CrosswalkCoachPLUS

for the Common Core State Standards

Grade 7

EnglishLanguage

Arts

Practice Tests Answer Keys

Crosswalk Coach PLUS for the Common Core State Standards, English Language Arts, Grade 7, Practice Tests, Answer Keys T302NAK

Cover Image: © Thinkstock

Triumph Learning® 136 Madison Avenue, 7th Floor, New York, NY 10016

© 2014 Triumph Learning, LLC

All rights reserved. No part of this publication may be reproduced in whole or in part, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without written permission from the publisher.

Printed in the United States of America.

10 9 8 7 6 5 4 3 2 1

The National Governors Association Center for Best Practices and Council of Chief State School Officers are the sole owners and developers of the Common Core State Standards, ©Copyright 2010. All rights reserved.

3

Dup

licat

ing

this

pag

e is

pro

hibi

ted

by la

w. ©

201

4 Tr

ium

ph L

earn

ing,

LLC

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

4

Dup

licat

ing

this

pag

e is

pro

hibi

ted

by la

w. ©

201

4 Tr

ium

ph L

earn

ing,

LLC

Lexile Measures ChartPractice Test 1

Passage Title Lexile Measure

Part 1

Sybil Ludington: A Ride to Remember 960L

Danbury, Connecticut 1190L

A Bond between Brothers 930L

Pluto: A Dwarf Planet 1010L

Memoirs of an Intellect 990L

Women Airforce Service Pilots 1080L

Part 2

Can You Escape? 1070L

Part 3

A Stormy Day, from Black Beauty 900L

Practice Test 2

Passage Title Lexile Measure

Part 1

A Sculptor Not prose

The Looking Glass 970L

Gray Wolf Could Be Removed from Endangered Species List 1150L

Questions Remain about Possible Removal of the Gray Wolf from the Endangered Species List

1080L

The Benefits of Self-Driving Cars 1140L

Part 2

China Relocation Project 1170L

An Interview with a Newly Relocated Chinese Teen Not prose

Part 3

The Open Window 1000L

5

Dup

licat

ing

this

pag

e is

pro

hibi

ted

by la

w. ©

201

4 Tr

ium

ph L

earn

ing,

LLC

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- s

pec

ific

voca

bul

ary .

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

6

Dup

licat

ing

this

pag

e is

pro

hibi

ted

by la

w. ©

201

4 Tr

ium

ph L

earn

ing,

LLC

Practice Test 1Answer Key

Item Key Common Core State Standard

Skill Lesson(s)

1 Part A: APart B: C

RL .7 .1, RL .7 .3 Story Elements, Textual Evidence

5, 8

2 See answer on page 8 . RL .7 .2 Main Idea 1, 4

3 Part A: CPart B: D

RL .7 .1, RL .7 .2 Theme, Textual Evidence

6

4 A1, B4, C6 RL .7 .4, L .7 .4 Context Clues 32, 34

5 Part A: APart B: A

RL .7 .4, L .7 .4, L .7 .5 Context Clues, Denotations and Connotations

32, 33, 34

6 Part A: APart B: B

RL .7 .1, RL .7 .9 Compare and Contrast Texts, Textual Evidence

1, 3

7 Part A: CPart B: See answer on page 8 .

RL .7 .1, RL .7 .2 Theme, Textual Evidence

6

8 See answer on page 8 . RL .7 .1 Character, Make Inferences

5, 8

9 See answer on page 8 . RL .7 .4, L .7 .4 Context Clues, Analyze Contrasting Points of View

4, 5, 8

10 2, 5, 4, 3 RL .7 .2 Summary 4

11 See answer on page 8 . RI .7 .3 Interaction Between Ideas

9, 10

12 Part A: CPart B: See answer on page 8 .

RI .7 .1, L .7 .3 Analyze Ideas, Textual Evidence

10

13 Part A: DPart B: See answer on page 8 .

RI .7 .1, RI .7 .2 Main Idea, Textual Evidence

9, 10

14 Part A: DPart B: A

RI .7 .5, RI .7 .6 Author’s Purpose, Structure

9, 11

15 Part A: DPart B: D

RI .7 .4, L .7 .5 Context Clues 32, 34

16 Part A: APart B: D

RI .7 .1, RI .7 .5 Structure, Textual Evidence

9, 14

7

Dup

licat

ing

this

pag

e is

pro

hibi

ted

by la

w. ©

201

4 Tr

ium

ph L

earn

ing,

LLC

Item Key Common Core State Standard

Skill Lesson(s)

17 Part A: CPart B: See answer on page 8.

RI.7.1, L.7.5 Structure, Textual Evidence

9, 14

18 Part A: BPart B: See answer on page 8.

RI.7.1, RI.7.2 Main Idea, Textual Evidence

9, 10

19 Part A: CPart B: A

RI.7.1 Context Clues, Textual Evidence

32

20 Part A: B Part B: D

RI.7.1 Make Inferences, Textual Evidence

8, 9, 10

21 Part A: BPart B: See answer on page 9.

RI.7.1, RI.7.5 Structure, Textual Evidence

9, 14

22 A1, B2, C4 RI.7.4, L.7.4 Context Clues 15, 32

23 Part A: APart B: C

RI.7.1, RI.7.2 Summary, Textual Evidence

9, 10

24 Part A: DPart B: B

RI.7.1, RI.7.6 Author’s Point of View, Textual Evidence

9, 11, 13

25 Part A: BPart B: C

RI.7.1, RI.7.2 Summary, Textual Evidence

11

26 See answer on page 9. RI.7.8 Cite Textual Evidence, Trace Claims

9, 11

Part 2 See rubric on page 5; see answer on page 9.

W.7.2, W.7.4, W.7.5, W.7.9, L.7.1, L.7.2, L.7.3

Write an Analysis, Use Conventions

18, 30, 31

Part 3 See rubric on page 5; see answer on page 9.

W.7.3, W.7.4, W.7.5, W.7.9, L.7.1, L.7.2, L.7.3

Write a Narrative, Use Conventions

20, 30, 31

Answer Key (continued)

8

Dup

licat

ing

this

pag

e is

pro

hibi

ted

by la

w. ©

201

4 Tr

ium

ph L

earn

ing,

LLC

Practice Test 11. Part A: A; Part B: C Sybil Ludington’s urging

Betty to help her save Danbury and her family in paragraph 5 shows the care for her family that motivated her as she rode through the night, waking the militia volunteers.

2. Students should underline “Thus one sixteen-year-old rode through the night, waking the people of Danbury.” The story is mainly about this idea.

3. Part A: C; Part B: D In paragraph 5, Sybil Ludington’s renewed determination to “warn her people” shows that her commitment to them helps her overcome her fear.

4. A1, B4, C6 Frigid is another term for “cold,” amid is another way of saying “among,” and approximately is another way of saying “nearly.”

5. Part A: A; Part B: A Warn and notify both mean “to inform someone in advance of possible trouble,” but warn has more alarming connotations than notify because warn implies danger. In the passage, warn is used while Sybil is thinking about the danger to her family (paragraph 5).

6. Part A: A; Part B: B Both passages are about Sybil Ludington. The first passage, “Sybil Ludington: A Ride to Remember,” is a fictional portrayal of her, while the second passage, “Danbury, Connecticut,” tells only facts. Sybil Ludington has a more developed character in “Sybil Ludington: A Ride to Remember” because, as the quotation in Part B shows, the author is able to show Sybil’s internal life. However, in both passages, Sybil is shown as being determined and successful.

7. Part A: C Pablo’s needing the help of his brother and Mr. Simonelli as well as his realization that he might need more programming skills show that his ambition alone is not enough to bring him to success.

Part B: Answers may vary; possible responses include “Maybe he needed to learn more about computer programming” and “I’ve thought about this, and we can help Pablo, Ramon.”

8. Students should write understanding, helpful, and concerned in the box. Mr. Simonelli shows he is understanding when he understands Ramon’s feelings in paragraphs 9 and 10, helpful when he counsels Ramon in paragraphs 9 and 10 and

when he helps Pablo find a work-study program in paragraph 13, and concerned when he asks Ramon seriously where Pablo is in paragraph 7.

9. Top left cell: anxious and preoccupied; Top right cell: overly optimistic; Bottom left cell: excited for his brother; Bottom right cell: humbled and realistic. Ramon begins the story by being anxious about his brother’s decision and preoccupied with trying to think of a way to help him. By the end of the story, he is excited for his brother to start the work-study program. At the beginning of the story, Pablo is overly optimistic about finding investors. By the end, he has been humbled and is more realistic about what it may take to succeed.

10. 2, 5, 4, 3 After he learns of Pablo’s plans, Ramon walks to school, distracted by thoughts about his brother. He continues to be distracted in math class, until he goes to talk to Mr. Simonelli, the dean. Pablo later calls to tell Ramon about his troubles making his ideas a reality, and in the end, Ramon learns that Pablo qualifies for a work-study program.

11. Left box: how Pluto became round, Pluto orbits the sun; Right box: Pluto shares its orbit, Charon’s size. Each of these qualifications and disqualifications are made clear in paragraph 3. Pluto’s name, distance from the sun, and temperature have nothing to do with its being a planet or not.

12. Part A: C In paragraph 2, it is stated that the new definition of a planet changed the way we think of Pluto and that before this a planet’s definition had been “a bit murky.”

Part B: Students should underline “Before 2006, this definition had been a bit murky” in paragraph 2.

13. Part A: D The main idea of the passage is that because of a vote scientists cast in 2006, Pluto is no longer considered a true planet.

Part B: The best statement of this main idea is: “The outcome of the vote in 2006 meant that Pluto no longer met the definition of a planet and was now a ‘dwarf planet.’”

14. Part A: D; Part B: A The author’s purpose is to explain why Pluto is no longer considered a planet, and paragraph 2 contributes to this purpose by explaining that because of a vote scientists cast in 2006, Pluto’s status changed.

Answer Explanations

9

Answer Explanations (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

15. Part A: D; Part B: D The statement that “Pluto, by contrast, shares the region of its orbit with other objects” provides a clue that in this passage, neighborhood means “surrounding area.”

16. Part A: A; Part B: D The first two paragraphs of “Memoirs of an Intellect” are a fictionalized rendering of Rebecca Gould Steward and her family. Her explanation “that she has learned over the years and has even written quite a bit” reveals important information about her character.

17. Part A: C; Part B: Answers may vary, however every answer should include “The traveler is amazed at her reading ability” and one of the following: “She begins to read aloud over his shoulder”; “The girl explains that she has learned over the years and has even written quite a bit”; and “She has been writing memoirs for some time now.”

18. Part A: B A main idea in the passage is that Rebecca Gould Steward was a strong woman who overcame obstacles and was a well-appreciated writer later in life.

Part B: Answers may vary; possible responses include “Despite her inconsistent schooling, she was well read and did in fact write memoirs” and “This nontraditional education undoubtedly helped Steward become a very well appreciated and respected writer later in life.”

19. Part A: C; Part B: A The reference to a “weary visitor” shows that wayworn means “tired from traveling.”

20. Part A: B; Part B: D This quote shows that Steward was determined to overcome her circumstances and learn to read and write.

21. Part A: B The first two paragraphs tell about the wartime forces that led to the entry of many American women into jobs they had never held before.

Part B: Students may underline: “Women were available to fill the vacancies and continue the important work.”

22. A1, B2, C4 In the context of jobs, vacancies are “openings” and positions are “jobs.” Contributions are “donations” of one’s time, effort, or money.

23. Part A: A; Part B: C The passage is mostly about the changes in the employment of women during and after World War II, with a focus on the WASPs. “Although this program was temporary, it made a tremendous impact on the lives of the 1,100 women who served in it and also broke ground for later generations of female pilots” is the best statement of this idea.

24. Part A: D; Part B: B The word remarkable shows the author’s admiration of the women discussed in the passage.

25. Part A: B; Part B: C Paragraphs 1 and 6 cover the time periods mentioned in the answer to Part A, specifically the time period up to and through World War II, as well as when women were granted military status.

26. Students should underline. “By 1942, there were so many vacancies that between January and July of that year estimates of the percentage of jobs acceptable for women rose from 29 percent to 85 percent” and “Women were then expected to work primarily as housewives and mothers.”

Part 2 Responses will vary. See the rubric on page 5. Students should write a literary analysis of the theme of “Can You Escape?” Their essays should include a discussion of how two story elements help to express that theme and should use evidence from throughout the passage to support the discussion. The essays should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.

Part 3 Responses will vary. See the rubric on page 5. Students should write a narrative with a theme similar to that of the excerpt from Black Beauty. Their narratives should include unique characters and settings and should use narrative techniques, such as dialogue, to develop the story. The narratives should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.

10

Dup

licat

ing

this

pag

e is

pro

hibi

ted

by la

w. ©

201

4 Tr

ium

ph L

earn

ing,

LLC

Practice Test 2Answer Key

Item Key Common Core State Standard

Skill Lesson(s)

1 Part A: APart B: D

RL.7.1, RL.7.4 Character, Textual Evidence

3, 5, 7, 8

2 Part A: BPart B: A

RL.7.4, RL.7.5 Poetry, Impact of Repetitions

3, 14

3 Part A: DPart B: A

RL.7.4, RL.7.5 Poetry, Text Structure 3, 14

4 Part A: APart B: B

RL.7.2 Theme 3, 6, 7

5 See answer on page 12. RL.7.1, RL.7.4, RL.7.5 Poetry, Theme 3, 6

6 Part A: BPart B: C

RL.7.1 Plot, Character, Textual Evidence

1, 4, 5

7 See answer on page 12. RL.7.1 Character, Textual Evidence

1, 5

8 3, 5, 4, 2 RL.7.2 Plot 1, 4

9 A3, B1, C5, D2, E4 RL.7.4, L.7.4 Word Meaning 32

10 See answer on page 12. RL.7.1 Plot, Character, Textual Evidence

1, 4, 5

11 Part A: CPart B: B

RL.7.2 Theme, Textual Evidence

1, 9

12 Part A: APart B: D

RL.7.6 Plot, Character, Textual Evidence

1, 4, 5

13 See answer on page 12. RL.7.3 Plot, Structure 4, 14

14 Part A: BPart B: D

RI.7.1, RI.7.3, RI.7.6 Author’s Point of View, Textual Evidence

9, 10, 11

15 Part A: BPart B: C

RI.7.1, RI.7.3, RI.7.6 Author’s Point of View, Textual Evidence

9, 10, 11

16 See answer on page 13. RI.7.1, RI.7.2 Argument and Author’s Point of View, Textual Evidence

9, 11

11

Dup

licat

ing

this

pag

e is

pro

hibi

ted

by la

w. ©

201

4 Tr

ium

ph L

earn

ing,

LLC

Item Key Common Core State Standard

Skill Lesson(s)

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

RL.7.1, RI.7.2, RI.7.8 Claims Backed by Textual Evidence, Fact and Opinion

9, 11, 17

18 Part A: BPart B: C

RI.7.1 Textual Evidence, Make Inferences

8, 9

19 Part A: DPart B: C

RI.7.1, RI.7.8, RI.7.9 Fact and Opinion, Compare Author’s Point of View

11, 13, 17

20 Part A: BPart B: D

RI.7.1, RI.7.2 Main Idea and Supporting Details

9, 10

21 A4, B3, C1, D8, E6, F9 RI.7.4, L.7.4 Domain-Specific Vocabulary, Find Word Meaning

15, 32

22 Part A: See answer on page 13.Part B: A, D

RL.7.1, RI.7.2, RI.7.8 Claims Backed by Textual Evidence, Fact and Opinion

9, 11, 17

23 Part A: CPart B: E

RI.7.1 Make Inferences 8

24 See answer on page 14. RI.7.4, L.7.4 Domain-Specific Vocabulary, Find Word Meaning

15, 32

25 Part A: DPart B: A

RI.7.1, RI.7.3 Make Inferences, Connect Ideas

8, 9

26 Part A: CPart B: B

RI.7.1, RI.7.6, RI.7.8 Author’s Point of View, Evaluate Arguments

11

Part 2 See answer on page 14. W.7.1, W.7.4, W.7.5, W.7.7, W.7.8, W.7.9

Write an Informative Text, Respond to Informational Texts

18, 30, 31

Part 3 See answer on page 14. W.7.3, W.7.4, W.7.5,L.7.1, L.7.2, L.7.3

Write a Narrative 20, 30, 31

Answer Key (continued)

12

Dup

licat

ing

this

pag

e is

pro

hibi

ted

by la

w. ©

201

4 Tr

ium

ph L

earn

ing,

LLC

Practice Test 21. Part A: A; Part B: D The speaker’s neverending

“toils” shows that he or she is resolute.

2. Part A: B; Part B: A The formal structure of a sonnet reflects the seriousness of the speaker.

3. Part A: D; Part B: A The rhyming couplet that concludes the sonnet lends a sense of finality to its ending.

4. Part A: A; Part B: B Lines 3 and 4 mention the speaker’s half-formed character, which alludes to both an unfinished sculpture and how the speaker views himself or herself. The speaker will use his or her mental gifts to form and improve upon his or her character, just as a sculptor uses tools to form and improve upon a sculpture. In the last two lines, it is revealed that the speaker intends to be working to improve his or her character until Death arrives.

5. Students should underline “I’ll cut away a huge, unsightly side / Of selfishness” and “And the sharp corners of my discontent / Be rounded into symmetry.” The speaker is comparing the way a sculptor uses a chisel to sculpt with the way she will trim away the selfish part of herself. In the second line, the speaker is comparing the way a sculptor softens the sharp edges of the sculpture with the way she will eliminate negative character traits.

6. Part A: B The young man hides the looking glass because he likes to look at his reflection in private, according to the first two sentences of paragraph 1.

Part B: C This quote shows that the man enjoys looking at himself in the mirror.

7. The word envious should be written in the first column under Her husband married another woman. The word sad should be written in the second column under Her husband no longer loves her. The word confused should be written in the third column under Her in-laws must be trying to trick her.

The wife is envious when she thinks that her husband married another woman and secretly brought her home. The wife is sad when she thinks that her husband does not love her anymore. She is confused when she thinks that her mother-in-law and father-in-law are trying to trick her because they do not see the woman in the looking glass.

8. 3, 5, 4, 2 These are the events as they occurred in order in the story.

9. A3, B1, C5, D2, E4 traveled is another word for ventured; unusual is another word for peculiar; dumbfounded is another word for astonished; misshapen is another word for distorted; sneakily is another word for surreptitiously

10. Part A: Students should circle the claim “Most of the characters were happier before looking in the looking glass.” The young man’s wife and the father-in-law became upset after looking in the looking glass.

Part B: B, D The wife believes her husband has married another woman and brought her home, and the father-in-law fears his father’s spirit has come to visit him. These pieces of evidence support the claim that most of the characters were happier before they looked in the mirror.

11. Part A: C When the characters look in the mirror, they see different things in themselves. The husband is happy with what he sees in his reflection. The wife and father-in-law, however, are both upset, revealing their fears and insecurities.

Part B: B The wife looks in the mirror and sees a woman who she thinks is her husband’s other wife, representing her fear that her husband does not love her.

12. Part A: A The father-in-law sees an older person in the mirror and believes that it is his father’s spirit.

Part B: D The father-in-law asks for forgiveness after believing that his father’s spirit was visiting him for some wrongdoings.

13. Students should match the cause “The image in the looking glass mocks the wife’s anger” to the effect “The wife breaks the looking glass”; the cause “The young man visits a shop in Seoul” to the effect “A looking glass is hidden in the drawer of the couple’s home”; the cause “The wife assumes her husband has brought home another wife from Seoul” to the effect “The wife takes the looking glass to her mother-in-law”; the cause “The mother-in-law doesn’t believe her son has married another woman” to the effect “The mother-in-law looks into the looking glass and sees a wrinkled old lady”; and the cause “The young man’s wife notices that he smiles at something in a drawer” to the effect “The wife finds the looking glass and becomes jealous.”

Answer Explanations

13

Answer Explanations (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

14. Part A: B This is the only answer supported by textual evidence. There is nothing in the passage directly stating that the author has a personal connection to wolves, that the author feels more data is needed, or that the author thinks the gray wolf should become a model for the Endangered Species Act.

Part B: D This sentence speaks directly to the author’s position in Part A: “the wolves are no longer considered endangered.”

15. Part A: B The author mentions a loss of protection in paragraph 1 and that the gray wolf might not be ready to be removed from the Endangered Species list in paragraph 4, indicating the importance of the ESA. The information in the other answers does not appear in the passage.

Part B: C This excerpt speaks to the position in Part A, that the gray wolf may need continued protection under the ESA, by inferring that the total number of wolves is still not enough.

16. Students should underline “The gray wolf grew in larger numbers than expected, three hundred wolves per year, in the early 2000s.” This is the only sentence that aligns with the premise of the first article, which is that the gray wolf is ready to come off the Endangered Species List.

17. Part A: Students should circle the claim “The gray wolf is not ready to be removed from the Endangered Species List.” This is the only claim supported robustly by text evidence, specifically in the second article. The first claim is not supported. The second claim is supported by an opinion in paragraph 1 of the first article.

Part B: D This sentence supports the idea that the gray wolf population is not necessarily big enough for the wolves to be removed from the list. The other sentences either relate other claims listed in Part A or are unrelated.

18. Part A: B The Fish and Wildlife Service is represented in the passage by a quote from its spokesperson, who says they have accomplished the goal of ensuring the gray wolf’s recovery. The other answer choices cannot be attributed to the Fish and Wildlife Service, either implicitly or explicitly.

Part B: C Paragraph 4 includes the fact that, with just over 1,600 gray wolves restored to the Rocky Mountains, the wolves no longer need protection under the ESA.

19. Part A: D As stated, the second passage’s ending is stronger than the first passage’s because the speaker of the second one cites specific scientific data, that three hundred is not enough, and claims they have more recent evidence. The question asks the student for his or her best conclusion based on the two passages’ending sentences. Answer A may be true, but it is unsupported. Answer B makes only part of the point made in answer D. Answer C is incorrect because, although the speaker sounds credible, his vague wording weakens his point.

Part B: C Additional scientific data would make either of these statements stronger. The addition of the information in the other answers would only be tangential.

20. Part A: B The article is mainly about self-driving cars being safe. The author references the number of car accidents in paragraph 1, and in paragraph 4 support for autonomous cars because they will reduce the number of accidents.

Part B: D This sentence contains information about the autonomous cars having the possibility to be safer than regular cars.

21. A4, B3, C1, D8, E6, F9 Progress is another word for headway; reliant is another word for dependent; help is another word for assistance; steer is another word for navigate; reasoning is another word for rationale; and claim is another word for assert.

22. Part A: Students should circle the claim “The autonomous car offers conveniences that far exceed those provided by regular cars.” Two sample pieces of evidence include “In addition, engineers believe that people will spend less time in traffic because the car will have sensors and GPS to identify traffic jams” and “It will also be able to navigate around other cars, find parking spaces, and drop people off at requested locations.”

Part B: A, D These are the only two answers that support the correct statement from Part A.

23. Part A: C The author mentions resolving issues and computer malfunctions, leading the reader to infer that autonomous cars may allow drivers to override the computer.

Part B: E Paragraph 5 discusses some of the issues that engineers are still trying to figure out about autonomous cars.

Answer Explanations (continued)

14

Dup

licat

ing

this

pag

e is

pro

hibi

ted

by la

w. ©

201

4 Tr

ium

ph L

earn

ing,

LLC

24. The students should underline “self-driving cars.” This phrase appears immediately after “modes of transportation” and best helps the reader figure out the meaning.

25. Part A: D Taking into consideration Google’s reputation for technology, the fact that Brown signed legislation at Google headquarters indicates that he looks forward to the type of transportation Google can create to make the roads safer.

Part B: A Brown said that by making autonomous cars legal he was “turning today’s science fiction into tomorrow’s reality.” He believes in the technology for the future.

26. Part A: C The author’s point of view is that automated cars have the potential to be safer than regular cars. The author discusses the rate of accidents of normal cars and the features that automated cars have that can make them safer.

Part B: B More specific information and data about successful test runs would further support the author’s view that automated cars can be safer than regular cars.

Part 2 Responses will vary. See the rubric on page 5. Students should write a research essay either supporting or opposing China’s plans for rapid urbanization. Their essays should include textual evidence from both passages to support their positions. The essays should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.

Part 3 Responses will vary. See the rubric on page 5. Students should write a narrative that retells the story “The Open Window” from the perspective of Vera. Their narratives should rewrite the story from Vera's point of view, capturing her mischievous personality as she tells Framton the ghost story. The narratives should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.

Phone: 800-338-6519 • Fax: 866-805-5723 • E-mail: customerservice@triumphlearning.com

Learn more at www.triumphlearning.com

T302NAKThis book is printed on paper containing a minimum of 10% post-consumer waste.

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

• Diagnostic, cumulative, and summative assessments

• Open-ended questions in every lesson

• Expanded lesson practice featuring new, rigorous item types