Grade 6 Practice Tests - Triumph · PDF filefor the Common Core State Standards Grade 6...

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Practice Tests Answer Keys

Crosswalk Coach PLUS for the Common Core State Standards, English Language Arts, Grade 6, Practice Tests, Answer Keys T301NAK

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10 9 8 7 6 5 4 3 2 1

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ContentsLexile Measures Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

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Lexile Measures ChartPractice Test 1

Passage Title Lexile Measure

Part 1

The Story of Urashima Taro 1010L

The Rotting Axe Handle 970L

Tribal Connection 1140L

Paricutin, Mexico 1100L

Robert Scott’s Expedition to the South Pole 1120L

Roald Amundsen’s Expedition to the South Pole 1090L

Part 2

The Old Man 960L

Part 3

Paul Bunyan 1110L

Practice Test 2

Passage Title Lexile Measure

Part 1

The Conch Shell Not prose

Spellbound Not prose

Letting Go of Pennies 1110L

Kudzu Invasion 1150L

Visiting the Grand Canyon 1200L

Part 2

Things Can Change in an Instant 930L

Part 3

The Olympics of Ancient Greece 1170L

The Changing Face of the Olympic Games 1190L

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01

23

4

Rea

din

g:

Com

pre

hens

ion

of K

ey Id

eas

and

D

etai

ls

The

resp

onse

doe

s no

t an

alyz

e or

inac

cura

tely

an

alyz

es t

he t

ext,

sho

win

g lit

tle t

o no

com

pre

hens

ion

of

idea

s fr

om t

he t

ext(s

) .

The

resp

onse

min

imal

ly

anal

yzes

the

tex

t an

d

cite

s so

me

text

ual

evid

ence

, sh

owin

g lim

ited

co

mp

rehe

nsio

n of

idea

s fr

om t

he t

ext(s

) .

The

resp

onse

for

the

mos

t p

art

accu

rate

ly a

naly

zes

the

text

exp

licitl

y or

in

fere

ntia

lly a

nd c

ites

text

ual

evid

ence

, sh

owin

g a

bas

ic

com

pre

hens

ion

of id

eas

from

the

tex

t(s) .

The

resp

onse

acc

urat

ely

anal

yzes

the

tex

t ex

plic

itly

and

infe

rent

ially

and

cite

s te

xtua

l evi

den

ce t

o su

pp

ort

the

anal

ysis

, sh

owin

g ex

tens

ive

com

pre

hens

ion

of

idea

s fr

om t

he t

ext(s

) .

The

resp

onse

acc

urat

ely

anal

yzes

the

tex

t ex

plic

itly

and

infe

rent

ially

and

cite

s co

nvin

cing

tex

tual

evi

den

ce

to s

upp

ort

the

anal

ysis

, sh

owin

g fu

ll co

mp

rehe

nsio

n of

com

ple

x id

eas

from

the

te

xt(s

) .

Wri

ting

: D

evel

opm

ent

of

Idea

s

The

resp

onse

is

und

erd

evel

oped

and

th

eref

ore

inap

pro

pria

te t

o th

e ta

sk,

pur

pos

e, a

nd/o

r au

die

nce .

The

resp

onse

is a

dd

ress

ed

with

min

imal

dev

elop

men

t of

the

cla

im,

top

ic a

nd/

or n

arra

tive

elem

ents

, th

roug

h lim

ited

rea

soni

ng,

det

ails

, te

xt-b

ased

evi

den

ce

and

/or

des

crip

tion;

the

d

evel

opm

ent

is li

mite

d in

its

app

rop

riate

ness

to

the

task

, p

urp

ose,

and

/or

aud

ienc

e .

The

resp

onse

is a

dd

ress

ed

with

dev

elop

men

t of

th

e cl

aim

, to

pic

and

/or

narr

ativ

e el

emen

ts t

hrou

gh

som

e re

ason

ing,

det

ails

, te

xt-b

ased

evi

den

ce,

and

/or

des

crip

tion;

the

d

evel

opm

ent

is s

omew

hat

app

rop

riate

to

the

task

, p

urp

ose,

and

aud

ienc

e .

The

resp

onse

is a

dd

ress

ed

with

eff

ectiv

e d

evel

opm

ent

of t

he c

laim

, to

pic

and

/or

narr

ativ

e el

emen

ts t

hrou

gh

clea

r re

ason

ing,

det

ails

, te

xt-b

ased

evi

den

ce,

and

/or

des

crip

tion;

the

d

evel

opm

ent

is la

rgel

y ap

pro

pria

te t

o th

e ta

sk,

pur

pos

e, a

nd a

udie

nce .

The

resp

onse

is a

dd

ress

ed

with

com

pre

hens

ive

dev

elop

men

t of

the

cla

im,

top

ic a

nd/o

r na

rrat

ive

elem

ents

thr

ough

cle

ar

and

con

vinc

ing

reas

onin

g,

det

ails

, tex

t-b

ased

evi

den

ce,

and

/or

des

crip

tion;

d

evel

opm

ent

is c

onsi

sten

tly

app

rop

riate

to

the

task

, p

urp

ose,

and

aud

ienc

e .

Wri

ting

: O

rgan

izat

ion

The

resp

onse

dem

onst

rate

s a

lack

of

cohe

renc

e, c

larit

y an

d c

ohes

ion .

The

resp

onse

dem

onst

rate

s lim

ited

coh

eren

ce,

clar

ity,

and

/or

cohe

sion

, m

akin

g th

e p

rogr

essi

on o

f id

eas

som

ewha

t un

clea

r .

The

resp

onse

dem

onst

rate

s so

me

cohe

renc

e, c

larit

y,

and

/or

cohe

sion

, an

d

incl

udes

an

intr

oduc

tion,

co

nclu

sion

, an

d lo

gica

lly

grou

ped

idea

s, m

akin

g th

e p

rogr

essi

on o

f id

eas

dis

cern

ible

but

not

ob

viou

s .

The

resp

onse

dem

onst

rate

s a

grea

t d

eal o

f co

here

nce,

cl

arity

, an

d c

ohes

ion,

and

in

clud

es a

n in

trod

uctio

n,

conc

lusi

on,

and

a lo

gica

l p

rogr

essi

on o

f id

eas .

The

resp

onse

dem

onst

rate

s p

urp

osef

ul c

oher

ence

, cl

arity

, an

d c

ohes

ion

and

incl

udes

a s

tron

g in

trod

uctio

n, c

oncl

usio

n,

and

a lo

gica

l, w

ell-

exec

uted

p

rogr

essi

on o

f id

eas .

Wri

ting

: C

larit

y of

La

ngua

ge

The

resp

onse

sty

le is

in

app

rop

riate

, w

ith li

ttle

to

no a

war

enes

s of

the

nor

ms

of t

he d

isci

plin

e; in

clud

es

little

to

no p

reci

se la

ngua

ge .

The

resp

onse

sty

le is

lim

ited

in

its

effe

ctiv

enes

s, w

ith

limite

d a

war

enes

s of

the

no

rms

of t

he d

isci

plin

e; u

ses

little

des

crip

tion,

sen

sory

d

etai

ls,

linki

ng o

r tr

ansi

tiona

l w

ord

s, w

ord

s to

ind

icat

e to

ne,

or d

omai

n-sp

ecifi

c vo

cab

ular

y .

The

resp

onse

est

ablis

hes

and

mai

ntai

ns a

mos

tly

effe

ctiv

e st

yle,

att

end

s to

th

e no

rms

and

con

vent

ions

of

the

dis

cip

line;

use

s so

me

pre

cise

lang

uage

, in

clud

ing

des

crip

tive

wor

ds

and

p

hras

es,

sens

ory

det

ails

, lin

king

and

tra

nsiti

onal

w

ord

s, w

ord

s to

ind

icat

e to

ne a

nd/o

r d

omai

n-sp

ecifi

c vo

cab

ular

y .

The

resp

onse

est

ablis

hes

and

mai

ntai

ns a

n ef

fect

ive

styl

e; a

tten

ds

to t

he n

orm

s an

d c

onve

ntio

ns o

f th

e d

isci

plin

e; u

ses

mos

tly

pre

cise

lang

uage

, in

clud

ing

des

crip

tive

wor

ds

and

p

hras

es,

sens

ory

det

ails

, lin

king

and

tra

nsiti

onal

w

ord

s, w

ord

s to

ind

icat

e to

ne, a

nd/o

r d

omai

n-sp

ecifi

c vo

cab

ular

y .

The

resp

onse

est

ablis

hes

and

mai

ntai

ns a

n ef

fect

ive

styl

e; a

tten

ds

to t

he n

orm

s an

d c

onve

ntio

ns o

f th

e d

isci

plin

e; u

ses

pre

cise

la

ngua

ge c

onsi

sten

tly,

incl

udin

g d

escr

iptiv

e w

ord

s an

d p

hras

es,

sens

ory

det

ails

, lin

king

and

tr

ansi

tiona

l wor

ds,

wor

ds

to in

dic

ate

tone

, an

d/o

r d

omai

n-sp

ecifi

c vo

cab

ular

y .

Wri

ting

: K

now

led

ge o

f La

ngua

ge a

nd

Con

vent

ions

The

resp

onse

dem

onst

rate

s lit

tle t

o no

com

man

d o

f th

e co

nven

tions

of

stan

dar

d

Eng

lish,

with

fre

que

nt a

nd

varie

d e

rror

s in

gra

mm

ar

and

usa

ge t

hat

ofte

n im

ped

e un

der

stan

din

g .

The

resp

onse

dem

onst

rate

s lim

ited

com

man

d o

f th

e co

nven

tions

of

stan

dar

d

Eng

lish,

with

mul

tiple

d

istr

actin

g er

rors

in

gram

mar

and

usa

ge

that

som

etim

es im

ped

e un

der

stan

din

g .

The

resp

onse

dem

onst

rate

s in

cons

iste

nt c

omm

and

of

the

con

vent

ions

of

stan

dar

d E

nglis

h . T

here

are

a

few

pat

tern

s of

err

ors

in

gram

mar

and

usa

ge t

hat

may

occ

asio

nally

imp

ede

und

erst

and

ing .

The

resp

onse

dem

onst

rate

s co

mm

and

of

the

conv

entio

ns o

f st

and

ard

E

nglis

h co

nsis

tent

with

ed

ited

writ

ing .

The

re m

ay

be

a fe

w d

istr

actin

g er

rors

in

gra

mm

ar a

nd u

sage

, b

ut

mea

ning

is c

lear

.

The

resp

onse

dem

onst

rate

s co

mm

and

of

the

conv

entio

ns o

f st

and

ard

E

nglis

h co

nsis

tent

with

ef

fect

ivel

y ed

ited

writ

ing,

w

ith f

ew m

inor

err

ors

in g

ram

mar

and

usa

ge;

mea

ning

is c

lear

thr

ough

out .

Writing Rubric

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Practice Test 1Answer Key

Item Key Common Core State Standard

Skill Lesson(s)

1 Part A: DPart B: A

RL .6 .1, RL .6 .6 Narrator's Point of View, Text Evidence

1, 2

2 See sample response on page 8 .

RL .6 .1, RL .6 .2, RL .6 .5 Central Idea, Text Evidence

3


RL .6 .1, RL .6 .3 Character and Plot, Make Inferences

1, 7

4 Part A: See page 8 .Part B: D

RL .6 .4, L .6 .5 Figurative Language 4

5 Part A: CPart B: A

RL .6 .2, RL .6 .5 Setting, Text Structure 5


RL .6 .1, RL .6 .9 Compare and Contrast, Theme, Text Evidence

3, 6

7 Part A: CPart B: D

RI .6 .1, RI .6 .2 Central Idea, Text Evidence

1, 9


RI .6 .1, RI .6 .6 Author’s Point of View, Text Evidence

14


RI .6 .3 Key Ideas 9

10 A3, B5, C2 RI .6 .4, L .6 .4a Context Clues, Determine Word Meaning

12, 29

11 Part A: BPart B: C

RI .6 .1, RI .6 .6 Author’s Purpose, Text Evidence

14


RI .6 .1, RI .6 .2 Central Idea, Text Evidence

9


RI .6 .4, L .6 .4a Context Clues, Determine Word Meaning

29

14 Part A: DPart B: See page 8 .

RI .6 .1, RI .6 .6 Author's Point of View 1, 2

15 Part A: CPart B: D

RI .6 .1, RI .6 .4, L .6 .5 .c Determine Word Meaning, Synonyms, Text Evidence

12, 29

16 Part A: APart B: D

RI .6 .1, RI .6 .6 Author’s Point of View, Text Evidence

14

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Skill Lesson(s)


RI .6 .1, RI .6 .2 Support Argument with Text Evidence

14

18 Part A: CPart B: B

RI .6 .1, RI .6 .3 Key Ideas, Text Evidence

9

19 A2, B3, C4 RI .6 .4, L .6 .4a Determine Word Meaning, Context Clues

12, 29

20 Part A: APart B: A

RI .6 .1, RI .6 .3 Key Ideas, Text Evidence

9

21 Part A: DPart B: C

RI .6 .9 Compare and Contrast 15

22 Part A: CPart B: See page 9 .

RI .6 .1, RI .6 .6 Author’s Point of View, Make Inferences

8, 14

23 Part A: CPart B: B

RI .6 .1, RI .6 .5 Make Inferences, Text Structure, Text Evidence

10

24 Part A: APart B: B

RI .6 .1, RI .6 .4, L .6 .6 Domain-Specific Vocabulary, Text Evidence

12, 29

25 Part A: DPart B: B

RI .6 .1, RI .6 .2 Summary, Text Evidence 8

26 Part A: BPart B: A

RI .6 .1, RI .6 .5 Make Inferences, Tone, Text Evidence

10

Part 2 See sample response on page 9 .

W .6 .1, W .6 .4, W .6 .5, W .6 .9

Literary Analysis 16, 19


W .6 .3, W .6 .4, W .6 .5, W .6 .9

Narrative Writing 18

Answer Keys (continued)

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Practice Test 11. Part A: D

Part B: A By describing Wang Chih as “hardy,” the narrator shows that he or she views Wang Chih as strong and healthy.

2. The underlined phrases should be: “what seemed like an hour or so…,” “the two old men were no longer there…,” “its handle rotted to dust…,” “he had grown a long beard.” These phrases show the passage of time.

3. Students should write the following phrases in the box labeled “Years Passed While Urashima Taro Was at the Sea Palace”: a man lived 300 years ago, an area looks different. These phrases are clues about the passage of time in the first story. Students should write the following phrase in the box labeled “Years Passed While Wang Chih Napped”: an axe handle rots, a man’s beard grows. These phrases are clues about the passage of time in the second story. The remaining phrases are details from the stories, but they do not provide clues that time has passed strangely.

4. Part A: Students should underline “flowing garments of red and green like the underside of a wave” and “her voice sounded like music over the water.”

Part B: D The description of the princess shows that Urashima sees her as other-worldly, and different from humans, which contributes to the sense that Urashima is in a completely different world.

5. Part A: C A, B, and D are all revealed in the excerpt, while C is revealed earlier in the passage.

Part B: A A is the only answer that correctly identifies the central idea.

6. Part A: C At the end of “The Story of Urashima Taro” the young man explains that Urashima Taro lived in the village three hundred years ago. This is a more explicit way to show the reader the passage of time than in “The Rotting Axe Handle” in which the reader is left to infer what has happened, based on clues such as the man’s beard and the rotted axe handle.

Part B: A Paragraph 8 gives a clue that time is passing strangely for Urashima; Paragraph 20 is where it is revealed more explicitly that three hundred years have passed.

7. Part A: C Quanah, Cynthia’s surviving son, experienced many hardships but remained loyal to the people of his tribe.

Part B: D Quanah was appointed to lead his tribe; despite the objections of his people and the hard-fought battles, he was a diplomatic leader.

8. The underlined sentence should be: “Federal agents named Quanah chief of the Comanche bands, and utterly against all Comanche tradition, the tribe complied.” This statement shows that the tribe relented and changed their tradition.

9. The underlined sentences should be: “During that time, Cynthia completely integrated into her tribe. She became devoted to her adoptive parents in the Comanche tribe, and at her own request, the tribe refused all attempts to ransom her.” Integrated is another word for blended; the fact that Cynthia was devoted to her adopted parents supports the idea that she blended with her tribe.

10. A3, B5, C2 This is a matching item type. Merged is another term for integrated; dedicated is another way of saying devoted; and distant is another way of saying aloof.

11. Part A: B The author’s purpose was to explain what happened in Paricutin in 1943 and how it affected the citizens there.

Part B: C Details in the passage describe the fascinating scientific occurrence, while also explaining the damage caused to people and property by the volcano.

12. The underlined sentences should be: “While the volcano provided a fascinating opportunity for many people and scientists around the world, it also created a disaster for the people in Paricutin and San Juan. The inhabitants lost crops and livestock, and suffered substantial property damage.” The author spends the most time describing the volcano as a strange phenomenon and the damage it caused to the people who lived nearby.

13. Part A: C The word shrubbery is used to refer to low-growing plants, such as small trees and large weeds.

Answer Explanations

9

Answer Keys (continued)D

uplic

atin

g th

is p

age

is p

rohi

bite

d by

law

. © 2

014

Triu

mph

Lea

rnin

g, L

LC

Part B: A Pulido and his family were getting rid of the shrubbery, so it wasn’t food. And it was growing on their farm land, so it wasn’t garbage. They formed piles to burn, so this suggests that it was unwanted plants.

14. Part A: D In the second paragraph, the author writes that Pulido “quite understandably” became terrified and went to look for his family. This shows that the author thinks Pulido behaved reasonably.

Part B: Students should underline “Quite understandably, Pulido became terrified by what he had witnessed and tried to find his wife and sons.”

15. Part A: C While each of these words could be a synonym for dormant, inactive is the best choice in the context of a volcano.

Part B: D This is the only choice that provides a context clue in the form of the antonym active.

16. Part A: A This is the only answer that shows a point of view in that it offers a possible explanation for why things went so badly for Scott. The other answer choices are facts.

Part B: D The Royal Geographic Society had a different set of priorities than Scott had, which doomed the expedition from the start.

17. The underlined sentences should be: “However, despite this oddly mysterious beginning, the expedition was well planned.” Amundsen knew these dogs would be the key to the expedition.” “Another important item was the dress.” These sentences underscore the importance of a well-planned and prepared expedition.

18. Part A: C Amundsen and his crew never felt unprepared for the expedition.

Part B: B This is the only answer that provides details that relate to the correct answer in Part A.

19. A2, B3, C4 This is a matching item type. Ill-fated is another word for doomed. Tormenting is another word for torturous. Total is another word for universal.

20. Part A: A Scott used wool clothing instead of fur, which led to some deaths because of the extremely cold temperatures.

Part B: A Bringing too many men and the wrong type of clothing are examples of being ill-prepared for the harsh Antarctic weather.

21. Part A: D This is the only answer that contains correct information about both expeditions, according to the passages.

Part B: C This result serves to highlight the difference between the two expeditions.

22. Part A: C At the top of the second paragraph, the author expresses the view that the journey began strangely, as a secret, but was well planned.

Part B: Students should underline “However, despite this oddly mysterious beginning, the expedition was well planned” in the second paragraph.

23. Part A: C Knowing that Scott’s crew was ill-prepared foretells a poor outcome for the expedition.

Part B: B This detail supports the foreshadowing in Part A.

24. Part A: A The fact that the passage is about a journey to explore the South Pole reveals the definition of expedition.

Part B: B The fact that Amundsen’s team is going to Antarctica helps to confirm the definition in Part A.

25. Part A: D A summary retells the most important parts of a passage.

Part B: B The quote “A blizzard kept them in place for nine days” provides supporting evidence for an example of bad luck the Scott expedition faced.

26. Part A: B The tone of a passage is an author’s attitude toward the subject. The author knows that Scott’s expedition ended in disaster and writes about it in a somber tone.

Part B: A The passage’s mood is connected to the author’s tone. To write “the worst has happened” shows a defeated mood, which is why the author included this quote in the passage.

Part 2 Responses will vary. See rubric on page 5. Students should explain what view the story suggests society should take toward the elderly, using evidence from the text. Responses should use formal English, use a clear and concise organizational structure, and follow the rules for correct grammar.

Part 3 Responses will vary. See rubric on page 5. Students should continue the story of Paul Bunyan using the same humorously exaggerated story details to tell about more of Bunyan’s achievements. Responses should be clearly organized and follow the rules for correct grammar.

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Practice Test 2Answer Key


Skill Lesson(s)


RL .6 .1, RL .6 .2, RL .6 .3 Character, Plot, Text Evidence

1, 3, 5

2 Part A: See page 12 . Part B: A

RL .6 .1, RL .6 .3 Character, Plot, Text Evidence

1

3 A3, B5, C2 L .6 .4 Word Meanings 28

4 5, 3, 1, 4, 6, 2 RL .6 .3 Plot 1


RL .6 .1 Make Inferences 7

6 Part A: CPart B: F

RL .6 .2, RL .6 .3 Theme, Character, Plot 1, 3

7 Part A: BPart B: A, B, D, F

RL .6 .1, RL .6 .2 Make Inferences, Text Evidence

7

8 A4, B5, C3 RL .6 .4, L .6 .4 Word Meanings 4, 29

9 Part A: See page 12 .Part B: B

RL .6 .1, RL .6 .6 Make Inferences, Point of View, Text Evidence

2, 7

10 Part A: BPart B: D

RL .6 .1, RL .6 .6 Make Inferences, Point of View

2, 7


RI .6 .8 Author’s Argument 14


RI .6 .8 Author’s Claims, Text Evidence

14

13 Part A: A, C, DPart B: D

RI .6 .2, RI .6 .8 Supporting Details, Author’s Claims

9, 14

14 A1, B4, C2, D3, E5 RI .6 .4, L .6 .4 .a, L .6 .6 Word Meanings, Domain-Specific Vocabulary

12


RI .6 .2 Central Idea and Supporting Details

9

16 Part A: BPart B: C

RI .6 .2 Supporting Detail 9

17 Part A: See page 13 .Part B: D

RI .6 .8 Author’s Claims, Text Evidence

14

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Skill Lesson(s)

18 A3, B4, C5, D1, E2 RI .6 .4, L .6 .4 .a, L .6 .6 Word Meanings, Domain-Specific Vocabulary

12

19 Part A: BPart B: See sample response on page 13 .

RI .6 .2 Supporting Details 9


RI .6 .2, RI .6 .3 Supporting Details, Text Evidence

9, 10

21 A3, B2, C1, D4 RI .6 .4, L .6 .4 .a, L .6 .6 Word Meanings, Domain-Specific Vocabulary

12

22 Part A: BPart B: A

RI .6 .2, RI .6 .8 Central Idea and Supporting Details, Text Evidence

9, 14

23 Part A: BPart B: B

RI .6 .2, RI .6 .8 Central Idea and Supporting Details, Author’s Point of View

9, 14

24 Part A: CPart B: C

RI .6 .4, L .6 .4 .a, L .6 .6 Word Meanings, Domain-Specific Vocabulary

12

25 Part A: DPart B: A

RI .6 .2, RI .6 .8 Central Idea and Supporting Details, Author’s Argument

9, 14

26 Part A: APart B: C

RI .6 .2 Supporting Details 9


W .6 .9 Literary Analysis 19


W .6 .9 Research Writing 22

Answer Keys (continued)

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Practice Test 21. Part A: D Sylvia realizes that all the possessions

bestowed upon her have only caused problems with her friends.

Part B: C In this paragraph, Sylvia tells Principal Carlson that it is a ‘serious’ problem that her friends are not speaking to her.

2. Part A: The play best supports the claim that Sylvia’s mother becomes concerned after Sylvia’s wish is granted.

Part B: A This sentence shows Sylvia's mother's concerned response to the possessions that magically arrive in Sylvia's bedroom.

3. A3, B5, C2 Distinguished means “extraordinary”; honorable means the same as “virtuous”; puzzling means the same as “mystifying.”

4. 5, 3, 1, 4, 6, 2 This order indicates the correct sequence of events in the story.

5. Part A: D Based on the bravery that Sylvia demonstrates when confronting the students teasing Carlos, Principal Carlson infers that Sylvia is a good person and deserves to have her wish granted.

Part B: C In this quote, Sylvia describes the conduct that Principal Carlson finds courageous.

6. Part A: C Sylvia's choices in the play indicate that she won't be happy with her new possessions if it means her friends won't talk to her.

Part B: F Sylvia changes her mind about the tuba she disliked so much at the beginning of the play.

7. Part A: B The poem’s narrator describes a bleak setting, in which the threat of foul weather looms.

Part B: A, B, D, F Darkening, wild, storm, and wastes all contribute to the reader's understanding of the setting.

8. A4, B5, C3 Definitions can be determined by looking at context clues. Tyrant suggests an unshakable hold; boughs are branches; drear means “gloomy.”

9. Part A: The claim that is best supported by the poem is the first claim listed: “The narrator appears to be making a choice that’s not in his or her best interest.”

Part B: B “A tyrant spell has bound me” indicates that, despite the ominous weather all around him or her—weather that might threaten his or her well-being—the place seems to be exerting a strange force and keeping him or her there.

10. Part A: B The narrator is committed to staying despite the darkening cold. This represents the central idea of the poem.

Part B: D The repetition of the line “I cannot go” is one of the notable features of the poem that reinforces the main idea.

11. Part A: D This claim is made by penny advocates as a reason not to get rid of the penny.

Part B: B A statement in the passage says that eliminating pennies could drive up prices.

12. The three statements that represent the arguments for keeping the penny are: “Among these advocates’ arguments is the idea that abandoning the penny might drive prices up.”; “Others just love the tradition of the Lincoln penny and just can't imagine life without it.”; “Pennies might help those in need, too.” The first sentence introduces the pro-penny position and the other sentences provide details that support the three main arguments.

13. Part A: A, C, D These three items correspond to ideas presented in the third paragraph of the passage.

Part B: D According to penny opponents, the inconveniences related to eliminating the penny would be overcome by the ease of spending.

14. A1, B4, C2, D3, E5 Definitions can be determined by looking at context clues. Advocates means “people who are in favor of something”; tradition means “a custom or practice”; opponents means “people who are against something”; discard means “to get rid of or throw out something”; convenience means “something that is easy to do.”

15. The statements that are arguments against discontinuing the penny are A, C, and F. The statements that are arguments for discontinuing the penny are B, D, and E.

16. Part A: B

Part B: C None of the details suggest that kudzu is toxic, useful, or legal. The fact that it blocks the sun from other plants shows how it is intrusive.

Answer Explanations

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17. Part A: The claim best supported by the passage is that kudzu is a pest.

Part B: D The fact that kudzu covers everything shows how it is a pest.

18. A3, B4, C5, D1, E2 The meanings of less commonly used terms such as “surface control” and “targeted diseases” can by determined by paying close attention to sentence-level context.

19. Part A: B

Part B: Answers to circle: “After all, exposed dirt can blow away, and the fast-growing kudzu would surely hold it in place.” “With its wide green leaves and delicate flower spikes, it seemed a perfect way to shade a front porch from hot summer sun.” These sentences explain that at first, the kudzu was a helpful plant, but became invasive over time.

20. Part A: D The phrase illustrates the pervasiveness of kudzu’s growth.

Part B: B Kudzu is very difficult to eradicate, showing how persistent its growth can be.

21. A3, B2, C1, D4 Definitions for terms such as adjacent uplands and erosional forms can be gleaned through context clues in the text.

22. Part A: B

Part B: A This choice supports the claim that the Grand Canyon is great for studying geology with its description of the canyon's dimensions and some of its geological features.

23. Part A: B The answer can be found in the first sentence of the fourth paragraph under the subhead “From the South Rim.”

Part B: B The response to Part A is supported by the sentence that immediately follows in the text, discussing the condor’s status as a once almost extinct species.

24. Part A: C Monsoon comes from the Arabic word mausim, which means “season.”

Part B: C This statement supports the fact that monsoon is a season.

25. Part A: D The North Rim is described as having “awe-inspiring views” and a feeling of going back in time.

Part B: A The first paragraph under the subhead “From the North Rim” mentions the feeling of going back in time.

26. Part A: A The passage talks about being watchful around the condor, because it is endangered.

Part B: People are supposed to stay at least seventy-five feet away from condors.

Part 2 Responses will vary. See rubric on page 5. Students should include claims that can be supported with textual evidence about things the narrator suggests but does not state directly. Responses should be well organized, use textual evidence, and follow the rules for correct grammar.

Part 3 Responses will vary. See rubric on page 5. Students should make points of comparison between the ancient and modern-day Olympic Games. Responses should be well organized, use details from both texts, and follow the rules for correct grammar.

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Introduce Students to theCommon Core State Standards!

The NEW Crosswalk Coach PLUS for English Language Arts provides an easy approach to teaching the Common Core State Standards and ensures students will be prepared for these new requirements.

Here’s how Crosswalk Coach PLUS makes the transition to the new standards easier!

• Instruction and practice on each of the Common Core State Standards

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Grade 6 Practice Tests - Triumph · PDF filefor the Common Core State Standards Grade 6...

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