Student Name

Grade 7
English Language Arts/Literacy
Test Booklet
Practice Test
TEST BOOKLET SECURITY BARCODE
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 English Language Arts/Literacy

Unit 1

Unit 1
Directions:
Today, you will take Unit 1 of the Grade 7 English Language Arts/Literacy
Practice Test.
Read each passage and question. Then, follow the directions to answer each
question. Mark your answers by completely filling in the circles in your answer
document. Do not make any pencil marks outside of the circles. If you need to
change an answer, be sure to erase your first answer completely.
One of the questions will ask you to write a response. Write your response in the
space provided in your answer document. Be sure to keep your response within
the provided space. Only responses written within the provided space will be
scored.
If you do not know the answer to a question, you may go on to the next
question. If you finish early, you may review your answers and any questions
you did not answer in this unit ONLY. Do not go past the stop sign.

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Today you will read a passage from The Count of Monte Cristo as
Unit 1

well as a scene from the play Blessings. After you have read the
selections and answered some questions, you will write an essay
analyzing the themes presented in the two texts.

Read the passage from The Count of Monte Cristo, in which Edmond
Dantes has been imprisoned for over four years and has recently stopped
eating the prison food. Then answer questions 1 through 3.

from The Count of Monte Cristo

by Alexandre Dumas

1 Suddenly, about nine o’clock in the evening, Edmond heard a hollow sound in
the wall against which he was lying.
2 So many loathsome animals inhabited the prison, that their noise did not, in
general, awake him; but whether abstinence1 had quickened his faculties, or
whether the noise was really louder than usual, Edmond raised his head and
listened. It was a continual scratching, as if made by a huge claw, a powerful
tooth, or some iron instrument attacking the stones.
3 Although weakened, the young man’s brain instantly responded to the idea
that haunts all prisoners—liberty! It seemed to him that heaven had at length
taken pity on him, and had sent this noise to warn him on the very brink of the
abyss.2 Perhaps one of those beloved ones he had so often thought of was
thinking of him, and striving to diminish the distance that separated them.
4 No, no, doubtless he was deceived, and it was but one of those dreams that
forerun death!
5 Edmond still heard the sound. It lasted nearly three hours; he then heard a
noise of something falling, and all was silent.
6 Some hours afterwards it began again, nearer and more distinct. Edmond was
intensely interested. Suddenly the jailer entered.
7 For a week since he had resolved to die, and during the four days that he had
been carrying out his purpose, Edmond had not spoken to the attendant, had
not answered him when he inquired what was the matter with him, and turned
his face to the wall when he looked too curiously at him; but now the jailer

1abstinence—self-denial from an action or practice

2abyss—bottomless pit

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might hear the noise and put an end to it, and so destroy a ray of something

Unit 1
like hope that soothed his last moments.
8 The jailer brought him his breakfast. Dantes raised himself up and began to
talk about everything; about the bad quality of the food, about the coldness of
his dungeon, grumbling and complaining, in order to have an excuse for
speaking louder, and wearying the patience of his jailer, who out of kindness of
heart had brought broth and white bread for his prisoner.
9 Fortunately, he fancied that Dantes was delirious; and placing the food on the
rickety table, he withdrew. Edmond listened, and the sound became more and
more distinct.
10 “There can be no doubt about it,” thought he; “it is some prisoner who is
striving to obtain his freedom. Oh, if I were only there to help him!” Suddenly
another idea took possession of his mind, so used to misfortune, that it was
scarcely capable of hope—the idea that the noise was made by workmen the
governor had ordered to repair the neighboring dungeon.
11 It was easy to ascertain this; but how could he risk the question? It was easy
to call his jailer’s attention to the noise, and watch his countenance as he
listened; but might he not by this means destroy hopes far more important
than the short-lived satisfaction of his own curiosity? Unfortunately, Edmond’s
brain was still so feeble that he could not bend his thoughts to anything in
particular.
12 He saw but one means of restoring lucidity and clearness to his judgment. He
turned his eyes towards the soup which the jailer had brought, rose, staggered
towards it, raised the vessel to his lips, and drank off the contents with a
feeling of indescribable pleasure. He had often heard that shipwrecked persons
had died through having eagerly devoured too much food. Edmond replaced on
the table the bread he was about to devour, and returned to his couch—he did
not wish to die. He soon felt that his ideas became again collected—he could
think, and strengthen his thoughts by reasoning. Then he said to himself, “I
must put this to the test, but without compromising anybody. If it is a
workman, I need but knock against the wall, and he will cease to work, in
order to find out who is knocking, and why he does so; but as his occupation is
sanctioned by the governor, he will soon resume it. If, on the contrary, it is a
prisoner, the noise I make will alarm him, he will cease, and not begin again
until he thinks everyone is asleep.”
13 Edmond rose again, but this time his legs did not tremble, and his sight was
clear; he went to a corner of his dungeon, detached a stone, and with it

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knocked against the wall where the sound came. He struck thrice. At the first
Unit 1

blow the sound ceased, as if by magic.

14 Edmond listened intently; an hour passed, two hours passed, and no sound
was heard from the wall—all was silent there.
15 Full of hope, Edmond swallowed a few mouthfuls of bread and water, and,
thanks to the vigor of his constitution, found himself well-nigh recovered.
16 The day passed away in utter silence—night came without recurrence of the
noise.
17 “It is a prisoner,” said Edmond joyfully. The night passed in perfect silence.
Edmond did not close his eyes.

From THE COUNT OF MONTE CRISTO by Alexandre Dumas—Public Domain

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1. Part A

Unit 1
What is the meaning of recurrence as it is used in paragraph 16 of The
Count of Monte Cristo?

A. a desire for something hard to obtain

B. an instance of something happening again

C. a way of thinking about something important

D. an understanding of something previously unknown

Part B

Which evidence from The Count of Monte Cristo supports the correct answer
in Part A?

A. “‘. . . . to but knock against the wall, and he will cease to work . . .’”
(paragraph 12)

B. “‘. . . he will soon resume it.’” (paragraph 12)

C. “Full of hope, Edmond swallowed a few mouthfuls of bread and

water . . . . ” (paragraph 15)

D. “Edmond did not close his eyes.” (paragraph 17)

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2. Part A
Unit 1

In The Count of Monte Cristo, how does the noise in the wall affect Edmond
Dantes?

A. It causes him to summon the jailer.

B. It gives him a sense of hope.

C. It frightens him into behaving foolishly.

D. It proves that he will escape.

Part B

Which evidence from The Count of Monte Cristo supports the answer to
Part A?

A. “So many loathsome animals inhabited the prison, that their noise did
not, in general, awake him . . . . ” (paragraph 2)

B. “It seemed to him that heaven had at length taken pity on him . . . . ”
(paragraph 3)

C. “No, no, doubtless he was deceived, and it was but one of those dreams
that forerun death!” (paragraph 4)

D. “Suddenly the jailer entered.” (paragraph 6)

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3. Part A

Unit 1
What is a central idea of The Count of Monte Cristo?

A. Poor conditions cause a man to imagine sounds in his cell.

B. A jailer takes pity on a hungry man and offers him food.

C. The lack of company causes a man to befriend his jailer.

D. A confined man is energized by the possibility of escape.

Part B

Which evidence from The Count of Monte Cristo best supports the answer to
Part A?

A. “Dantes raised himself up and began to talk about everything; about the
bad quality of the food, about the coldness of his dungeon, grumbling and
complaining, in order to have an excuse for speaking louder, and
wearying the patience of his jailer, who out of kindness of heart had
brought broth and white bread for his prisoner.” (paragraph 8)

B. “Fortunately, he fancied that Dantes was delirious; and placing the food
on the rickety table, he withdrew.” (paragraph 9)

C. “‘There can be no doubt about it,’ thought he; ‘it is some prisoner who is
striving to obtain his freedom. Oh, if I were only there to help him!’”
(paragraph 10)

D. “Unfortunately, Edmond’s brain was still so feeble that he could not bend
his thoughts to anything in particular.” (paragraph 11)

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Read the scene from Blessings. Then answer questions 4 through 6.

Unit 1

from Blessings
by Mary Hall Surface

LIGHTS UP on the “looking spot,” an outcropping of rock on the peak of a ridge,

high above the valley below. JESSE is leading the way. They are just arriving.
1 JESSE. (Entering.) It gets cooler, brighter, right at the bend. See?
2 RENE. (Entering.) And thinner. The air feels thinner.
3 JESSE. Cause it is.
(RENE reaches the top. She looks out for the first time.)
4 RENE. Oh my gosh.
5 JESSE. Like it?
6 RENE. I didn’t know sunsets came like this! How high are we?
7 JESSE. High as you can get without ropes. See that ridge? Sheer rock-face. I
scale that once a year. Since I was twelve. It’s my test.
8 RENE. Are those little color specks houses?
9 JESSE. Ben Lomand. And that way, if the fog’s up, you can see the ocean and
the lighthouse from Seal Rock, flickering, kinda like a heartbeat.
10 RENE. How’d you find this?
11 JESSE. Sniffed it out. (RENE laughs.) All right. Review. First turn?
12 RENE. When you smell the (Proud of remembering.) “eucalyptus,” follow the
smell.
13 JESSE. Good. Next turn.
14 RENE. At the tallest redwood with the . . . uh . . .
15 JESSE. Burl. Think curl. Wood curling.
16 RENE. Burl that looks like a big bump on a giant nose. Then follow the nose.
17 JESSE. Until—
18 RENE. You see the blue-gray rock. Then straight up the trail, carpeted with
“golden orange-brown” needles, sniffing the air cool. Watch the trees for
bright, then Tah-dah!
19 JESSE. Great map, huh?

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20 RENE. The best! (RENE crosses to have a seat near the edge.) Jeez!!

Unit 1
21 JESSE. Careful. There’s no map for gettin’ you back up if you fall.
22 RENE. Sorry.
(They settle into sitting.)
23 RENE. Man, I’ve got to bring my paints up here.
24 JESSE. You paint?
25 RENE. Watercolor.
26 JESSE. What of?
27 RENE. Maps. Picture maps. Of places. Uncle Randy says you make amazing
mirrors. From redwood.
28 JESSE. Don’t know how amazing they are. But I make ‘em. And sell ‘em. So
people can see themselves in the—through the wood.
29 RENE. What else do you do?
30 JESSE. Like to cook. Like poems. Ever written a poem?
31 RENE. I don’t do poems. Too many words. Is that a river?
32 JESSE. Runs all the way to the ocean. I hike the whole length of it. Ever seen
where a river and the ocean meet?
33 RENE. I’m not sure.
34 JESSE. Down at Sunset Beach. You can see it flow clear down the mountain ‘til
it forms a riverbed right on the beach, in the sand. The water looks real clear.
Light. Not like the ocean at all. Like it’s not really supposed to be there, but it
is. Then the waves just lap up and catch it, little bit at a time. Then it all
changes.
35 RENE. What’s it like having Uncle Randy live in your house?
(JESSE looks right at RENE, surprised by her directness.)
36 RENE. Do you wish he’d go away? That it could be all yours again?
37 JESSE. Don’t know how I’m supposed to answer that.
(RENE waits for an answer.)
38 JESSE. Rene, I’ve spent a lot of days, nights, too, wishin’ that things weren’t
the way they are. But yeah. I wish I’d never had to sell the cabin and all you
people had stayed back in San Francisco—
39 RENE. San Raphael.

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40 JESSE. Takes away the pattern. New rhythm—gets me off beat.

Unit 1

41 RENE. (Getting up.) I should head back now.

42 JESSE. Rene—
43 RENE. I just do the map backwards, right?
44 JESSE. Rene, wait. Please don’t think . . . I’m not used to lots of new people.
I’m not . . . wanting to be a . . . I don’t know.
45 RENE. (Enjoying repeating what he said to her.) A what?
46 JESSE. (Enjoying it, too.) I don’t know.
47 RENE. You’ve got stranger-invasion.
48 JESSE. (Laughs.) Will it kill me?
49 RENE. I don’t like them either. Strangers.
50 JESSE. What do you like?
51 RENE. Being by myself. I understand me when everybody else is lost. (JESSE
laughs.) Let’s go back.
52 JESSE. Rene, first, would you read this? (JESSE takes a piece of paper out of
his shirt pocket. He hands it to RENE.) It’s a poem. Real short. I wrote it about
this place.
53 RENE. (Glancing at the page.) It’s nice.
54 JESSE. No, aloud. I need to hear it.
55 RENE. I . . . I’ll read it later, Jesse. After dinner. You’re gonna eat with us,
aren’t you?
(JESSE nods)
56 RENE. Great! Now, sniffin’ for that needle carpet.
57 JESSE. (As they exit, playfully.) They’re “yellow” orange-brown, you know.
58 RENE. Golden orange-brown!
59 JESSE. (Laughing.) Whatever!
(RENE and JESSE exit. LIGHTS OUT. Music transition.)
CURTAIN
END OF PLAY

BLESSINGS by Mary Hall Surface, © 1999 by Mary Hall Surface. Used by

permission of the author. All rights reserved.

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4. Part A

Unit 1
What is the meaning of scale as it is used in speech 7 of the scene from
Blessings?

A. to remove in layers

B. to increase or reduce in size

C. to climb up or over something

D. to create according to certain proportions

Part B

Which phrase from the scene from Blessings best helps the reader to
understand the meaning of scale?

A. “And thinner. The air feels thinner.” (speech 2)

B. “High as you can get without ropes.” (speech 7)

C. “See that ridge? Sheer rock-face.” (speech 7)

D. “But I make ‘em. And sell ‘em.” (speech 28)

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5. Part A
Unit 1

How does the author of Blessings use stage directions to reveal that the two
characters are learning more about each other?

A. by describing their reactions

B. by describing their activities

C. by describing their relationship

D. by describing their accomplishments

Part B

Which evidence from the scene from Blessings supports the correct answer in
Part A?

A. “(RENE reaches the top. She looks out for the first time.)” (before
speech 4)

B. “(Proud of remembering.)” (speech 12)

C. “(JESSE looks right at RENE, surprised by her directness.)” (before

speech 36)

D. “(RENE waits for an answer.)” (before speech 38)

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6. Part A

Unit 1
What is one way the stage directions help contribute meaning to the scene?

A. by establishing a lighthearted mood

B. by foreshadowing the play’s conflict

C. by summarizing the plot of the play

D. by comparing the characters’ points of view

Part B

Which two pieces of evidence support the answer to Part A?

A. “(RENE reaches the top. She looks out for the first time.)” (before
speech 4)

B. “(Proud of remembering.)” (speech 12)

C. “(RENE crosses to have a seat near the edge.)” (speech 20)

D. “(JESSE looks right at RENE, surprised by her directness.)” (before

speech 36)

E. “(Enjoying repeating what he said to her.)” (speech 45)

F. “(As they exit, playfully.)” (speech 57)

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Refer to the passage from The Count of Monte Cristo and the scene from
Unit 1

Blessings. Then answer question 7.

7. You have read a passage from The Count of Monte Cristo and a scene from
Blessings. Think about the similarities and differences in how the two authors
develop the themes in each text.

Write an essay in which you identify a theme from each text and analyze how
each theme is developed. Be sure to include specific details from both
selections.

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Unit 1
GO ON TO NEXT PAGE

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Read the folktale “The Four Dragons.” Then answer questions 8

Unit 1

through 11.

The Four Dragons

1 Once upon a time, there were no rivers and lakes on earth, but only the
Eastern Sea, in which lived four dragons: the Long Dragon, the Yellow Dragon,
the Black Dragon, and the Pearl Dragon. One day the four dragons flew from
the sea into the sky. They soared and dived, playing at hide-and-seek in the
clouds.
2 “Come over here quickly!” the Pearl Dragon cried out suddenly.
3 “What’s up?” asked the other three, looking down in the direction where the
Pearl Dragon pointed.
4 On the earth they saw many people putting out fruits and cakes, and burning
incense sticks. They were praying! A white-haired woman, kneeling on the
ground with a thin boy on her back, murmured,
5 “Please send rain quickly, God of Heaven, to give our children rice to eat.”
6 For there had been no rain for a long time. The crops withered, the grass
turned yellow and fields cracked under the scorching sun.
7 “How poor the people are!” said the Yellow Dragon. “And they will die if it
doesn’t rain soon.”
8 The Long Dragon nodded. Then he suggested, “Let’s go and beg the Jade
Emperor for rain.”
9 So saying, he leapt into the clouds. The others followed closely and flew
towards the Heavenly Palace. Being in charge of all the affairs in heaven, on
earth, and in the sea, the Jade Emperor was very powerful. He was not pleased
to see the dragons rushing in.
10 “Why do you come here instead of staying in the sea and behaving
yourselves?”
11 The Long Dragon stepped forward and said, “The crops on earth are withering
and dying, Your Majesty. I beg you to send rain down quickly!”
12 “All right. You go back first, I’ll send some rain down tomorrow.” The Jade
Emperor pretended to agree while listening to the songs of the fairies.
13 The four dragons responded, “Thanks, Your Majesty!”

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14 The four dragons went happily back. But ten days passed, and not a drop of

Unit 1
rain came down. The people suffered more, some eating bark, some grass
roots, some forced to eat white clay when they ran out of bark and grass roots.
Seeing all this, the four dragons felt very sorry, for they knew the Jade
Emperor only cared about pleasure, and never took the people to heart. They
could only rely on themselves to relieve the people of their miseries. But how
to do it? Seeing the vast sea, the Long Dragon said that he had an idea.
15 “What is it? Out with it, quickly!” the other three demanded.
16 “Look, is there not plenty of water in the sea where we live? We should scoop it
up and spray it towards the sky. The water will be like rain drops and come
down to save the people and their crops,” said Long Dragon.
17 “Good idea!” said the others as they clapped their hands.
18 “But,” said the Long Dragon after thinking a bit, “we will be blamed if the Jade
Emperor learns of this.”
19 “I will do anything to save the people,” the Yellow Dragon said resolutely.
20 “Then let’s begin. We will never regret it,” said Long Dragon.
21 The Black Dragon and the Pearl Dragon were not to be outdone. They flew to
the sea, scooped up water in their mouths, and then flew back into the sky
where they sprayed the water out over the earth. The four dragons flew back
and forth, making the sky dark all around. Before long the sea water became
rain pouring down from the sky.
22 “It’s raining! It’s raining! The crops will be saved!” the people cried and leaped
with joy.
23 On the ground the wheat stalks raised their heads and the sorghum stalks
straightened up. The god of the sea discovered these events and reported to
the Jade Emperor.
24 “How dare the four dragons bring rain without my permission!” said the Jade
Emperor.
25 The Jade Emperor was enraged, and ordered the heavenly generals and their
troops to arrest the four dragons. Being far outnumbered, the four dragons
could not defend themselves, and they were soon arrested and brought back to
the heavenly palace.
26 “Go and get four mountains to lay upon them so that they can never escape!”
The Jade Emperor ordered the Mountain God.

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27 The Mountain God used his magic power to make four mountains fly there,
Unit 1

whistling in the wind from afar, and pressed them down upon the four dragons.
lmprisoned as they were, they never regretted their actions. Determined to do
good for the people forever, they turned themselves into four rivers, which
flowed past high mountains and deep valleys, crossing the land from the west
to the east and finally emptying into the sea. And so China’s four great rivers
were formed—the Heilongjian (Black Dragon) in the far north, the Huanghe
(Yellow River) in central China, the Changjiang (Yangtze, or Long River) farther
south, and the Zhujiang (Pearl) in the very far south.

“The Four Dragons”—Public Domain

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8. Part A

Unit 1
How do the dragons’ actions contribute to the development of the theme of
the folktale?

A. Their playfulness shows that appearances can be misleading when

making character judgments.

B. Their willingness to disobey the Jade Emperor shows that sacrifice is often
needed for the good of others.

C. Their reliability shows that respecting one’s elders and following

instructions are necessary for a successful society.

D. Their respect for the Jade Emperor shows that children can learn much
from their ancestors about historical events.

Part B

Which two paragraphs from the folktale support the answer to Part A?

A. paragraph 1

B. paragraph 8

C. paragraph 13

D. paragraph 18

E. paragraph 23

F. paragraph 27

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9. Part A
Unit 1

As used in paragraph 19, what is the meaning of the word resolutely?

A. acting with determination

B. hesitating to act

C. producing results

D. proceeding cautiously

Part B

Which quotation most helps the reader understand the meaning of

resolutely?

A. “‘Look, is there not plenty of water in the sea where we live?’”

(paragraph 16)

B. “‘We should scoop it up and spray it towards the sky.’” (paragraph 16)

C. “‘Good idea!’ said the others as they clapped their hands.” (paragraph 17)

D. “‘Then let’s begin. We will never regret it,’ said Long Dragon.”
(paragraph 20)

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10. Part A

Unit 1
In the folktale, how do the dragons most impact the resolution of the plot?

A. by providing rain for the people

B. by becoming imprisoned in mountains

C. by creating a permanent water supply

D. by angering the god of the sea

Part B

Which detail from the folktale best supports the answer to Part A?

A. “‘The water will be like rain drops and come down to save the
people. . . .’” (paragraph 16)

B. “. . . discovered these events and reported to the Jade Emperor.”

(paragraph 23)

C. “‘Go and get four mountains to lay upon them. . . .’” (paragraph 26)

D. “. . . they turned themselves into four rivers. . . .” (paragraph 27)

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11. Part A
Unit 1

Which difference in attitudes between the Jade Emperor and the dragons
influences events later in the folktale?

A. The Jade Emperor is amused by the needs of the people, and the dragons
are annoyed.

B. The Jade Emperor is angered by the needs of the people, and the dragons
are pleased.

C. The Jade Emperor is indifferent about the needs of the people, and the
dragons are concerned.

D. The Jade Emperor is upset about the needs of the people, and the
dragons are worried.

Part B

Which paragraphs provide evidence to support the answer to Part A?

A. paragraphs 2−3

B. paragraphs 5−6

C. paragraphs 11−12

D. paragraphs 22−23

24 STOP
 English Language Arts/Literacy

Unit 1
STOP
You have come to the end of Unit 1 of the test.

• Review your answers from Unit 1 only.

• Then, close your test booklet and answer document and raise your
hand to turn in your test materials.

25 STOP
 English Language Arts/Literacy
Unit 1

STOP

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 English Language Arts/Literacy

Unit 2

Directions:

Unit 2
Today, you will take Unit 2 of the Grade 7 English Language Arts/Literacy
Practice Test.
Read each passage and question. Then, follow the directions to answer each
question. Mark your answers by completely filling in the circles in your answer
document. Do not make any pencil marks outside of the circles. If you need to
change an answer, be sure to erase your first answer completely.
One of the questions will ask you to write a response. Write your response in the
space provided in your answer document. Be sure to keep your response within
the provided space. Only responses written within the provided space will be
scored.
If you do not know the answer to a question, you may go on to the next
question. If you finish early, you may review your answers and any questions
you did not answer in this unit ONLY. Do not go past the stop sign.

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 English Language Arts/Literacy

Today you will research electricity and consider some of the

methods used in science texts to support different purposes.
First, you will read a passage that explains some general
principles of electricity. Then you will read an article about what
causes a short circuit. Finally, you will read an article that
explains how different materials conduct electricity. As you
review these sources, think about the purpose of each and the
Unit 2

role that explanations, examples, and descriptions play in

communicating that purpose. At the end of the task, you will be
asked to write an essay.

Read the article “Energy Story.” Then answer questions 12 and 13.

Energy Story
1 Electricity figures everywhere in our lives. Electricity lights up our homes,
cooks our food, powers our computers, television sets, and other electronic
devices. Electricity from batteries keeps our cars running and makes our
flashlights shine in the dark.
2 Here’s something you can do to see the importance of electricity. Take a walk
through your school, house or apartment and write down all the different
appliances, devices and machines that use electricity. You’ll be amazed at how
many things we use each and every day that depend on electricity.
3 But what is electricity? Where does it come from? How does it work? Before we
understand all that, we need to know a little bit about atoms and their
structure.

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 English Language Arts/Literacy

Nucleus

Unit 2
Electron

4 All matter is made up of atoms, and atoms are made up of smaller particles.
The three main particles making up an atom are the proton, the neutron and
the electron.
5 Electrons spin around the center, or nucleus, of atoms, in the same way the
moon spins around the earth. The nucleus is made up of neutrons and protons.
6 Electrons contain a negative charge, protons a positive charge. Neutrons are
neutral—they have neither a positive nor a negative charge.
7 There are many different kinds of atoms, one for each type of element. An
atom is a single part that makes up an element. There are 118 different known
elements that make up every thing! Some elements like oxygen we breathe
are essential to life.
8 Each atom has a specific number of electrons, protons and neutrons. But no
matter how many particles an atom has, the number of electrons usually needs
to be the same as the number of protons. If the numbers are the same, the
atom is called balanced, and it is very stable.
9 So, if an atom had six protons, it should also have six electrons. The element
with six protons and six electrons is called carbon. Carbon is found in
abundance in the sun, stars, comets, atmospheres of most planets, and the
food we eat. Coal is made of carbon; so are diamonds.
10 Some kinds of atoms have loosely attached electrons. An atom that loses
electrons has more protons than electrons and is positively charged. An atom
that gains electrons has more negative particles and is negatively charged. A
“charged” atom is called an “ion.”

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11 Electrons can be made to move from one atom to another. When those
electrons move between the atoms, a current of electricity is created. The
electrons move from one atom to another in a “flow.” One electron is attached
and another electron is lost.
12 This chain is similar to the fire fighter’s bucket brigades in olden times. But
instead of passing one bucket from the start of the line of people to the other
end, each person would have a bucket of water to pour from one bucket to
Unit 2

another. The result was a lot of spilled water and not enough water to douse
the fire. It is a situation that’s very similar to electricity passing along a wire
and a circuit. The charge is passed from atom to atom when electricity is
“passed.”
13 Scientists and engineers have learned many ways to move electrons off of
atoms. That means that when you add up the electrons and protons, you would
wind up with one more proton instead of being balanced.
14 Since all atoms want to be balanced, the atom that has been “unbalanced” will
look for a free electron to fill the place of the missing one. We say that this
unbalanced atom has a “positive charge” (+) because it has too many protons.
15 Since it got kicked off, the free electron moves around waiting for an
unbalanced atom to give it a home. The free electron charge is negative, and
has no proton to balance it out, so we say that it has a “negative charge” (-).
16 So what do positive and negative charges have to do with electricity?
17 Scientists and engineers have found several ways to create large numbers of
positive atoms and free negative electrons. Since positive atoms want negative
electrons so they can be balanced, they have a strong attraction for the
electrons. The electrons also want to be part of a balanced atom, so they have
a strong attraction to the positive atoms. So, the positive attracts the negative
to balance out.
18 The more positive atoms or negative electrons you have, the stronger the
attraction for the other. Since we have both positive and negative charged
groups attracted to each other, we call the total attraction “charge.”
19 Energy also can be measured in joules. Joules sounds exactly like the word
jewels, as in diamonds and emeralds. A thousand joules is equal to a British
thermal unit.
20 When electrons move among the atoms of matter, a current of electricity is
created. This is what happens in a piece of wire. The electrons are passed from
atom to atom, creating an electrical current from one end to the other, just like
in the picture.

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 English Language Arts/Literacy

Electron

Unit 2
Atom

21 Electricity is conducted through some things better than others. Its resistance
measures how well something conducts electricity. Some things hold their
electrons very tightly. Electrons do not move through them very well. These
things are called insulators. Rubber, plastic, cloth, glass and dry air are good
insulators and have very high resistance.
22 Other materials have some loosely held electrons, which move through them
very easily. These are called conductors. Most metals—like copper, aluminum
or steel—are good conductors.

“Energy Story” from http://www.energyquest.ca.gov/story/index.html—Public

Domain/California Energy Commission

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 English Language Arts/Literacy

12. Part A

Why does the author most likely place the information in paragraphs 1–2 at
the beginning of “Energy Story”?

A. to encourage the reader to learn how electronic devices are made

B. to show the reader how different machines can improve our lives
Unit 2

C. to draw the reader in by showing how electricity affects everyone

D. to teach the reader how to use electricity in different settings

Part B

Which detail from “Energy Story” best supports the answer in Part A?

A. “. . . walk through your school, house or apartment . . .” (paragraph 2)

B. “. . . how many things we use each and every day that depend on
electricity.” (paragraph 2)

C. “. . . in the same way the moon spins around the earth.” (paragraph 5)

D. “. . . each person would have a bucket of water to pour from one bucket
to another.” (paragraph 12)

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 English Language Arts/Literacy

13. Part A

Which sentence best states the central idea of paragraphs 21–22 in “Energy
Story”?

A. Materials that are insulators and conductors have a high resistance to

electricity.

Unit 2
B. It is more difficult for electricity to pass through insulators than
conductors.

C. Insulators and conductors are able to generate a high amount of

electricity.

D. Electrons move through rubber easier than they move through metal.

Part B

Which sentence from “Energy Story” best supports the answer in Part A?

A. “Electricity is conducted through some things better than others.”

B. “Its resistance measures how well something conducts electricity.”

C. “Some things hold their electrons very tightly.”

D. “Other materials have some loosely held electrons, which move through
them very easily.”

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 English Language Arts/Literacy

Read the article “Short Circuit.” Then answer questions 14 through 17.

Short Circuit
What happens when you blow a fuse?

Current flowing through a wire heats the wire. The length of a wire
Unit 2

affects its resistance, which determines how much current flows in the
wire and how hot the wire gets.
Materials
• A fresh 6-volt or 12-volt lantern battery.
• A length of copper wire with alligator clips attached to each end (or a test
lead) from any electronics supply store.
• A strand of very fine iron wire, about 5 to 6 inches (13 to 15 cm) long.
(You can get this by unbraiding a short length of picture-hanging wire or any
braided iron wire.)
• Adult help
Assembly
(5 minutes or less)
1 Attach one end of the clip lead to one of the battery terminals. Attach one end
of the fine iron wire to the other terminal. Attach the other end of the clip lead
to the other end of the iron wire, placing the clip as far from the terminal as
possible.

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 English Language Arts/Literacy

To Do and Notice
(15 minutes or more)
2 Observe what happens to the iron wire after you connect the clip. Move the clip
on the iron wire a little closer to the battery and watch what happens. Keep
moving the lead closer until you see the final dramatic result. (CAUTION: The
wire gets very hot!)

Unit 2
What’s Going On?
3 The thin iron wire is a good conductor of electricity, but not as good as the
copper wire, which is deliberately chosen to have very low resistance. Thus,
most of the resistance of the circuit is in the iron wire. When you connect the
clip to the iron wire, the voltage of the battery pushes electrons through the
circuit against the resistance of the iron wire, causing the iron wire to heat up.
As you move the clip closer to the battery, the resistance of the iron wire
decreases. Because the same voltage is applied across a lower resistance,
more current flows, and the wire heats up more. Eventually, when you make
the iron wire short enough, so much current flows that it melts the wire. Even
the copper wire becomes warm.
4 In a normal electric circuit, an electric current powers an appliance, such as a
refrigerator or TV. Every such appliance has a certain amount of resistance to
the current flow, which keeps the current from reaching very large values. A
short circuit occurs when the current finds a way to bypass the appliance on a
path that has little or no resistance—for example, where frayed insulation
bares a wire and allows it to touch the frame of the appliance, so the current
can flow straight to the ground. In this situation, a very large current can
occur, producing a lot of heat and a fire hazard.
5 Although houses today often contain circuit breakers rather than fuses, fuses
are still around. A fuse contains a thin strip of wire, somewhat like the thin iron
wire in our experiment. The current that goes to appliances must also pass
through this strip of wire. If a short circuit occurs—or even if too many
appliances get hooked up to one wire, so that too much current flows—the wire
in the fuse heats up quickly and melts, breaking the circuit and preventing a
fire from breaking out.

“The Exploratorium Science Snackbook,” © Exploratorium,

www.exploratorium.edu.

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 English Language Arts/Literacy

14. Part A

Which phrase is closest in meaning to the word deliberately as it is used in

paragraph 3 of “Short Circuit”?

A. for the most part

B. by general agreement
Unit 2

C. with short notice

D. with careful consideration

Part B

Which detail from “Short Circuit” provides the best clue to the meaning of the
word deliberately?

A. “good conductor”

B. “not as good”

C. “chosen to”

D. “very low”

36
 English Language Arts/Literacy

15. Part A

Which sentence best states a central idea of “Short Circuit”?

A. Appliances can be destroyed by a heavy flow of electrons.

B. The flow of electrons follows a path of least resistance.

C. Fuses are an important means to keep homes safe from electrical

Unit 2
hazards.

D. Circuit breakers are a tool to control the flow of electricity in homes.

Part B

Which detail from the article provides the best example of the central idea in
Part A?

A. “In a normal electric circuit, an electric current powers an appliance, such

as a refrigerator or TV.”

B. “Every such appliance has a certain amount of resistance to the current

flow, which keeps the current from reaching very large values.”

C. “Although houses today often contain circuit breakers rather than fuses,
fuses are still around.”

D. “. . . the wire in the fuse heats up quickly and melts, breaking the circuit
and preventing a fire from breaking out.”

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 English Language Arts/Literacy

16. Part A

Which step of the experiment is repeated multiple times in “Short Circuit”?

A. Use an alligator clip to attach a copper wire to a battery terminal.

B. Attach one end of an iron wire to the other battery terminal.

C. Use a second alligator clip to attach the other end of the copper wire to
Unit 2

the iron wire.

D. Shorten the distance between the second alligator clip and the battery.

Part B

A result occurs when the step is repeated in the experiment. Which phrase
from “Short Circuit” shows the result of the repeated step that is the answer
to Part A?

A. “. . . deliberately chosen to have very low resistance.”

B. “. . . voltage of the battery pushes electrons through the circuit . . .”

C. “. . . more current flows . . .”

D. “. . . which keeps the current from reaching very large values.”

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 English Language Arts/Literacy

17. Part A

Which paragraph best summarizes the conclusions of the experiment in

“Short Circuit”?

A. paragraph 2

B. paragraph 3

Unit 2
C. paragraph 4

D. paragraph 5

Part B

Identify three details from “Short Circuit” that provide the best summary of
the conclusions in the experiment.

A. Most houses have circuit breakers.

B. Frayed wires can touch appliances.

C. Iron wire is a good conductor of electricity.

D. The length of a wire affects its resistance.

E. Electric current powers appliances.

F. A short circuit occurs when there is a high flow of current with low
resistance.

G. Appliances can short-circuit, creating a fire hazard.

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 English Language Arts/Literacy

Read the article “Conducting Solutions.” Then answer questions 18

and 19.

Conducting Solutions
by Rodney Schreiner
Unit 2

1 An electric current is a flow of electrical charge. When a metal conducts

electricity, the charge is carried by electrons moving through the metal.
Electrons are subatomic particles with a negative electrical charge. When a
solution conducts electricity, the charge is carried by ions moving through the
solution. Ions are atoms or small groups of atoms that have an electrical
charge. Some ions have a negative charge and some have a positive charge.
2 Pure water contains very few ions, so it does not conduct electricity very well.
When table salt is dissolved in water, the solution conducts very well, because
the solution contains ions. The ions come from the table salt, whose chemical
name is sodium chloride. Sodium chloride contains sodium ions, which have a
positive charge, and chloride ions, which have a negative charge. Because
sodium chloride is made up of ions, it is called an ionic substance.
3 Not all substances are made up of ions. Some are made of uncharged particles
called molecules. Sugar is such a substance. When sugar is dissolved in water,
the solution does not conduct electricity, because there are no ions in the
solution.
4 Some substances that are made of molecules form solutions that do conduct
electricity. Ammonia is such a substance. When ammonia dissolves in water, it
reacts with the water and forms a few ions. This is why laundry ammonia,
which is a solution of ammonia in water, conducts electricity, but not very well.
5 Sometimes, when two different solutions are mixed, the substances they
contain react with each other and form ions. This is what happens when
ammonia and vinegar are mixed. An ammonia solution contains only a few
ions, and it conducts electricity only poorly. A vinegar solution also contains
only a few ions and conducts only a little electricity. But when these solutions
are mixed, the ammonia reacts with the acid in vinegar (acetic acid), and they
form a lot of ions. This is why the mixture of ammonia and vinegar conducts
electricity very well.

“Conducting Solutions” by Rodney Schreiner, from Science Is Fun (scifun.org).

Copyright © 2011 by Wisconsin Initiative for Science Literacy. Reprinted by
permission of WISL.

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 English Language Arts/Literacy

18. Part A

As it is used in the article, what does the word solution mean?

A. an ability to combine smaller parts

B. an answer to a problem

C. a capacity to carry a stronger charge

Unit 2
D. a liquid mixture

Part B

Which detail from “Conducting Solutions” provides the best clue to the
meaning of the word solution?

A. “conducts electricity” (paragraph 1)

B. “dissolved in water” (paragraph 2)

C. “are no ions” (paragraph 3)

D. “made of molecules” (paragraph 4)

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 English Language Arts/Literacy

19. Part A

In “Conducting Solutions,” why does the author most likely include the
information in paragraph 5?

A. to explain how solutions that contain ions conduct electricity

B. to show how some solutions low in ions can conduct electricity

Unit 2

C. to describe several ways to use solutions that conduct electricity

D. to list several solutions that are effective conductors of electricity

Part B

Which detail from paragraph 5 of “Conducting Solutions” best supports the

answer in Part A?

A. “This is what happens when ammonia and vinegar are mixed.”

B. “An ammonia solution contains only a few ions, and it conducts electricity
only poorly.”

C. “A vinegar solution also contains only a few ions and conducts only a little
electricity.”

D. “But when these solutions are mixed, the ammonia reacts with the acid in
vinegar (acetic acid), and they form a lot of ions.”

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 English Language Arts/Literacy

Refer to the articles “Energy Story,” “Short Circuit,” and “Conducting

Solutions.” Then answer question 20.

20. You have learned about electricity by reading three articles, “Energy Story,”
“Short Circuit,” and “Conducting Solutions.”

Unit 2
In an essay, analyze how each source uses explanations, examples, and/or
descriptions to help accomplish its purpose. Support your response with
evidence from each source.

43 STOP
 English Language Arts/Literacy
Unit 2

STOP
You have come to the end of Unit 2 of the test.

• Review your answers from Unit 2 only.

• Then, close your test booklet and answer document and raise your
hand to turn in your test materials.

44 STOP
 English Language Arts/Literacy

Unit 3

Directions:
Today, you will take Unit 3 of the Grade 7 English Language Arts/Literacy
Practice Test.
Read each passage and question. Then, follow the directions to answer each
question. Mark your answers by completely filling in the circles in your answer
document. Do not make any pencil marks outside of the circles. If you need to
change an answer, be sure to erase your first answer completely.
One of the questions will ask you to write a response. Write your response in the
space provided in your answer document. Be sure to keep your response within
the provided space. Only responses written within the provided space will be
scored.
If you do not know the answer to a question, you may go on to the next
question. If you finish early, you may review your answers and any questions
you did not answer in this unit ONLY. Do not go past the stop sign.

Unit 3

45
 English Language Arts/Literacy

Today you will read a passage from a novel. As you read, you will
gather information to prepare for writing an original story.

Kevin Pugh’s dog, Cromwell, has boundless energy and potential talent.
Zach is Kevin’s good friend. Read the passage from The Fast and the
Furriest. Then answer questions 21 through 25.

from The Fast and the Furriest

by Andy Behrens

1 In the days that followed, it became perfectly clear that Cromwell was
obsessed with agility. It was not merely a phase, but an addiction. He dropped
his leash at Kevin’s feet constantly. He ran phantom courses in the backyard.
He lodged himself in the tire swing daily. It was mid-June and oppressively hot,
but not even a series of 100-degree days could stop the dog. At times, Kevin
would simply sit in a lawn chair, spraying himself with the hose, while Cromwell
made run after failed run at the tire swing. Zach accompanied them on what
Kevin felt were murderously long walks. At Montrose Beach, Cromwell ran
through obstacle courses that Kevin constructed from abandoned tin pails and
shovels; in Horner Park, the dog routinely broke free of his leash and tore
through picnics and volleyball games; on the lakefront path, he chased bikes
and terrorized pigeons. (Or maybe he just amused them. Tough to tell with
pigeons.) He was an entirely new—and an unrelentingly active—Cromwell
Pugh.
2 Kevin knew that they should really commit to Paw Patch. If they were going to
keep up the dog agility nonsense, Cromwell needed more direction than Kevin
alone could provide. All that remained was to convince his parents, who, Kevin
figured, had always wanted him to be sportier anyway.
3 But Howie was a skeptic.
4 “Okay, just so I’m clear,” he said over breakfast on Sunday morning, “you want
Unit 3

me and your mother to pay for a class for Cromwell . . .”

5 “And me,” said Kevin. “I’m in the class, too.”
6 “Sorry. And you,” acknowledged his dad. “We pay for a class where Cromwell
and you get trained. But it’s not sit-stay-fetch-roll over training? Or clean-your-
room training? It’s jump-through-a-hoop-and-leap-over-tiny-fences training?”

46
 English Language Arts/Literacy

7 Howie, chewing, stared at his son across a plate of waffles. Each square on
each waffle was filled with an equal volume of syrup.
8 “Yup,” Kevin said.
9 “Cromwell’s not going to start fetching things, though?” Howie continued, a
waffle fleck flying from his mouth. “This is like dog show training?”
10 “Um, no.” Kevin cleared his throat. “No, we won’t be competing or anything.
But it would make Cromwell happier.”
11 “He’s been depressed?” Howie asked before putting a perfect square bite into
his mouth.
12 Cromwell was sniffing the floor for breakfast droppings, wagging his tail and
occasionally pouncing on a speck of something.
13 “Well, no. Not depressed. But he hasn’t really moved for the last few years.
Now he’s like a brand-new dog.” Kevin could sense that his argument was
getting thinner.
14 “And without a single class.” Howie spoke and chewed simultaneously. “Why
can’t you two just keep up the walks? Let the dog keep whackin’ himself in the
head with the tire in the backyard or whatever.”
15 Kevin folded his arms across his Cubs jersey. “If Izzy wants to sign up for
soccer in Malaysia, it’s no problem. We’ll get vaccinated against six diseases
and book a flight. I want to sign up for dog training in Wrigleyville and you’re
like, ‘No way.’”
16 “Listen, I didn’t say ‘No way.’” Howie paused. “You know I’m happy to pay for
anything you’re into—but you, not the dog.” He speared a strawberry, swirled it
in whipped cream, and then scooped up a waffle chunk and rammed the fork in
his mouth. “And c’mon. You can’t compare Cromwell jumping over stuff to
Izzy’s soccer.”
17 “Why can’t I?” Kevin insisted.
18 “Because soccer’s a sport—not a particularly American sport, I’ll grant you. It
doesn’t involve much scoring or violence,” Kevin’s dad continued. “But there is Unit 3
some scoring, and there’s fake violence. More importantly, it has a ball.”
19 Kevin’s eyes widened. “What?”
20 “Soccer is played with a ball, Kevin,” Howie explained. “All sports involve balls.
They can be kicked or thrown, doesn’t matter.”
21 Kevin stared at his dad for a moment, dumbfounded.

47
 English Language Arts/Literacy

22 “So,” he said at last, “surfing is not a sport?”

23 “Negatory, Kev. It’s an exhibition,” Howie declared.
24 “How about fencing? Or bull-riding? Or iceskating?”
25 “Nope, nope, and heck no. Ice-skating? C’mon, Kev. You’re gonna make me ill
over here.” Kevin’s dad made wet smacking sounds as he chewed.
26 “What about hockey?” Kevin asked. “That has a puck.”
27 “Pucks are like the metric equivalent of balls. So yeah, that’s a sport.”
28 “How ’bout bingo? That involves balls.”
29 Howie lifted his head from his plate and spoke deliberately, as though
explaining a fine point of law. “While all sports involve balls,” he said, “not all
things involving balls are sports. Like with juggling and pinball and so forth.
That’s an important distinction.”
30 Kevin pressed on, unsure why he was prolonging the argument. “What about
fishing? That’s on ESPN all the time.”
31 “If one of the two sides doesn’t know it’s playing,” said Howie, “then it’s not a
sport. And the fishes definitely don’t know what’s up. So no, not a sport.” More
chewing.
32 Kevin stared at his father’s ruddy face. “So that’s it?” he finally said. “No
interest in classes for Cromwell?”
33 His dad shrugged. “You’re not makin’ a good case here, Kev.”

Excerpt from THE FAST AND THE FURRIEST by Andy Behrens, copyright ©
2010 by Alloy Entertainment and Andy Behrens. Used by permission of Alfred
A. Knopf, an imprint of Random House Children’s Books, a division of Random
House LLC. All rights reserved.
Unit 3

48
 English Language Arts/Literacy

21. Part A

In paragraph 1, what information does the setting mainly suggest about

Cromwell?

A. how irritating Cromwell is to Kevin

B. how distracted Cromwell is by Zach

C. how determined Cromwell is to stay active

D. how upset Cromwell is about being a family pet

Part B

Which detail from paragraph 1 best supports the answer to Part A?

A. “. . . not even a series of 100-degree days could stop the dog.”

B. “At times, Kevin would simply sit in a lawn chair . . . .”

C. “ . . . what Kevin felt were murderously long walks.”

D. “. . . the dog routinely broke free of his leash . . . .”

Unit 3

49
 English Language Arts/Literacy

22. Part A

Based on the passage, what is the main reason the author includes Howie as
a character in the story?

A. to lighten Kevin’s seriousness

B. to call attention to Izzy’s enthusiasm

C. to create a conflict that challenges Kevin

D. to introduce a surprise for Cromwell

Part B

Which two details best support the answer to Part A?

A. “Howie continued, a waffle fleck flying from his mouth.” (paragraph 9)

B. “Cromwell was sniffing the floor for breakfast droppings, wagging his
tail . . . .” (paragraph 12)

C. “‘Well, no. Not depressed.’” (paragraph 13)

D. “‘If Izzy wants to sign up for soccer in Malaysia, it’s no problem.’”

(paragraph 15)

E. “‘You know I’m happy to pay for anything you’re into . . . .’”
(paragraph 16)

F. “‘You’re not makin’ a good case here, Kev.’” (paragraph 33)

Unit 3

50
 English Language Arts/Literacy

23. Part A

What do Kevin’s and Howie’s sarcastic questions mainly reveal about their
different points of view during their conversation?

A. The questions show each character’s disrespect for the other’s position.

B. The questions emphasize the weaknesses each character finds in the

other’s argument.

C. The questions express the disappointment each character feels as a result

of the other’s decision.

D. The questions provide each character with information missing from the
other’s explanation.

Part B

Which two details best support each character’s point of view? Choose one
detail for each character.

A. “‘Or clean-your-room training?’” (paragraph 6)

B. “‘But it would make Cromwell happier.’” (paragraph 10)

C. “‘You can’t compare Cromwell jumping over stuff to Izzy’s soccer.’”

(paragraph 16)

D. “‘Why can’t I?’” (paragraph 17)

E. “‘Pucks are like the metric equivalent of balls.’” (paragraph 27)

F. “‘How ‘bout bingo?’” (paragraph 28)

Unit 3

51
 English Language Arts/Literacy

24. Part A

Which sentence describes a central idea of the passage?

A. Cromwell has become much more energetic than he was before.

B. Kevin and Howie have different ideas about what activities are
worthwhile.

C. Cromwell enjoys exercising on the beach more than playing at the park.

D. Howie wants Cromwell to participate in different types of dog

competitions.

Part B

Which detail from the passage supports the answer to Part A?

A. “At Montrose Beach, Cromwell ran through obstacle courses that Kevin
constructed from abandoned tin pails and shovels . . . .” (paragraph 1)

B. “All that remained was to convince his parents, who, Kevin figured, had
always wanted him to be sportier anyway.” (paragraph 2)

C. “‘Cromwell’s not going to start fetching things, though?’” (paragraph 9)

D. “‘But it would make Cromwell happier.’” (paragraph 10)

Unit 3

52
 English Language Arts/Literacy

25. At the end of the passage, Howie tells Kevin that he is not making a good
case. Write an original story that describes what Kevin does next to try to
change Howie’s mind about paying for Cromwell’s training.

Unit 3

53
 English Language Arts/Literacy

Read the interview with Dave Withrow, a marine mammal biologist with
the National Oceanographic and Atmospheric Administration (NOAA),
about an international effort to rescue three gray whales trapped near
Barrow, Alaska in 1988. Then answer questions 26 through 31.

NOAA’s Big Miracle Worker

NOAA marine mammal biologist Dave Withrow and the event that inspired
Hollywood.
Feb 1, 2012

How did you get involved in Operation Breakthrough?

1 I work for NOAA at the Alaska Fisheries Science Center, and anything
whale-related, especially on the West Coast, comes through our office. Initially,
there were no gray whale experts on the scene in Barrow. We were watching
the news reports every night, and the lack of factual information would make
all of us cringe. A week after the whales were found, then director of NOAA’s
National Marine Mammal Laboratory, Howard Braham, asked me to go work
with the press and make sure they had accurate information about these
incredible creatures.
Can you describe what it was like when you arrived on the scene?
2 It was freezing—about 30 to 40 degrees below zero every day during the
rescue, so not at all like the average whale stranding at the beach. This was
October in Alaska and everyone on the scene had to endure a lot of difficult
conditions to be there. Meanwhile, it was a total zoo in Barrow with all the
reporters there. At the time, we didn’t know why this had captured the whole
world’s attention, but all eyes were on us. The whales were relatively young
and confused. All of the other gray whales had started migrating much earlier,
but these three whales stayed in the feeding grounds too long. As a result,
they were trapped by ice as temperatures continued to drop. Once we started
moving the whales toward freedom, however, I couldn’t help but think that
Unit 3

they knew something was happening. They seemed to understand that we

were there to help them along.
How did you keep the whales and people safe?
3 It did help that the whales were located a good way from Barrow and the only
route there was by snow machine or on one of the helicopters dedicated to the
rescue effort. A rotating group of TV reporters and cameramen were flown out
to the whales daily. Access was limited for safety reasons and to minimize

54
 English Language Arts/Literacy

disturbance to the whales and those involved directly with the rescue effort.
Most of the people who live in Barrow know the conditions out on the ice better
than anyone. We followed their advice and they helped us make decisions
along the way. If they said it was time to stop because it was too dangerous,
we listened. The Inupiat people who lived in and around Barrow did most of the
hole-cutting, and their knowledge and guidance helped the operation stay safe
and on track.
Did things get complicated with so many people wanting to help with
the rescue?
4 There were so many groups—Inupiat hunters, biologists, oil companies, United
States and Soviet Union government agencies, the military, non-profit
organizations, and the press—on the scene and everyone wanted to play a
part. There was a balancing act to include all of those who wanted to help with
those that could really provide useful assistance. Aside from freeing the
whales, it was the involvement of so many groups that actually became the
operation’s biggest success story. Groups that were usually on opposite sides of
major issues all came together to free the whales from the ice. This was during
the height of the Cold War. Cooperation between the United States and Soviet
Union on any issue was basically unheard of, especially on something so
publicized.
How did you rescue the whales?
5 We had a lot of support. One company sent chain saws to help cut holes in the
ice. Another sent portable generators to provide light and power. We cut a
series of holes in the ice, hoping that the whales would swim from one hole to
the next but it was so cold that they kept freezing over. The owners of a
Minnesota company that specialized in underwater pumps saw the TV news
reports and sent us special pumps made to circulate water and prevent
freezing. All along, we had planned to use whale mating sounds to lure the
whales from hole to hole. Quite by accident we discovered that the noise
generated by the pumps attracted the whales. The pumps allowed us to coax
the whales to a new breathing hole ahead. It really helped us move them
along. While we were carefully moving the whales, a Soviet ice-breaker Unit 3
arrived. It broke through a 15-foot area at the head of the bay area and
cleared a channel for a few miles. We didn’t want the ice-breaker getting too
close to the whales, so [we] continued cutting holes to meet the channel so the
whales could swim freely.

From NOAA’s Big Miracle Worker; NOAA—Public Domain

55
 English Language Arts/Literacy

26. Part A

In paragraph 2 of “NOAA’s Big Miracle Worker,” what tone does the phrase it
was a total zoo convey?

A. urgent

B. chaotic

C. annoyed

D. pleading

Part B

Which detail from the interview indicates a tone similar to the one identified
in Part A?

A. “All of the other gray whales had started migrating much earlier, but
these three whales stayed in the feeding grounds too long.” (paragraph 2)

B. “They seemed to understand that we were there to help them along.”

(paragraph 2)

C. “Access was limited for safety reasons and to minimize disturbance to the
whales and those involved directly with the rescue effort.” (paragraph 3)

D. “There were so many groups—Inupiat hunters, biologists, oil companies,

United States and Soviet Union government agencies, the military,
non-profit organizations, and the press—on the scene and everyone
wanted to play a part.” (paragraph 4)
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27. Part A

In what way did the people living in the area impact the whale rescue?

A. They knew how to coordinate diverse groups of wildlife specialists.

B. They kept rescuers safe by giving advice about conditions.

C. They had experience working with reporters during previous whale

rescues.

D. They had connections to companies that could supply necessary

equipment.

Part B

Which detail from the interview best supports the answer to Part A?

A. “. . . the lack of factual information . . .” (paragraph 1)

B. “. . . their knowledge and guidance helped the operation . . . .”

(paragraph 3)

C. “. . . everyone wanted to play a part.” (paragraph 4)

D. “. . . pumps made to circulate water and prevent freezing.” (paragraph 5)

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28. Part A

Which sentence from “NOAA’s Big Miracle Worker” includes two central ideas
from the interview?

A. “Once we started moving the whales toward freedom, however, I couldn’t

help but think that they knew something was happening.” (paragraph 2)

B. “It did help that the whales were located a good way from Barrow and the
only route there was by snow machine or on one of the helicopters
dedicated to the rescue effort.” (paragraph 3)

C. “If they said it was time to stop because it was too dangerous, we
listened.” (paragraph 3)

D. “Aside from freeing the whales, it was the involvement of so many groups
that actually became the operation’s biggest success story.” (paragraph 4)

Part B

Which additional sentence offers the best support for the central ideas in
Part A?

A. “The whales were relatively young and confused.” (paragraph 2)

B. “We followed their advice and they helped us make decisions along the
way.” (paragraph 3)

C. “All along, we had planned to use whale mating sounds to lure the whales
from hole to hole.” (paragraph 5)

D. “While we were carefully moving the whales, a Soviet ice-breaker

arrived.” (paragraph 5)
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29. Part A

How does paragraph 2 contribute to the structure of the interview?

A. It presents an explanation for the whales’ stranding.

B. It explains how the setting affected the rescue.

C. It captures the reader’s interest with a description of the whales.

D. It provides the reader with information about the groups involved in the
rescue.

Part B

Which detail from paragraph 2 of the interview best supports the answer to
Part A?

A. “This was October in Alaska . . . .”

B. “. . . a total zoo in Barrow with all the reporters there.”

C. “. . . were relatively young and confused.”

D. “. . . the other gray whales had started migrating . . . .”

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30. Part A

What effect did the owners of a Minnesota company have on the rescue?

A. The equipment they sent allowed breathing holes to be cut in the ice.

B. The equipment they sent helped to provide light for the workers.

C. The equipment they sent helped the whales move forward from one hole
to the next.

D. The equipment they sent broke through the ice to create a path through
the bay.

Part B

Which two details from paragraph 5 of the interview best support the answer
to Part A?

A. “. . . chain saws to help cut holes in the ice.”

B. “. . . circulate water and prevent freezing.”

C. “. . . whale mating sounds to lure the whales . . .”

D. “. . . noise generated by the pumps attracted the whales.”

E. “. . . broke through a 15-foot area at the head of the bay . . .”

F. “. . . cutting holes to meet the channel . . .”

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31. Part A

What made Dave Withrow uniquely qualified to join Operation Breakthrough?

A. his experience participating in marine mammal rescues

B. his knowledge about the behavior of marine mammals

C. his understanding of conditions the rescuers faced

D. his relationship with members of the news media

Part B

Which piece of evidence from the interview best supports the answer to
Part A?

A. “. . . anything whale-related, especially on the West Coast, comes

through our office.” (paragraph 1)

B. “. . . not at all like the average whale stranding at the beach.”

(paragraph 2)

C. “. . . we didn’t know why this had captured the whole world’s attention,
but all eyes were on us.” (paragraph 2)

D. “. . . their knowledge and guidance helped the operation stay safe and on
track.” (paragraph 3)

Unit 3

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 English Language Arts/Literacy

STOP
You have come to the end of Unit 3 of the test.

• Review your answers from Unit 3 only.

• Then, close your test booklet and answer document and raise your
hand to turn in your test materials.
Unit 3

62 STOP
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