lent me counsel, and I lent him eyes.I am no pilot; yet, wert thou as farAs that vast shore wash’d with the furthest sea,I would adventure for such merchandise.

JulietThou knowest the mask of night is on my face;Else would a maiden blush bepaint my cheekFor that which thou hast heard me speak to-night.Fain would I dwell on form, fain, fain denyWhat I have spoke; but farewell compliment!Dost thou love me, I know thou wilt say Ay;And I will take thy word: yet, if thou swear’st,Thou mayst prove false; at lovers’ perjuries,They say Jove laughs. O gentle Romeo,If thou dost love, pronounce it faithfully:Or if thou thinkest I am too quickly won,

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I’ll frown, and be perverse, and say thee nay,So thou wilt woo: but else, not for the world.In truth, fair Montague, I am too fond;And therefore thou mayst think my ’haviour light:But trust me, gentleman, I’ll prove more trueThan those that have more cunning to be strange.I should have been more strange, I must confess,But that thou overheard’st, ere I was ’ware,My true-love passion: therefore pardon me;And not impute this yielding to light love,Which the dark night hath so discovered.

RomeoLady, by yonder blessed moon I swear,That tips with silver all these fruit-tree tops,—

JulietO, swear not by the moon, the inconstant moon,That monthly changes in her circled orb,Lest that thy love prove likewise variable.

RomeoWhat shall I swear by?

JulietDo not swear at all;Or if thou wilt, swear by thy gracious self,Which is the god of my idolatry,And I’ll believe thee.

RomeoIf my heart’s dear love,—

JulietWell, do not swear: although I joy in thee,I have no joy of this contract to-night;It is too rash, too unadvis’d, too sudden;Too like the lightning, which doth cease to beEre one can say It lightens. Sweet, good night!

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This bud of love, by summer’s ripening breath,May prove a beauteous flower when next we meet.Good night, good night! as sweet repose and restCome to thy heart as that within my breast!

Excerpt from Romeo and Juliet by William Shakespeare. In the public domain.

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Now answer Numbers 1 through 6. Base your answers on thepassages “from The Metamorphoses” and “from Romeo and Juliet.”

1. Fill in a circle before two phrases Ovid uses in Passage 1 to show thatPyramus and Thisbe experience a shared love.

“A A thing which they could not forbid, B they were both

inflamed, with minds equally captivated. C There is no one acquainted

with it; D by nods and signs, they hold converse. E And the more the

fire is smothered, F the more, when so smothered, does it burn.

G The party-wall, common to the two houses, H was cleft by a small

chink, which it had got formerly, when it was built. I This defect,

remarked by no one for so many ages, J you lovers (what does not

love perceive?) first found one, K and you made it a passage for your

voices, L and the accents of love used to pass through it in safety,

with the gentlest murmur. M Oftentimes, after they had taken their

stations, Thisbe on one side, and Pyramus on the other, N and the

breath of their mouths had been mutually caught by turns, . . .”

(paragraph 1)

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2. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Based on Pyramus and Thisbe’s situation, what is a theme of Passage 1?

A Lasting relationships depend upon affection.

B True love finds ways to overcome any obstacle.

C The smallest defect can cause love to deteriorate.

D Family disapproval can lead to desperate measures.

Part B

Which detail from Passage 1 helps develop the theme in Part A?

A the setting of the city

B the structure of the wall

C the beauty of the characters

D the fathers of the characters

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3. At the end of Passage 1, why does Ovid use the word “envious” todescribe the wall?

A It is immune to the pain that Pyramus and Thisbe experience.

B It has a flaw that Pyramus and Thisbe associate with their love.

C It hears the opinions Pyramus and Thisbe have about each other.

D It experiences the physical contact that Pyramus and Thisbe desire.

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4. In Passage 2, how do sections 6–10 increase the tension of the passageas a whole?

A They show that Romeo is questioning his identity.

B They show that Juliet misinterprets Romeo’s motives.

C They raise the possibility that Juliet may reject Romeo.

D They emphasize the danger that Romeo faces if caught.

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5. Romeo and Juliet retells the Pyramus and Thisbe myth in the form of aplay. In the excerpt provided in Passage 2, what does the play formathelp Shakespeare to emphasize about his characters? Select twooptions.

A the various threats they face

B the physical obstacles separating them

C the conflicting feelings they experience

D the way society views their relationship

E the reasons for their families’ disapproval

F the reasons they are drawn to each other

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Part A

Which quotation from Passage 2 summarizes a theme of both passages?

A “The orchard walls are high and hard to climb; . . .” (section 6)

B “For stony limits cannot hold love out: . . .” (section 7)

C “Thou knowest the mask of night is on my face; . . .” (section 14)

D “I have no joy of this contract to-night; . . .” (section 20)

Part B

How does Shakespeare dramatize this theme differently than Ovid doesin Passage 1?

A by placing the characters in a definite setting

B by increasing the conflict between the characters

C by changing the type of obstacle the characters face

D by allowing the characters to engage in conversation

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Read the passages “Discourse on Woman (1849)” and “from PioneerWork in Opening the Medical Profession to Women (1895), listen tothe audio clip “Interview with Dr. Mary Ellen Avery,” and thenanswer Numbers 7 through 13.

Passage 1: Discourse on Woman (1849)by Lucretia Mott

There is nothing of greater importance to the well-being of society atlarge—of man as well as woman—than the true and proper position ofwoman. Much has been said, from time to time, upon this subject. Ithas been a theme for ridicule, for satire and sarcasm. We might look forthis from the ignorant and vulgar; but from the intelligent and refinedwe have a right to expect that such weapons shall not be resorted to,—that gross comparisons and vulgar epithets shall not be applied, so as to place woman, in a point of view, ridiculous to say the least.

This subject has claimed my earnest interest for many years. I havelong wished to see woman occupying a more elevated position thanthat which custom for ages has allotted to her. It was with great regret,therefore, that I listened a few days ago to a lecture upon this subject,which, though replete with intellectual beauty, and containing muchthat was true and excellent, was yet fraught with sentiments calculatedto retard the progress of woman to the high elevation destined by herCreator. I regretted the more that these sentiments should bepresented with such intellectual vigor and beauty, because they wouldbe likely to ensnare the young.

The minds of young people generally, are open to the reception ofmore exalted views upon this subject. The kind of homage that hasbeen paid to woman, the flattering appeals which have too longsatisfied her—appeals to her mere fancy and imagination, are givingplace to a more extended recognition of her rights, her importantduties and responsibilities in life. Woman is claiming for herselfstronger and more profitable food. Various are the indications leadingto this conclusion. The increasing attention to female education, theimprovement in the literature of the age, especially in what is calledthe “Ladies’ Department,” in the periodicals of the day, are among theproofs of a higher estimate of woman in society at large. Therefore wemay hope that the intellectual and intelligent are being prepared forthe discussion of this question, in a manner which shall tend to ennoblewoman and dignify man. . . .

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A new generation of women is now upon the stage, improving theincreased opportunities furnished for the acquirement of knowledge.Public education is coming to be regarded the right of the children of arepublic. The hill of science is not so difficult of ascent as formerlyrepresented by poets and painters; but by fact and demonstrationsmoothed down, so as to be accessible to the assumed weak capacityof woman. She is rising in the scale of being through this, as well asother means, and finding heightened pleasure and profit on the righthand and on the left. The study of Physiology, now introduced into ourcommon schools, is engaging her attention, impressing the necessity ofthe observance of the laws of health. The intellectual Lyceum andinstructive lecture room are becoming, to many, more attractive thanthe theatre and the ball room. The sickly and sentimental novel andpernicious romance are giving place to works, calculated to call forththe benevolent affections and higher nature.

Excerpt from “Discourse on Woman” by Lucretia Mott. In the public domain.

Passage 2: from Pioneer Work in Opening theMedical Profession to Women (1895)

by Elizabeth Blackwell

At this time I had not the slightest idea of how to become aphysician, or of the course of study necessary for this purpose. As theidea seemed to gain force, however, I wrote to and consulted withseveral physicians, known to my family, in various parts of the country,as to the possibility of a lady becoming a doctor.

The answers I received were curiously unanimous. They all repliedto the effect that the idea was a good one, but that it was impossible toaccomplish it; that there was no way of obtaining such an education fora woman; that the education required was long and expensive; thatthere were innumerable obstacles in the way of such a course; andthat, in short, the idea, though a valuable one, was impossible ofexecution.

This verdict, however, no matter from how great an authority, wasrather an encouragement than otherwise to a young and active personwho needed an absorbing occupation.

If an idea, I reasoned, were really a valuable one, there must besome way of realising it. . . .

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Applications were cautiously but persistently made to the fourmedical colleges of Philadelphia for admission as a regular student. The interviews with their various professors were by turns hopeful and disappointing. . . .

During these fruitless efforts my kindly Quaker adviser, whoseprivate lectures I attended, said to me: ‘Elizabeth, it is of no use trying.Thee cannot gain admission to these schools. Thee must go to Parisand don masculine attire to gain the necessary knowledge.’ Curiouslyenough, this suggestion of disguise made by good Dr. Warrington wasalso given me by Doctor Pankhurst, the Professor of Surgery in thelargest college in Philadelphia. He thoroughly approved of a woman’sgaining complete medical knowledge; told me that although my publicentrance into the classes was out of the question, yet if I would assumemasculine attire and enter the college he could entirely rely on two orthree of his students to whom he should communicate my disguise,who would watch the class and give me timely notice to withdrawshould my disguise be suspected.

But neither the advice to go to Paris nor the suggestion of disguisetempted me for a moment. It was to my mind a moral crusade onwhich I had entered, a course of justice and common sense, and itmust be pursued in the light of day, and with public sanction, in orderto accomplish its end.

Excerpt from Pioneer Work in Opening the Medical Profession to Women by Elizabeth Blackwell. In thepublic domain.

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Passage 3 Audio Clip: Interview withDr. Mary Ellen Avery

Raise your hand so your test administrator can provide youaccess to this audio passage.

Dr. Mary Ellen Avery (1927-2011) was best known for her research onbreathing problems encountered by premature infants—a condition nowknown as Respiratory Distress Syndrome. A study conducted in 2002estimated that Dr. Avery's work had helped save the lives of over 800,000 babies.

Interview with Dr. Mary Ellen Avery, from the National Library of Medicine. In the public domain. The clipbegins at 0:00 and ends at 1:26.

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Now answer Numbers 7 through 13. Base your answers on thepassages “Discourse on Woman (1849),” “from Pioneer Work inOpening the Medical Profession to Women (1895),” and the audioclip “Interview with Dr. Mary Ellen Avery.”

7. Which phrase supports Mott’s position that women’s rights are “of greaterimportance to the well-being of society at large?”

A “the intelligent and refined” (paragraph 1)

B “intellectual vigor and beauty” (paragraph 2)

C “stronger and more profitable food” (paragraph 3)

D “the benevolent affections and higher nature” (paragraph 4)

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Part A

What central idea about language does Mott express in Passage 1?

A Flattering words have failed to satisfy women’s need for equality.

B Attempts should be made to educate those who use vulgar speech.

C Women must learn how to speak well before they can rise in society.

D Artistic words can conceal ideas that limit the progress of equalrights.

Part B

What does Mott cite in paragraphs 3 and 4 as evidence that this situationis changing?

A more substantial literary works

B more accurate scientific theories

C new opportunities for recreation

D increased business opportunities

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9. Read the excerpt from Passage 1.

“There is nothing of greater importance to the well-being of society atlarge—of man as well as woman—than the true and proper position ofwoman.” (paragraph 1)

After stating this central claim, how does Mott structure the rest of thepassage?

A She criticizes the immaturity of the young and then pleads for bettereducation.

B She names obstacles to progress and then cites positive signs ofimprovement.

C She describes the role of men and then shows how they can help themovement.

D She stresses the importance of communication and then describeswhat it can accomplish.

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Part A

Read this excerpt from Passage 2.


Based on the phrase public sanction, in what way was Blackwelldetermined to accomplish her goals?

A without criticism

B without attention

C without hesitation

D without deception

Part B

Which phrase from the excerpt provides a clue to the meaning of thephrase public sanction?

A “the advice to go to Paris”

B “a moral crusade”

C “in the light of day”

D “to accomplish its end”

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Part A

What is Blackwell’s purpose for describing her experiences in Passage 2?

A to show how she handled the obstacles in the way of her goals

B to criticize the physicians who discouraged her interest in medicine

C to illustrate how effective women could be in traditional male roles

D to argue that medicine would benefit if more women were involved

Part B

Which phrase does Blackwell use to help emphasize this purpose?

A “curiously unanimous” (paragraph 6)

B “long and expensive” (paragraph 6)

C “absorbing occupation” (paragraph 7)

D “cautiously but persistently” (paragraph 9)

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12. Both Elizabeth Blackwell in Passage 2 and Mary Ellen Avery in Passage 3emphasize their efforts to be admitted to medical school. How were theirexperiences similar?

A They both received help from mentors.

B They both found their choice of schools limited.

C They were both criticized for being too ambitious.

D They were both discouraged from pursuing their goals.

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Part A

How are Mott’s and Blackwell’s perspectives similar?

A Both view women’s rights as an ethical issue.

B Both think intellect can conceal destructive ideas.

C Both recognize positive signs in women’s progress.

D Both emphasize the importance of self-confidence.

Part B

Select two quotations that support the answer in Part A.

A “. . . a more elevated position than that which custom for ages hasallotted to her.” (paragraph 2)

B “I regretted the more that these sentiments should be presented withsuch intellectual vigor. . . .” (paragraph 2)

C “A new generation of women is now upon the stage, improving theincreased opportunities. . . .” (paragraph 4)

D “. . . the idea was a good one, but that it was impossible toaccomplish it.” (paragraph 6)

E “. . . rather an encouragement than otherwise to a young and activeperson. . . .” (paragraph 7)

F “It was to my mind a moral crusade on which I had entered, a courseof justice and common sense, . . .” (paragraph 11)

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16. Other optical effects are rarer because they require more specific

circumstances. One such phenomenon is variously called a parhelion, a

mock sun, or __________ [ A is also called a sundog B a sundog

C sundogs D referred to as a sundog]. Sundogs are caused when flat,

hexagonal ice crystals are present in the atmosphere. As the crystals

move, light is refracted through the crystals to create a circular effect

called a halo. If the crystals are being pushed in one direction by the

wind, the light will be concentrated in spots on either side of the

__________ [ A halo, B halo; C halo/ D halo] these bright spots are

known as sundogs.

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14. People often talk about the beauty of a sunset or sunrise. The Sun is able

to inspire many feelings in __________ [ A people: B people,

C people; D people] awe, wonder, and even delight. Some of the Sun’s

optical phenomena are so rare and mysterious that for centuries they

were believed to have mystical associations. But knowing the scientific

explanations for these natural light shows doesn’t make them any less

breathtaking. 14696

Choose the correct word or phrase to fill in each blank in the passage. Foreach blank, fill in the circle before the word or phrase that is correct. 1009

15. Rainbows, among the most common optical effects, are caused by a

process known as refraction. Refraction takes place when the Sun’s light

rays are bent, reflected, and __________ [ A they split B it splits

C splits D split] into an arc of color as they pass through drops of water

in the atmosphere. This happens because light bends at different angles

depending on its wavelength.

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Grade 10

FSA ELA Reading

Practice Test Answer Key

The Grade 10 FSA ELA Reading Practice Test Answer Key provides the correctresponse(s) for each item on the practice test. The practice test questions andanswers are not intended to demonstrate the length of the actual test, norshould student responses be used as an indicator of student performance onthe actual test.

To offer students a variety of texts on the FSA ELA Reading tests, authenticand copyrighted stories, poems, and articles appear as they were originallypublished, as requested by the publisher and/or author. While these real-world examples do not always adhere to strict style conventions and/orgrammar rules, inconsistencies among passages should not detract fromstudents’ ability to understand and answer questions about the texts.




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FSA ELA Reading Practice Test Answer Key

Passage 1: from The Metamorphosesby Ovid

Pyramus and Thisbe, the one the most beauteous of youths, theother preferred before all the damsels that the East contained, lived inadjoining houses; where Semiramis is said to have surrounded her lofty city with walls of brick. The nearness caused their firstacquaintance, and their first advances in love; with time their affectionincreased. They would have united themselves, too, by the tie ofmarriage, but their fathers forbade it. A thing which they could notforbid, they were both inflamed, with minds equally captivated. Thereis no one acquainted with it; by nods and signs, they hold converse.And the more the fire is smothered, the more, when so smothered,does it burn. The party-wall, common to the two houses, was cleft by asmall chink, which it had got formerly, when it was built. This defect,remarked by no one for so many ages, you lovers (what does not loveperceive?) first found one, and you made it a passage for your voices,and the accents of love used to pass through it in safety, with thegentlest murmur. Oftentimes, after they had taken their stations,Thisbe on one side, and Pyramus on the other, and the breath of theirmouths had been mutually caught by turns, they used to say, ‘Enviouswall, why dost thou stand in the way of lovers? what great matter wereit, for thee to suffer us to be joined with our entire bodies? Or if that istoo much, that, at least, thou shouldst open, for the exchange ofkisses. Nor are we ungrateful; we confess that we are indebted to thee,that a passage has been given for our words to our loving ears.’ Havingsaid this much, in vain, on their respective sides, about night they said,‘Farewell’; and gave those kisses each on their own side, which did notreach the other side.

Excerpt from The Metamorphoses by Ovid. In the public domain.

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Passage 2: from Romeo and Julietby William Shakespeare

Romeo and Juliet meet and fall in love, but their families have an old rivalry andwill not allow them to be together. In this scene, Romeo sneaks into the orchardof Juliet’s family to talk with Juliet, who is at her bedroom window balcony.

JulietWhat man art thou that, thus bescreen’d in night,So stumblest on my counsel?

RomeoBy a nameI know not how to tell thee who I am:My name, dear saint, is hateful to myselfBecause it is an enemy to thee.Had I it written, I would tear the word.

JulietMy ears have yet not drunk a hundred wordsOf that tongue’s utterance, yet I know the sound;Art thou not Romeo, and a Montague?

RomeoNeither, fair saint, if either thee dislike.

JulietHow cam’st thou hither, tell me, and wherefore?The orchard walls are high and hard to climb;And the place death, considering who thou art,If any of my kinsmen find thee here.

RomeoWith love’s light wings did I o’erperch these walls;For stony limits cannot hold love out:And what love can do, that dares love attempt;Therefore thy kinsmen are no let to me.

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JulietIf they do see thee, they will murder thee.

RomeoAlack, there lies more peril in thine eyeThan twenty of their swords: look thou but sweet,And I am proof against their enmity.

JulietI would not for the world they saw thee here.

RomeoI have night’s cloak to hide me from their sight;And, but thou love me, let them find me here.My life were better ended by their hateThan death prorogued, wanting of thy love.

JulietBy whose direction found’st thou out this place?

RomeoBy love, that first did prompt me to enquire;He lent me counsel, and I lent him eyes.I am no pilot; yet, wert thou as farAs that vast shore wash’d with the furthest sea,I would adventure for such merchandise.

JulietThou knowest the mask of night is on my face;Else would a maiden blush bepaint my cheekFor that which thou hast heard me speak to-night.Fain would I dwell on form, fain, fain denyWhat I have spoke; but farewell compliment!Dost thou love me, I know thou wilt say Ay;And I will take thy word: yet, if thou swear’st,Thou mayst prove false; at lovers’ perjuries,They say Jove laughs. O gentle Romeo,If thou dost love, pronounce it faithfully:Or if thou thinkest I am too quickly won,

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I’ll frown, and be perverse, and say thee nay,So thou wilt woo: but else, not for the world.In truth, fair Montague, I am too fond;And therefore thou mayst think my ’haviour light:But trust me, gentleman, I’ll prove more trueThan those that have more cunning to be strange.I should have been more strange, I must confess,But that thou overheard’st, ere I was ’ware,My true-love passion: therefore pardon me;And not impute this yielding to light love,Which the dark night hath so discovered.

RomeoLady, by yonder blessed moon I swear,That tips with silver all these fruit-tree tops,—

JulietO, swear not by the moon, the inconstant moon,That monthly changes in her circled orb,Lest that thy love prove likewise variable.

RomeoWhat shall I swear by?

JulietDo not swear at all;Or if thou wilt, swear by thy gracious self,Which is the god of my idolatry,And I’ll believe thee.

RomeoIf my heart’s dear love,—

JulietWell, do not swear: although I joy in thee,I have no joy of this contract to-night;It is too rash, too unadvis’d, too sudden;Too like the lightning, which doth cease to beEre one can say It lightens. Sweet, good night!

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This bud of love, by summer’s ripening breath,May prove a beauteous flower when next we meet.Good night, good night! as sweet repose and restCome to thy heart as that within my breast!

Excerpt from Romeo and Juliet by William Shakespeare. In the public domain.

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The shaded circles below indicate the correct answers for this question.

1. Fill in a circle before two phrases Ovid uses in Passage 1 to show thatPyramus and Thisbe experience a shared love.

“A A thing which they could not forbid, » they were both

inflamed, with minds equally captivated. C There is no one acquainted

with it; D by nods and signs, they hold converse. E And the more the

fire is smothered, F the more, when so smothered, does it burn.

G The party-wall, common to the two houses, H was cleft by a small

chink, which it had got formerly, when it was built. I This defect,

remarked by no one for so many ages, J you lovers (what does not

love perceive?) first found one, K and you made it a passage for your

voices, L and the accents of love used to pass through it in safety,

with the gentlest murmur. M Oftentimes, after they had taken their

stations, Thisbe on one side, and Pyramus on the other, » and the

breath of their mouths had been mutually caught by turns, . . .”

(paragraph 1)

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Part A

Based on Pyramus and Thisbe’s situation, what is a theme of Passage 1?

A Lasting relationships depend upon affection.

» True love finds ways to overcome any obstacle.

C The smallest defect can cause love to deteriorate.

D Family disapproval can lead to desperate measures.

Part B

Which detail from Passage 1 helps develop the theme in Part A?

A the setting of the city

» the structure of the wall

C the beauty of the characters

D the fathers of the characters

Part A

Option B: This answer is correct. Despite the obstacle of the wall, the loveof Pyramus and Thisbe remains strong.

Part B

Option B: This answer is correct. Pyramus and Thisbe use a defect in thewall (which otherwise is an obstacle) in order to communicate, which theywould not otherwise be able to do.

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3. At the end of Passage 1, why does Ovid use the word “envious” todescribe the wall?

A It is immune to the pain that Pyramus and Thisbe experience.

B It has a flaw that Pyramus and Thisbe associate with their love.

C It hears the opinions Pyramus and Thisbe have about each other.

» It experiences the physical contact that Pyramus and Thisbe desire.

Option D: This answer is correct. The use of the word “envious” refers tothe idea that the wall is keeping Pyramus and Thisbe physically apart.

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4. In Passage 2, how do sections 6–10 increase the tension of the passageas a whole?

A They show that Romeo is questioning his identity.

B They show that Juliet misinterprets Romeo’s motives.

C They raise the possibility that Juliet may reject Romeo.

» They emphasize the danger that Romeo faces if caught.

Option D: This answer is correct. The details about Juliet's kinsmen andthe violence they would perhaps inflict on Romeo pervade the rest of thepassage, giving an underlying tension to the exchanges that follow.

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5. Romeo and Juliet retells the Pyramus and Thisbe myth in the form of aplay. In the excerpt provided in Passage 2, what does the play formathelp Shakespeare to emphasize about his characters? Select twooptions.

» the various threats they face

B the physical obstacles separating them

» the conflicting feelings they experience

D the way society views their relationship

E the reasons for their families’ disapproval

F the reasons they are drawn to each other

Option A: This answer is correct. Although Ovid only says that Pyramus'sand Thisbe's fathers forbid their marriage, Shakespeare dramatizes thefamily disapproval by suggesting that they may kill Romeo if they find him there.

Option C: This answer is correct. While Passage 1 presents the charactersas having nearly identical sentiments, Romeo and Juliet's exchanges are fullof questions and mixed emotions.

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Part A

Which quotation from Passage 2 summarizes a theme of both passages?

A “The orchard walls are high and hard to climb; . . .” (section 6)

» “For stony limits cannot hold love out: . . .” (section 7)

C “Thou knowest the mask of night is on my face; . . .” (section 14)

D “I have no joy of this contract to-night; . . .” (section 20)

Part B

How does Shakespeare dramatize this theme differently than Ovid doesin Passage 1?

A by placing the characters in a definite setting

B by increasing the conflict between the characters

» by changing the type of obstacle the characters face

D by allowing the characters to engage in conversation

Part A

Option B: This answer is correct. This quote reveals the theme in bothpassages that love can overcome obstacles.

Part B

Option C: This answer is correct. Shakespeare removes the physicalbarrier that Ovid leaves between his characters and replaces it with the coverof darkness, thus opening up more dramatic possibilities in the scene.

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Passage 1: Discourse on Woman (1849)by Lucretia Mott

There is nothing of greater importance to the well-being of society atlarge—of man as well as woman—than the true and proper position ofwoman. Much has been said, from time to time, upon this subject. Ithas been a theme for ridicule, for satire and sarcasm. We might look forthis from the ignorant and vulgar; but from the intelligent and refinedwe have a right to expect that such weapons shall not be resorted to,—that gross comparisons and vulgar epithets shall not be applied, so as to place woman, in a point of view, ridiculous to say the least.

This subject has claimed my earnest interest for many years. I havelong wished to see woman occupying a more elevated position thanthat which custom for ages has allotted to her. It was with great regret,therefore, that I listened a few days ago to a lecture upon this subject,which, though replete with intellectual beauty, and containing muchthat was true and excellent, was yet fraught with sentiments calculatedto retard the progress of woman to the high elevation destined by herCreator. I regretted the more that these sentiments should bepresented with such intellectual vigor and beauty, because they wouldbe likely to ensnare the young.

The minds of young people generally, are open to the reception ofmore exalted views upon this subject. The kind of homage that hasbeen paid to woman, the flattering appeals which have too longsatisfied her—appeals to her mere fancy and imagination, are givingplace to a more extended recognition of her rights, her importantduties and responsibilities in life. Woman is claiming for herselfstronger and more profitable food. Various are the indications leadingto this conclusion. The increasing attention to female education, theimprovement in the literature of the age, especially in what is calledthe “Ladies’ Department,” in the periodicals of the day, are among theproofs of a higher estimate of woman in society at large. Therefore wemay hope that the intellectual and intelligent are being prepared forthe discussion of this question, in a manner which shall tend to ennoblewoman and dignify man. . . .

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A new generation of women is now upon the stage, improving theincreased opportunities furnished for the acquirement of knowledge.Public education is coming to be regarded the right of the children of arepublic. The hill of science is not so difficult of ascent as formerlyrepresented by poets and painters; but by fact and demonstrationsmoothed down, so as to be accessible to the assumed weak capacityof woman. She is rising in the scale of being through this, as well asother means, and finding heightened pleasure and profit on the righthand and on the left. The study of Physiology, now introduced into ourcommon schools, is engaging her attention, impressing the necessity ofthe observance of the laws of health. The intellectual Lyceum andinstructive lecture room are becoming, to many, more attractive thanthe theatre and the ball room. The sickly and sentimental novel andpernicious romance are giving place to works, calculated to call forththe benevolent affections and higher nature.

Excerpt from “Discourse on Woman” by Lucretia Mott. In the public domain.

Passage 2: from Pioneer Work in Opening theMedical Profession to Women (1895)

by Elizabeth Blackwell

At this time I had not the slightest idea of how to become aphysician, or of the course of study necessary for this purpose. As theidea seemed to gain force, however, I wrote to and consulted withseveral physicians, known to my family, in various parts of the country,as to the possibility of a lady becoming a doctor.

The answers I received were curiously unanimous. They all repliedto the effect that the idea was a good one, but that it was impossible toaccomplish it; that there was no way of obtaining such an education fora woman; that the education required was long and expensive; thatthere were innumerable obstacles in the way of such a course; andthat, in short, the idea, though a valuable one, was impossible ofexecution.

This verdict, however, no matter from how great an authority, wasrather an encouragement than otherwise to a young and active personwho needed an absorbing occupation.

If an idea, I reasoned, were really a valuable one, there must besome way of realising it. . . .

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Applications were cautiously but persistently made to the fourmedical colleges of Philadelphia for admission as a regular student. The interviews with their various professors were by turns hopeful and disappointing. . . .

During these fruitless efforts my kindly Quaker adviser, whoseprivate lectures I attended, said to me: ‘Elizabeth, it is of no use trying.Thee cannot gain admission to these schools. Thee must go to Paris and don masculine attire to gain the necessary knowledge.’ Curiouslyenough, this suggestion of disguise made by good Dr. Warrington wasalso given me by Doctor Pankhurst, the Professor of Surgery in thelargest college in Philadelphia. He thoroughly approved of a woman’sgaining complete medical knowledge; told me that although my publicentrance into the classes was out of the question, yet if I would assumemasculine attire and enter the college he could entirely rely on two orthree of his students to whom he should communicate my disguise, who would watch the class and give me timely notice to withdrawshould my disguise be suspected.


Excerpt from Pioneer Work in Opening the Medical Profession to Women by Elizabeth Blackwell. In thepublic domain.

Passage 3 Audio Clip: Interview withDr. Mary Ellen Avery

Dr. Mary Ellen Avery (1927-2011) was best known for her research onbreathing problems encountered by premature infants—a condition nowknown as Respiratory Distress Syndrome. A study conducted in 2002estimated that Dr. Avery's work had helped save the lives of over 800,000 babies.

Interview with Dr. Mary Ellen Avery, from the National Library of Medicine. In the public domain. The clipbegins at 0:00 and ends at 1:26. 977

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7. Which phrase supports Mott’s position that women’s rights are “of greaterimportance to the well-being of society at large?”

A “the intelligent and refined” (paragraph 1)

B “intellectual vigor and beauty” (paragraph 2)

C “stronger and more profitable food” (paragraph 3)

» “the benevolent affections and higher nature” (paragraph 4)

Option D: This answer is correct. Mott's emphasis on the “higher nature”in written works shows her belief that forms of popular entertainment shouldhave a moral component.

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Part A

What central idea about language does Mott express in Passage 1?

A Flattering words have failed to satisfy women’s need for equality.

B Attempts should be made to educate those who use vulgar speech.

C Women must learn how to speak well before they can rise in society.

» Artistic words can conceal ideas that limit the progress of equalrights.

Part B

What does Mott cite in paragraphs 3 and 4 as evidence that this situationis changing?

» more substantial literary works

B more accurate scientific theories

C new opportunities for recreation

D increased business opportunities

Part A

Option D: This answer is correct. Mott objects to the lecture she attendsbecause its apparent eloquence conceals ideas she sees as damaging towomen's progress.

Part B

Option A: This answer is correct. In paragraph 4, Mott makes a point thatthe sentimental novels previously marketed to women are giving way tomore substantial fare.

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9. Read the excerpt from Passage 1.

“There is nothing of greater importance to the well-being of society atlarge—of man as well as woman—than the true and proper position ofwoman.” (paragraph 1)

After stating this central claim, how does Mott structure the rest of thepassage?

A She criticizes the immaturity of the young and then pleads for bettereducation.

» She names obstacles to progress and then cites positive signs ofimprovement.

C She describes the role of men and then shows how they can help themovement.

D She stresses the importance of communication and then describeswhat it can accomplish.

Option B: This answer is correct. Mott names the lecture she attends as anexample of how much there still is to combat but proceeds to discuss anumber of ways in which the women's movement has made positive strides.

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Part A

Read this excerpt from Passage 2.


Based on the phrase public sanction, in what way was Blackwelldetermined to accomplish her goals?

A without criticism

B without attention

C without hesitation

» without deception

Part B

Which phrase from the excerpt provides a clue to the meaning of thephrase public sanction?

A “the advice to go to Paris”

B “a moral crusade”

» “in the light of day”

D “to accomplish its end”

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10.

Part A

Option D: This answer is correct. The phrase and subsequent surroundingtext indicate that Blackwell wishes to accomplish her goals without having todisguise herself or study elsewhere. She wants the public to know what sheintends to accomplish.

Part B

Option C: This answer is correct. The phrase “in the light of day” indicatesthat Blackwell wishes to accomplish her goals with everyone knowing about it.

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Part A

What is Blackwell’s purpose for describing her experiences in Passage 2?

» to show how she handled the obstacles in the way of her goals

B to criticize the physicians who discouraged her interest in medicine

C to illustrate how effective women could be in traditional male roles

D to argue that medicine would benefit if more women were involved

Part B

Which phrase does Blackwell use to help emphasize this purpose?

A “curiously unanimous” (paragraph 6)

B “long and expensive” (paragraph 6)

C “absorbing occupation” (paragraph 7)

» “cautiously but persistently” (paragraph 9)

Part A

Option A: This answer is correct. Blackwell mentions that she applied tomany medical colleges without gaining entry, but that did not deter her fromaccomplishing her goal of becoming a doctor.

Part B

Option D: This answer is correct. This phrase describes how Blackwellapproached the obstacles she faced gaining entry into a medical college.

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12. Both Elizabeth Blackwell in Passage 2 and Mary Ellen Avery in Passage 3emphasize their efforts to be admitted to medical school. How were theirexperiences similar?

A They both received help from mentors.

» They both found their choice of schools limited.

C They were both criticized for being too ambitious.

D They were both discouraged from pursuing their goals.

Option B: This answer is correct. Both authors mention that they haddifficulty finding a school that accepted women.

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Part A

How are Mott’s and Blackwell’s perspectives similar?

» Both view women’s rights as an ethical issue.

B Both think intellect can conceal destructive ideas.

C Both recognize positive signs in women’s progress.

D Both emphasize the importance of self-confidence.

Part B

Select two quotations that support the answer in Part A.

» “. . . a more elevated position than that which custom for ages hasallotted to her.” (paragraph 2)

B “I regretted the more that these sentiments should be presented withsuch intellectual vigor. . . .” (paragraph 2)

C “A new generation of women is now upon the stage, improving theincreased opportunities. . . .” (paragraph 4)

D “. . . the idea was a good one, but that it was impossible toaccomplish it.” (paragraph 6)

E “. . . rather an encouragement than otherwise to a young and activeperson. . . .” (paragraph 7)

» “It was to my mind a moral crusade on which I had entered, a courseof justice and common sense, . . .” (paragraph 11)

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13.

Part A

Option A: This answer is correct. Mott's repeated appeals for achieving an “elevated position” for women and Blackwell's pronouncement that she ison a “moral crusade” support this interpretation.

Part B

Option A: This answer is correct. The use of the phrase “elevated position”indicates that Mott views women's rights as an ethical issue.

Option F: This answer is correct. The use of the phrase “moral crusade”indicates that Blackwell views women's rights as an ethical issue.

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16. Other optical effects are rarer because they require more specific

circumstances. One such phenomenon is variously called a parhelion, a

mock sun, or __________ [ A is also called a sundog » a sundog

C sundogs D referred to as a sundog]. Sundogs are caused when flat,

hexagonal ice crystals are present in the atmosphere. As the crystals

move, light is refracted through the crystals to create a circular effect

called a halo. If the crystals are being pushed in one direction by the

wind, the light will be concentrated in spots on either side of the

__________ [ A halo, » halo; C halo/ D halo] these bright spots are

known as sundogs.

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14. People often talk about the beauty of a sunset or sunrise. The Sun is able

to inspire many feelings in __________ [ » people: B people,

C people; D people] awe, wonder, and even delight. Some of the Sun’s

optical phenomena are so rare and mysterious that for centuries they

were believed to have mystical associations. But knowing the scientific

explanations for these natural light shows doesn’t make them any less

breathtaking. 14696

The shaded circles below indicate the correct answers for questions 14–16.

Choose the correct word or phrase to fill in each blank in the passage. Foreach blank, fill in the circle before the word or phrase that is correct. 1009

15. Rainbows, among the most common optical effects, are caused by a

process known as refraction. Refraction takes place when the Sun’s light

rays are bent, reflected, and __________ [ A they split B it splits

C splits » split] into an arc of color as they pass through drops of water

in the atmosphere. This happens because light bends at different angles

depending on its wavelength.

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Grade 10

FSA ELA Writing

Practice Test

The purpose of these practice test materials is to orient teachers andstudents to the types of passages and prompts on FSA tests. Each spring,students in grades 4–10 are administered one text-based writing prompt forthe FSA English Language Arts test. Students will respond to either aninformative/explanatory prompt or to an opinion/argumentation prompt. An example of a text-based writing prompt for each grade is available forpractice. To familiarize students with the response formats, teachers mayencourage students to practice with each type of prompt within a grade band.

The following FSA ELA Writing Practice Tests are available on the FSA portal asshown below:

Elementary Grade BandGrade 4 - Informative/Explanatory Grade 5 - OpinionMiddle Grade BandGrade 6 - Informative/ExplanatoryGrade 7 - ArgumentationGrade 8 - Informative/ExplanatoryHigh School Grade BandGrade 9 - ArgumentationGrade 10 - Informative/Explanatory

The practice test is not intended to guide classroom instruction.

To offer students a variety of texts on the FSA ELA Writing tests, authenticand copyrighted stories, poems, and articles appear as they were originallypublished, as requested by the publisher and/or author. While these real-world examples do not always adhere to strict style conventions and/orgrammar rules, inconsistencies among passages should not detract fromstudents’ ability to understand and answer questions about the texts.




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FSA ELA Writing Practice Test

Read the “Clothing Over Time” passage set.

Clothing Over Time

Source 1: Ready-Made Clothing

by National Institute of Standards and Technology

Before the American Civil War, ready-made apparel existed but itsvariety was limited. Coats, jackets and undergarments were onlyavailable in predetermined sizes. Most clothing was made by tailors, by individuals, or by their family members at home. The Civil War wasa pivotal event in the historical development of men’s ready-madeclothing. At the outset of the Civil War, most uniforms were custom-made in workers’ homes under government contract. As thewar continued, however, manufacturers started to build factories thatcould quickly and efficiently meet the growing demands of the military.These factories were able to make uniforms for a fraction of the cost ofhome sewers. Mass-producing uniforms necessitated the developmentof standard sizes. Measurements taken of soldiers revealed that certainsets of measurements tended to recur with predictable regularity.There were certain ratios of shoulder to waist measurements thatoccurred more frequently than others. After the war, thesemeasurements were used to create the first commercial sizing scalesfor men. Today these ratios persist in names of fits and cuts in men’ssuits, shirts, and denim jeans. A men’s store might offer a slim fit, aclassic fit and a relaxed fit to suit various tastes and body types.

The mass production of women’s clothing developed more slowly.Women’s outfits were generally custom-made well into the 1920s. Atthat point a number of factors came together to contribute to thesuccess of the women’s ready-made apparel industry. New industrialproduction techniques were developed, driving supply, and theadvertising industry rose in prominence, driving sales. Mostimportantly, demand was created in the form of the rising urbanprofessional class. Single and married women found themselves in newrelationships to domestic life, work life, and fashion. Many spent lesstime in the home and all associated hand-made clothes with an older,more rural lifestyle. They no longer shopped at the town’s general storefor bolts of calico fabric. Chain stores and mail order catalogs offeredmultiple ways to access the new clothes. Ready-made articles of

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clothing were portrayed as modern and fashionable, if not sturdy. Thenew consumer industries were rapidly redefining the way Americansviewed mass-manufactured goods. The purchase of mass-producedclothing was sometimes seen as a loss of individuality. However,American women began to accept ready-made merchandise asconvenient and affordable. They were up-to-date fashion items thatcould be easily replaced as styles changed. Making clothes morequickly meant styles did change more frequently as well. It took farless time for a designer to sketch a pattern and have an item madethan ever before.

However, the new ready-made clothing often fit poorly. A tailormight take two dozen measurements when making a men’s suit. Forexample, determining the distance from the base of the neck to themiddle of the shoulders is critical for an exact fit. Women’s clothes areless straightforward and early male pattern makers did not know whereto begin. Each manufacturer created its own unique and sometimesarbitrary sizing system. These systems were based on inaccurate bodydata or no body data at all. Different manufacturers frequently labeledgarments of widely different dimensions the same size. This situationresulted in additional expenses for alterations. It also meant largevolumes of returned merchandise. This meant more work for theconsumer or tailor and for shop clerks and mail-order catalogues. Italso meant overall increased costs for the consumer of ready-to-wearclothing. It was not until 1937 that the U.S. Department of Agricultureconsidered conducting a study of women’s body measurements. Theyhelped to create a standardized sizing system the entire industry couldfollow. Not all modern companies follow the same size chart but nearlyall have standardized which types of measurements determine theirsizes. If a woman knows just three measurements she can order fromalmost any retailer in the world.“Ready-Made Clothing” adapted from “Standardization of Women’s Clothing: Short History of Ready-MadeClothing” by National Institute of Standards and Technology, at http://museum.nist.gov/exhibits/apparel/history.htm.

Source 2: Tailoring

Clothes before the Industrial Revolution were made and worn verydifferently than they are now. For the most part, families made theirown clothing by hand from fabric they made or purchased locally.Fabric was intricate and time-consuming to make. As a result it was ahighly prized commodity. Merchants made their wealth in transportingfine fabrics and threads. In places like Scotland, fabrics called tartans

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showed clan affiliation. Polynesians spent hours beating plant fibersand tree bark into tapa cloth. For Hawaiians, part of this practice tookon religious significance and was conducted in sacred spaces. Beforemass production, fabric itself—the finished product as well as theprocess—could be very meaningful. While time, effort, and money wereput into making or obtaining fabric, creating a garment was much lesscomplicated. Almost every culture had some version of a tied robe ortunic—essentially, a loose fabric that draped and was secured by a belt,pin, or sash. In the Middle Ages such ties and belts helped Europeansto keep improperly fitted clothes secure on their bodies. Most clothes,especially those of the lower and middle classes, would be consideredvery oversized by modern standards. They were generally made out ofone or two pieces of cloth to minimize waste.

With the Renaissance’s changes in art and society came more fittedclothes. These garments were made by sewing several pieces of fabrictogether. The wealthy had clothes made by tailors, who oftencustomized their own patterns. But without closures like zippers andbuttons, people often had to be sewn into their clothes! Laces andcorsets eventually solved some of these problems, but it was stillincredibly difficult to get dressed back then. By the 17th century,crafting and tailoring of Western clothing required more and more skillas designs became more complex. Intricate scenes of animals orflowers were embroidered by hand. They took hours to complete andwere a sign of the wearer’s wealth. Gemstones might be sewn onto thecollar or sleeve of a very fine garment. A fine cloth was only as good asits cut and decoration and a man or woman could make their fortuneon the strength of these designs. At the height of the 18th century,French fashion garments were truly works of art. They took days anddozens of hands to complete, with each person contributing hours ofspecialized skill. The materials themselves came from miles away;some (like silk) even came from other countries!

Eventually political and social movements led to much morerestrained and practical clothing. As embellishments and flashy fabricsfell out of use even among aristocrats, fit became increasingly moreimportant in the 19th and 20th centuries. Instead of voluminous tunicsor pants that tied, men began to wear suits. While suspenders wereused for many years, pants had to fit accurately. Women wore trimmerdresses with buttons that allowed for more fitted looks. They put asidepetticoats meant to give skirts more volume and many favored flowinglooks over corseted ones. Clothing became a natural extension of thebody rather than its decoration or disguise. Countries like England

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became renowned for their tailors and the wealthy traveled to havetheir clothes made. Tailoring was still expensive and not an option forall. Making a single coat might require several trips to the tailor,difficult for those who lived far away. The wealthy could travel intotown or across provinces to attend several fittings a month. It wasmuch less expensive to make clothing in the home and, if you couldafford it, have a tailor help with the more complicated portions. Mostoften family members were each other’s tailors, pinning and hemmingin the home. While simple fabrics were much less expensive thanbefore, clothes were still altered, mended, and handed down aschildren grew. Clothing was still not seen as replaceable or disposable.Eventually ready-made clothing would be available, but that brought itsown set of problems. It would be several decades until fitted,comfortable clothing was truly affordable.

“Tailoring” written for educational purposes.

Source 3: Advancements in Modern Clothing

by Anthony Kazanjian

Rapid advancements in computer technology during the late 20thand early 21st centuries have given today’s fashion designersunprecedented freedom to express their creativity. In previousgenerations, garments were designed by hand, using pencil sketchesand traditional math-based pattern sizing. Today, designers often havecomputer-aided design (CAD) software at their disposal to determinetextile weaves and sizing designs. CAD software allows them to viewdesigns of clothing on virtual models of various shapes and sizes. Thismakes for a much more efficient garment design process, savingcompanies both time and resources that would have otherwise beenspent on manually creating and adjusting prototypes.

The impact of CAD software on everyday clothing is becoming moreprevalent as the software is linked to 3-D printing technology. Whileother industries, such as aerospace or architecture, have been usingthis technology for decades, it has now started to spread to the worldof fashion. Designers have been experimenting with 3-D printedapparel, and this could revolutionize the experience of buying clothesfor the average consumer. For example, a swimwear company can nowoffer custom-designed bathing suits on its website, using nylon and a3-D printer to print out each order to a customer’s body shape and

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measurements. In addition to the use of 3-D printers by industryspecialists, machines for home printing are becoming more and moreaffordable. If this trend continues, it will allow consumers to print outobjects like bracelets in a matter of minutes from the comfort of theirhomes. Though it may be a while before anyone can print out his orher own complete wardrobe, the ability to create customized clothing isbecoming more of a reality as technology evolves. One day, we may allbe wearing our own one-of-a-kind, perfectly tailored clothes.

“Advancements in Modern Clothing” by Anthony Kazanjian written for educational purposes.969

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Writing Prompt

Write an informational essay about the relationship between clothingstyles and developments in clothing creation. Your essay must bebased on ideas, concepts, and information from the “Clothing OverTime” passage set.

Manage your time carefully so that you can

• read the passages;

• plan your response;

• write your response; and

• revise and edit your response.

Be sure to

• use evidence from multiple sources; and

• avoid overly relying on one source.

Your response should be in the form of a multiparagraph essay. Writeyour response in the space provided.

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Grade 10

FSA ELA Writing

Rubric

The FSA ELA Writing Rubric is a scoring tool that describes the characteristicsof a written response for each score point within each domain. The rubricmay assist educators with evaluating the strengths and weaknesses ofstudent responses based on the text-based writing prompt/task included inthe practice test as well as responses based on other text-based writingprompts/tasks educators choose to use in a classroom setting.

The FSA ELA Writing tests for Grades 8-10 will be administered online.Grades 4-7 will be paper-based assessments for all students and for studentsin Grades 8-10 with an IEP or 504 plan that specifies a paper-basedaccommodation. (Paper-based and online FSA ELA Practice Writing tests are available on the FSA portal so that students have an opportunity to practicewith both administration formats.)

The following FSA ELA Writing Practice Tests are available on the FSA portal:

Elementary Grade BandGrade 4 - Informative/Explanatory Grade 5 - OpinionMiddle Grade BandGrade 6 - Informative/ExplanatoryGrade 7 - ArgumentationGrade 8 - Informative/ExplanatoryHigh School Grade BandGrade 9 - ArgumentationGrade 10 - Informative/Explanatory

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FSA ELA Writing Rubric

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bet

wee

n an

d am

ong

idea

s Lo

gica

l pr

ogre

ssio

n of

ide

as f

rom

beg

inni

ng t

o en

d w

ith a

satis

fyin

g int

rodu

ctio

n an

d co

nclu

sion

Appr

opria

te s

tyle

and

obj

ectiv

e to

ne e

stab

lishe

d an

d m

aint

aine

d

The

resp

onse

pro

vide

s tho

roug

h an

d co

nvin

cing

supp

ort,

citin

g ev

iden

ce fo

r the

cont

rolli

ng id

ea o

r mai

n id

ea th

at

incl

udes

the

effe

ctiv

e us

e of

sour

ces,

fact

s, a

nd d

etai

ls. T

he

resp

onse

incl

udes

mos

t of t

he fo

llow

ing:

Sm

ooth

ly in

tegr

ated

, tho

roug

h, a

nd re

leva

nt e

vide

nce,

in

clud

ing p

reci

se re

fere

nces

to so

urce

s Ef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es

(incl

udin

g bu

t no

t lim

ited

to d

efin

ition

s, q

uota

tions

, an

d ex

ampl

es),

dem

onst

ratin

g an

und

erst

andi

ng o

f th

e to

pic a

nd te

xt

Clea

r and

effe

ctiv

e ex

pres

sion

of id

eas,

usin

g pr

ecis

e la

ngua

ge

Acad

emic

and

dom

ain-

spec

ific v

ocab

ular

y cle

arly

ap

prop

riate

for t

he a

udie

nce

and

purp

ose

Varie

d se

nten

ce st

ruct

ure,

dem

onst

ratin

g la

ngua

ge

faci

lity

3 Th

e re

spon

se is

ade

quat

ely s

usta

ined

and

gen

eral

ly

focu

sed

with

in th

e pu

rpos

e, a

udie

nce,

and

task

; and

it

has a

cle

ar co

ntro

lling

idea

and

evi

dent

or

gani

zatio

nal s

truc

ture

with

a se

nse

of

com

plet

enes

s. T

he re

spon

se in

clud

es m

ost o

f the

fo

llow

ing:

M

aint

aine

d co

ntro

lling

idea

, tho

ugh

som

e lo

osel

y re

late

d m

ater

ial m

ay b

e pr

esen

t Ad

equa

te u

se o

f a v

arie

ty o

f tra

nsiti

onal

st

rate

gies

to c

larif

y th

e re

latio

nshi

ps b

etw

een

and

amon

g id

eas

Adeq

uate

pro

gres

sion

of id

eas f

rom

beg

inni

ng to

en

d w

ith a

suffi

cien

t int

rodu

ctio

n an

d co

nclu

sion

Appr

opria

te st

yle

and

obje

ctiv

e to

ne e

stab

lishe

d

The

resp

onse

pro

vide

s ade

quat

e sup

port

, citi

ng e

vide

nce

for

the

cont

rolli

ng id

ea o

r m

ain

idea

that

incl

udes

the

use

of s

ourc

es, f

acts

, and

det

ails.

The

res

pons

e in

clud

es m

ost

of th

e fo

llow

ing:

Ge

nera

lly in

tegr

ated

and

rele

vant

evi

denc

e fr

om

sour

ces,

thou

gh re

fere

nces

may

be

gene

ral o

r im

prec

ise

Adeq

uate

use

of s

ome

elab

orat

ive

tech

niqu

es

Adeq

uate

expr

essio

n of

idea

s, e

mpl

oyin

g a m

ix o

f pr

ecise

and

gen

eral

lang

uage

Do

mai

n-sp

ecifi

c voc

abul

ary g

ener

ally

app

ropr

iate

for

the

audi

ence

and

pur

pose

So

me

varia

tion

in se

nten

ce st

ruct

ure

Cont

inue

d on

the

follo

win

g pa

ge

FSA ELA Writing Rubric

Scor

e Pu

rpos

e, F

ocus

, and

Org

aniz

atio

n (4

-poi

nt R

ubric

) Ev

iden

ce a

nd E

labo

ratio

n (4

-poi

nt R

ubric

) Co

nven

tions

of S

tand

ard

Engl

ish

(2-p

oint

Rub

ric)

2 Th

e re

spon

se is

som

ewha

t sus

tain

ed w

ithin

the

purp

ose,

aud

ienc

e, a

nd ta

sk b

ut m

ay in

clud

e lo

osel

y re

late

d or

ext

rane

ous m

ater

ial;

and

it m

ay

have

a c

ontr

ollin

g ide

a w

ith a

n in

cons

isten

t or

gani

zatio

nal s

truc

ture

. The

resp

onse

may

incl

ude

the

follo

win

g:

Focu

sed

cont

rolli

ng id

ea b

ut in

suffi

cien

tly

sust

aine

d or

unc

lear

In

cons

isten

t use

of t

rans

ition

al st

rate

gies

with

lit

tle va

riety

U

neve

n pr

ogre

ssio

n of

idea

s fro

m b

egin

ning

to

end

with

an in

adeq

uate

intr

oduc

tion

or

conc

lusio

n

The

resp

onse

pro

vide

s une

ven,

curs

ory

supp

ort/

evid

ence

fo

r the

cont

rolli

ng id

ea o

r mai

n id

ea th

at in

clud

es p

artia

l us

e of

sour

ces,

fact

s, a

nd d

etai

ls. T

he re

spon

se m

ay

incl

ude

the

follo

win

g:

Wea

kly

inte

grat

ed e

vide

nce

from

sour

ces;

err

atic

or

irrel

evan

t ref

eren

ces o

r cita

tions

Re

petit

ive

or in

effe

ctiv

e us

e of

ela

bora

tive

tech

niqu

es

Impr

ecis

e or s

impl

istic

exp

ress

ion

of id

eas

Som

e us

e of

inap

prop

riate

dom

ain-

spec

ific

voca

bula

ry

Mos

t sen

tenc

es lim

ited

to si

mpl

e co

nstr

uctio

ns

The

resp

onse

dem

onst

rate

s an

adeq

uate

com

man

d of

bas

ic co

nven

tions

. The

resp

onse

may

incl

ude

the

follo

win

g:

Som

e m

inor

err

ors i

n us

age

but n

o pa

tter

ns o

f er

rors

Ad

equa

te u

se o

f pun

ctua

tion,

capi

taliz

atio

n,

sent

ence

form

atio

n, an

d sp

ellin

g

1 Th

e re

spon

se is

rela

ted

to th

e to

pic b

ut m

ay

dem

onst

rate

litt

le o

r no

awar

enes

s of t

he p

urpo

se,

audi

ence

, and

task

; and

it m

ay h

ave

little

or n

o co

ntro

lling

idea

or d

iscer

nibl

e or

gani

zatio

nal

stru

ctur

e. T

he re

spon

se m

ay in

clud

e th

e fo

llow

ing:

Co

nfus

ing o

r am

bigu

ous i

deas

Fe

w o

r no

tran

sitio

nal s

trat

egie

s Fr

eque

nt e

xtra

neou

s ide

as th

at im

pede

un

ders

tand

ing

Too

brie

f to

dem

onst

rate

kno

wle

dge

of fo

cus

or o

rgan

izat

ion

The

resp

onse

pro

vide

s min

imal

supp

ort/

evid

ence

for t

he

cont

rolli

ng id

ea o

r m

ain

idea

, inc

ludi

ng li

ttle

if a

ny u

se o

f so

urce

s, fa

cts,

and

det

ails.

The

res

pons

e m

ay in

clud

e th

e fo

llow

ing:

M

inim

al, a

bsen

t, er

rone

ous,

or i

rrel

evan

t evi

denc

e or

ci

tatio

ns fr

om th

e so

urce

mat

eria

l Ex

pres

sion

of id

eas t

hat i

s vag

ue, u

ncle

ar, o

r co

nfus

ing

Lim

ited

and

ofte

n in

appr

opria

te la

ngua

ge o

r dom

ain-

sp

ecifi

c voc

abul

ary

Sent

ence

s lim

ited

to si

mpl

e co

nstr

uctio

ns

The

resp

onse

dem

onst

rate

s a p

artia

l com

man

d of

ba

sic co

nven

tions

. The

resp

onse

may

incl

ude

the

follo

win

g:

Vario

us e

rror

s in

usag

e In

cons

isten

t use

of c

orre

ct p

unct

uatio

n,

capi

taliz

atio

n, se

nten

ce fo

rmat

ion,

and

spel

ling

0

Th

e re

spon

se d

emon

stra

tes a

lack

of c

omm

and

of

conv

entio

ns, w

ith fr

eque

nt a

nd se

vere

err

ors o

ften

ob

scur

ing

mea

ning

.

FSA ELA Reading Practice Test Questions · Grade 10 FSA ELA Reading ... By whose direction...

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