BCSD English Language Arts

7th Grade Assessment Item Bank

Because of the density of indicators in the 2015 SC ELA College and Career Ready Standards, it is rare to find a test item that
assesses an entire indicator.  When using the item bank, teachers and PLCs should be careful to select multiple items to be
sure that student performance on all parts of an indicator is measured.

Assessment Items Reading Passages

Inquiry-Based Literacy Standards

IB.1.1 IB.2.1 IB.3.1 IB.3.2 IB.3.3 IB.3.4 IB.4.1 IB.4.2 IB.4.3 IB.5.1 IB.5.2 IB.5.3

Reading-Literary Text

RL.5.1 RL.6.1 RL.7.1 RL.7.2 RL.8.1 RL.9.1 RL.9.2 RL.10.1 RL.11.1 RL.12.1 RL.12.2

Reading-Informational Text

RI.5.1 RI.6.1 RI.7.1 RI.8.1 RI.8.2 RI.9.1 RI.9.2 RI.10.1 RI.11.1 RI.11.2

Writing

W.1.1 W.2.1 W.3.1 W.4.1 W.5.2

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 Assessment Items
7-RL.5.1 Cite multiple examples of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
7-RL.5.1 Based on the actions of Paul’s parents in the “Birth of Paul Bunyan,” the Birth of Paul Bunyan
Q1 reader can conclude that they most likely_____ 1110L
a. believe that Paul will continue growing.
Back to b. believe that Paul will stop growing.
page 1 c. believe that Paul will be safer in another state.
d. believe that Paul will drown if they stay where they are.

7-RL.5.1 Which detail BEST supports the idea that Horse used the Hunter to get Horse and Stag
Q2 revenge? 1050L
a. The Horse agreed to the conditions, and the Hunter soon saddled
Back to and bridled him.
page 1 b. “Not so fast, friend,” said the Hunter.
c. “Now, get off, and remove those things from my mouth and
back.”
d. Then with the aid of the Hunter, the Horse soon overcame the
Stag.

7-RL.5.1 Based on Horse’s actions after his conflict with the Stag, the reader can Horse and Stag
Q3 conclude that Horse is most likely_____ 1050L
a. vain and cruel.
Back to b. afraid of the hunter.
page 1 c. sad that he cannot defend himself.
d. worried about what other animals will think.

7-RL.5.1 According to “The Life of John Chapman,” what was one reason that John The Life of John
Q1 Chapman planted apple trees? Chapman
a. He loved to spend time out in the wilderness and had an 1230L
appreciation for animals.
Back to b. His father set him up as an apprentice to an orchardist and
page 1 it was part of his job.
c. He wanted to acquire land, and planting apple trees along
the frontier helped him legally establish ownership.
d. He wanted to be a hero to the pioneers across the
Northeastern and Midwestern United States.

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7-RL.5.1 According to “The Life of John Chapman,” why did settlers need to plant The Life of John
Q4 trees on their property? Chapman
a. To keep animals off the property 1230L
Back to b. To establish the border of their property
page 1 c. To prove that it was a permanent settlement
d. To provide lumber for the settlement homes

7-RL.5.1 The SXSW presentation is very important to Soo-Lin’s company’s success. Always Be Prepared
Q4 What evidence from “Always Be Prepared” supports this conclusion? 1030L
a. SXWS was where a number of incredibly successful technology products
Back to had launched.
page 1 b. She was the only woman, and the awareness of that fact made her work
twice as hard.
c. She would be representing their product in front of some of the most
influential companies and investors in the world.
d. Soo-Lin attended a whirlwind of talks, panels, and networking events.

7-RL.5.1 What evidence does “Always Be Prepared” provide of why Soo-Lin believed Always Be Prepared
Q5 so strongly in the importance of preparation? 1030L
a. Preparation has helped Soo-Lin earn good grades, get into
college, and land a challenging job.
Back to b. Preparation is the motto of the Boy Scouts.
page 1 c. Preparation is one of the ways to achieve success.
d. Preparation was a lesson on which Soo-Lin’s father focused
during her childhood.

7-RL.5.1 In “The Girl Who Threw Butterflies,” why does wordless communication The Girl Who Threw
Q6 work in baseball but not in Jesse’s home? Butterflies
a. Jesse’s mother is not willing to communicate using signs. 900L
Back to b. Jesse’s mother does not know the signs Jesse uses in baseball.
page 1 c. Jesse needs to communicate messages that are too complicated.
d. Jesse does not have the equipment needed for using baseball signs at
home.

7-RL.5.1 Which statement from “The Girl Who Threw Butterflies” BEST shows The Girl Who Threw
Q7 Jesse’s concern about her communication with her mother? Butterflies
a. “There was no time to be angry with herself.” 900L
Back to b. “She stopped worrying about sounding ladylike and concentrated on
page 1 being heard.”
c. “There was no need to puzzle over what it meant.”
d. “Half the time Jesse had no idea what she wanted to get across.”

7-RL.5.1 In “A Special Delivery,” to support an inference that Christoph had a A Special Delivery
Q3 curious nature, the reader might cite all of the following pieces of evidence 860L
Back to from the text EXCEPT ______.
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page 1 a. Christoph typed the web address into his browser to see what
information he could find.
b. Christoph talked with other reporters around the country to find out who
else had been contacted.
c. Christoph began to graph bad occurrences that happened to people who
asked questions about Anytime.
d. Christoph sent a mariachi band to disrupt his brother’s romantic dinner
with his wife.

7-RL.5.1 What might the reader infer from the multiple examples in the paragraph A Special Delivery
Q4 below from “A Special Delivery”? 860L

Back to The website suddenly had a single field that read, “What do you want?”
page 1 All you had to do was type the words into that box and then the website
would show you options. You could get your desired item within one, ten, or
twenty‐four hours. Bloggers were the first to test the limits of the service.
Readers quickly learned that within an hour, Anytime could deliver to you: a
puppy, an alligator, a meal from the most exclusive restaurant in New York
City, a manicurist, and, miracle of all miracles, a cable guy who actually
showed up to fix your Internet connection.

a. that Anytime was a single person

b. that Anytime was really a computer
c. that Anytime had a lot of resources
d. that Anytime was a television show

7-RL.5.2 Students are expected to build upon and continue applying previous
learning.
Grade 2 Make predictions before and during reading; confirm or modify thinking.
7-RL.5.2 Based on the information in paragraph one of “Always Be Prepared,” the Always Be Prepared
Q1 reader can predict that Soo-Lin _______________. 860L
a. will be taking an important test when she arrives at her destination.
b. will be giving an important presentation when her plane lands in Austin.
Back to c. will be applying for a job at a new technical college in Texas.
page 1 d. will be visiting a technology conference to learn new application for her
job.

7-RL.5.2 In “Always Be Prepared,” will Soo-Lin do better at the competition than she Always Be Prepared
Q8 would have if she hadn’t practiced her speech with the stranger she met at 860L
the hotel? Choose the BEST answer.
Back to a. Yes, because she had the opportunity to practice in a strange place in
page 1 front of no audience.
b. No, because it will be in front of a crowd of strangers and she isn’t
prepared.
c. Yes, because she found out the stranger is an expert in the field and
already approved of her presentation.
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 d. No, because she doesn’t believe in the program that her team has
developed.

7-RL.5.2 After reading “Johnny Appleseed,” the reader might predict that Johnny’s Johnny Appleseed
Q1 motivation for planting apple trees across the country was______. 1300L
a. to profit from selling apples.
Back to b. greed; he wanted to own large tracts of land.
page 1 c. a connection to the natural world.
d. to help stop erosion.

7-RL.6.1 Determine one or more themes and analyze the development; provide an
objective summary.
7-RL.6.1 Which of the following is an objective summary of “Horse and Stag”? Horse and Stag
Q1 a. This story was interesting in some ways, but not in others. 1050L
Horse gets help from the Hunter, which was nice, but then
Hunter takes advantage of Horse and doesn’t let him go.
Back to
b. This is a story about Horse who wants to get revenge on Stag.
page 1
He asks Hunter to help him, but after Hunter helps Horse,
Hunter decides not to release Horse from his control.
c. A hunter takes advantage of a horse and helps him get revenge
on a stag.
d. A stag and a horse are good friends until the stag decides it
wants to be friends with a hunter.

7-RL.6.1 Which sentence BEST summarizes the theme of “The Life of John The Life of John
Q5 Chapman”? Chapman
a. John Chapman was an orchardist who planted many trees. 1230L
b. John Chapman was an orchardist and a businessman.
Back to c. John Chapman was an apprentice who learned to love his
page 1 job.
d. John Chapman was focused on improving the environment.

7-RL.6.1 Shopping Malls

Shopping malls have produced a revolution in United States shopping and
Back to living habits in just 45 years. Before 1950, there were no malls, but now
page 1 almost every city or region has at least one. In fact, shopping malls have
become a part of daily life. Many people even think of them as social
centers. In a way, malls have taken the place of Main Street. Shops and
services, which were once spread over several city blocks, are now in one
place at the mall. Busy householders can save time by doing their shopping
at the mall. And people young and old, with time on their hands, often say,
“Let’s go to the mall!”

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 Which sentence provides the BEST summary of the paragraph from
Shopping Malls?

a. Shopping malls have produced a revolution in United States

shopping and living habits in just 45 years.
b. People young and old love going to the mall.
c. Before 1950, there were no malls.
d. Shopping malls have changed the culture of the United States.

7-RL.6.1 The author of “Departure” uses the phrase “his life there had become but a Departure
Q2 background on which to paint the dreams of his manhood” to show that 930L
________.
Back to a. George will completely forget his life in Winesburg.
page 1 b. George wishes he could cover up his past life.
c. George will never return to Winesburg to visit his old friends and family.
d. George’s childhood has prepared him for his future.

7-RL.6.1 Which sentence from “Johnny Appleseed” BEST supports the idea that Johnny Appleseed
Q2 Johnny had an uncommon “love of nature”? 1300L
a. On his head rested a tin dipper, while his body was clad in tattered
Back to garments that had once done duty as coffee-sacks.
page 1 b. On one occasion he even put out his campfire that the smoke might not
destroy the swarms of mosquitoes who hovered near it.
c. If the customer was poor, as most of the pioneers were, he could have
the trees for nothing, or Johnny would take any old piece of clothing in
exchange.
d. Sometimes he would cover large tracts with his plantings, putting in as
many as sixteen bushels of seeds to the acre.

7-RL.6.1 What is the main theme of “Always Be Prepared”? Always Be Prepared

Q6 a. Believing in yourself will take you far in life. 1030L
b. Preparation can be the key to success.
Back to c. Working well with others on your team will help you be
page 1 successful.
d. Finding a person to help guide you through your career is
very important.

7-RL.6.1 Reread the sentences from “Always Be Prepared” and answer the question. Always Be Prepared
Q7 “Soo-Lin believed that preparation could fix almost any problem. 1030L
She could still remember the first time, at six years old, that she had heard
the Boy Scout motto: “Always be prepared.” She had wanted so desperately
Back to to join. She’d cried herself to sleep that night when her mother told her they
page 1 didn’t let girls in.”

Why might the author have chosen to include this information

about six-year-old Soo-Lin in the story?

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 a. The author chose to include this information to help the reader
understand Soo-Lin’s problem.
b. The author chose to include this information to provide further insight
into Soo-Lin’s character.
c. The author chose to include this information to give readers a better
understanding of Soo-Lin’s job.
d. The author chose to include this information to help readers understand
how Soo-Lin worked with others.

7-RL.7.1 Interpret how a literary text relates to diverse media with an emphasis on
the effect various media techniques have on ideas, themes, and topics.
7-RL.7.2 Compare and contrast a literary depiction of a time, place, or character to
a historical account of the same period to understand how authors use or
alter history for rhetorical effect.
7-RL.7.2 In “Johnny Appleseed,” Johnny travels across the United States planting Johnny Appleseed
Q2 trees because of his love of plants and animals. In “The Life of John 1300L
Chapman,” John established orchards across the United States because
Back to _________________. The Life of John
page 1 a. he could improve the land by planting trees and sell it for a Chapman
higher price. 1230L
b. he was a folk hero and was loved by many pioneers.
c. he was an orchardist, and he wanted to grow new types of
apples.
d. he owned a hard cider and apple jack business.

7-RL.7.2 Which statement below is an example of how the author of “Johnny Johnny Appleseed
Q3 Appleseed” changed the details of Johnny Chapman’s life to make the story 1300L
more appealing to the reader?
Back to a. He established orchards across the United States. The Life of John
page 1 b. He loved plants and animals. Chapman
c. He sold tracts of land. 1230L
d. He traveled in a canoe.

7-RL.7.2 In “Horse and Stag,” Horse has a conflict with Stag and decides to ask the Birth of Paul Bunyan
Q4 Hunter to help him get revenge. In “Birth of Paul Bunyan,” Paul’s parents 1110L
have a conflict with the size of their son and decide to move to Minnesota
because _______. Horse and Stag
Back to a. they preferred a colder climate. 1050L
page 1 b. they inherited land from family.
c. they needed a larger place for Paul to grow.
d. they were invited by relatives.

7-RL.7.2 In The Jump Off Creek, the main character attempts to drive the steer out of The Jump Off Creek
Q6 the mud herself. Her actions are shown to be historically accurate because 1000L

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Back to “Pioneer Way of Life” explains that ______________________. Pioneer Way of Life
page 1 a.pioneers had to depend on themselves to solve problems. 940L
b.pioneers were often unable to deal with new challenges.
c. pioneers’ families seldom had to deal with illnesses.
d.pioneer women had servants to do most of the chores.

7-RL.7.2 Which statement below shows how the author of The Jump Off Creek used The Jump Off Creek
Q7 information from “Pioneer Way of Life” about the self-reliance and 1000L
perseverance of pioneers to develop the main character?
a. There was a saucer formed among the stones of the old chimney Pioneer Way of Life
where the cabin had fallen down, and she let the pails of water into it. 940L
Back to b. She would have liked to leave the big dumb steers standing around
page 1 the chimney basin and ride Rollin away now… But then she got the
pails and walked slowly, bitterly, down to the other spring.
c. She yelled at the mule and the rope twanged tight a couple of times,
but by then the steer’s eyes had glazed again and it stood glumly in
the mud, unmoving.
d. From half a mile off, riding in tiredly on her mule Rollin, she heard it
lowing dully and steadily with a pitiful sound of complaint.

7-RL.7.2 What is one way that the author of “The Jump Off Creek” made the story The Jump Off Creek
Q8 different from the historical information given in “Pioneer Way of Life”? 1000L
a.The role of women on the homestead was usually to take care of the Pioneer Way of Life
Back to household chores, and men usually worked in the field and forests. 940L
page 1 b.The livestock usually were kept near the home because it was easier to
care for them.
c. Pioneers usually built their homesteads by sources of water so they
didn’t have to transport water for livestock.
d.Pioneer families usually did not have livestock; they hunted for meat.

7-RL.8.1 Analyze how setting shapes the characters and/or plot and how particular
elements of a narrative or drama interact; determine the impact of
contextual influences on setting, plot, and characters.
7-RL.8.1 What elements of the story would be different if it were not a retelling of a Jack in the Giants’
Q2 fairy tale? Newground
a. Jack would not meet a king. 850L
Back to b. Jack would not leave home to find work.
page 1 c. Jack would not volunteer for a difficult job.
d. Jack would not prepare to face giants.

7-RL.8.1 How does the author’s use of dialect affect the reader’s perception of the Jack in the Giants’
Q3 characters? Newground
a. The mountain dialect makes the story more formal. 850L
Back to b. The mountain dialect makes the story more frightening.
page 1 c. The mountain dialect makes the story more humorous.
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 d. The mountain dialect makes the story even longer.

7-RL.8.1 If the setting of “The Elephant’s Child” were to change to South Carolina, The Elephant’s Child
Q2 what impact would that have on the story? 970L
a. Nothing would change.
Back to b. The story would be impossible as the character species
page 1 are not common to South Carolina.
c. The story would contain no dialect.
d. The characters would not be polite and courteous.

7-RL.8.1 What elements of “The Elephant’s Child” would be different if it were NOT The Elephant’s Child
Q3 a folktale?   970L
a. The story would be written as if the actions were taking place in
Back to present times.
page 1 b. Animals, plants, and machines would have the ability to talk.
c. The central character would begin the story foolishly and
unsuccessfully.
d. Success or change might come about through trickery.

7-RL.8.1 In “The Girl Who Threw Butterflies,” Morales’s coaching style affects Jesse The Girl Who Threw
Q1 by _____________. Butterflies
a. showing her how good she is at baseball. 900L
Back to b. allowing her to grow in other areas of her life.
page 1 c. helping her feel comfortable on the team.
d. pushing her to develop skills she has never used before.

7-RL.8.1 Which statement from “The Girl Who Threw Butterflies” BEST shows how The Girl Who Threw
Q2 the game of baseball affects Jesse? Butterflies
a. He had no idea how much energy it took to be as ever-vigilant as Jesse 900L
Back to had to be on the field, always watching herself, always planning her next
page 1 move, rehearsing, calculating.
b. Jesse had always liked to watch the third-base coaches in big league
games, all their twitchy antics, their elaborate coded messages, all that
clapping, pointing, wiping.
c. Jesse stood on the edge of the baseball field and watched the team
warming up.
d. She was the only girl on the eighth-grade baseball team and it was her
first week of practice.

7-RL.8.1 Which statement from “The Girl Who Threw Butterflies” shows that Jesse The Girl Who Threw
Q3 being the only girl on the field affects her at the beginning of the season? Butterflies
a. There was no time to be angry with herself. 900L
Back to b. Every day Jesse learned how much more there was to baseball than what
page 1 the camera showed on television.
c. She stopped worrying about sounding ladylike and concentrated on being
heard.
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 d. She loved the beautiful, perfect clarity of it.

7-RL.8.1 Read this passage from “A Special Delivery.” A Special Delivery

Q1 860L
And on and on. Whenever anyone questioned Anytime, something horrible
seemed to happen to that person. Christoph began a spreadsheet, outlining
every instance that something awful had befallen a person who’d gone up
against Anytime. By lunch, Christoph had a list of more than one hundred
examples. Goosebumps graced his arms.

Back to Which statement below BEST reflects how Christoph in “A Special Delivery”
page 1 is affected by what he discovers about Anytime?
a. He becomes consumed with finding out the truth behind Anytime’s
business practices.
b. He becomes worried that something bad will happen to him because he
is investigating Anytime.
c. He becomes suspicious of the people who work with him.
d. He begins to think that someone he knows from the newspaper is pulling
a prank on him.

7-RL.8.1 The author of “A Special Delivery” decides to end the text with the A Special Delivery
Q2 anonymous emails telling Christoph to “stop stirring up trouble” with 860L
Christoph’s decision to keep on investigating Anytime. What effect or
Back to feeling is the author trying to create with this ending?
page 1 a. happiness and excitement
b. suspense or danger
c. joy and eagerness
d. contentment and ease

7-RL.9.1 Determine the figurative and connotative meaning of words and phrases
as they are used in text; analyze the impact of rhymes and other
repetitions of sounds on specific verses or stanzas of poems or sections of
narrative or drama.
7-RL.9.1 Read this sentence from paragraph nine of “Departure.” Departure
Q1 930L
“Be a sharp one,” Tom Willard had said. What does Tom Willard mean
when he tells George to “Be a sharp one”?
Back to
page 1 a. to be mean
b. to be nice
c. to be smart
d. to honest

7-RL.9.1 Reread the sentence from paragraph two of “Always Be Prepared.” What Always Be Prepared
Q2 does the author mean by “serve as a metric of success”? 1030L

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 That the opinions of the bored ladies at her mother’s bridge club could serve
as a metric of success was deeply depressing.
Back to
page 1 a. the judgment of the members of the bridge club
b. the hatred of the members of the bridge club
c. the appeal of the members of the bridge club
d. the annoyance of the members of the bridge club

7-RL.9.1 Read the following sentence from paragraph five of “Always Be Prepared.” Always Be Prepared
Q3 What does the author mean by “gain traction”? 1030L

Many people had tried to do this before, but they hadn’t been able to gain
traction.

a. miss the mark

Back to b. failed
page 1 c. bombed
d. make progress

7-RL.9.1 Read this sentence from Horse and Stag: Horse and Stag
Q4 1050L
"Not so fast, friend," said the Hunter. "I have now got you under bit and
spur, and prefer to keep you as you are at present."

What does the Hunter mean when he says, “I have now got you under bit
and spur”?
Back to a. You are under control of the situation.
page 1 b. You have a contract with me.
c. You are under the control of the stag.
d. You are now under my control.

7-RL.9.1 On his head rested a tin dipper, while his body was clad in tattered Johnny Appleseed
Q5 garments that had once done duty as coffee-sacks. 1300L

The author of “Johnny Appleseed” describes Johnny’s clothes as tattered

garments made from coffee-sacks to show_______.

Back to a. Johnny cared more about nature than he did about money
page 1 and looks.
b. Johnny lived a hard life and did not bathe often.
c. Johnny owned very little and was a beggar.
d. Johnny needed a wife to take care of him.

7-RL.9.2 Analyze the impact of the author’s choice of words, word phrases, and

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 conventions on meaning and tone.

7-RL.10.1 Use context clues to determine meanings of words and phrases.

7-RL.10.1 In “Birth of Paul Bunyan,” Paul's parents decided the East was just too Birth of Paul Bunyan
Q2 plumb small for him. How does the author’s use of the phrase “just too 1110L
plumb small” help the reader understand Paul’s parents’ conflict?
Back to a. It allows the reader to compare the East to a piece of fruit.
page 1 b. It provides the reader additional details about Paul’s parents.
c. It suggests that the family needs a larger house.
d. It emphasizes the enormity of Paul’s size
7-RL.10.1 Read the italicized sentence below from “Birth of Paul Bunyan.” Birth of Paul Bunyan
Q3 1110L
His parents had to milk two dozen cows morning and night to keep his milk
bottle full and his mother had to feed him ten barrels of porridge every two
hours to keep his stomach from rumbling and knocking the house down.

What does the word rumbling mean as it is used above?

a. loud sound
Back to b. fighting
page 1 c. turning
d. brawling

7-RL.10.1 Read the italicized sentence below from “Johnny Appleseed.” Johnny Appleseed
Q3 1300L
When Johnny came ashore he would look about him for soil that was rich
and loamy, and then he would begin to plant his apple seeds.

What does the word loamy mean as it is used in this sentence?

Back to a. fertile
b. dry
page 1
c. gravel
d. sandy

7-RL.10.1 Read the italicized sentence below from “Johnny Appleseed.” Johnny Appleseed
Q4 1300L
You would have seen two birch-bark canoes securely lashed together and
piled high with leather bags brimming full of apple seeds, and in the middle
of the strange craft a small, wiry man with long, dark hair, keen black eyes,
and a scanty beard that had never known the razor.
Back to
page 1 What does the word lashed mean as it is used in this sentence?
a. whipped
b. pounded
c. slammed
d. bound

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7-RL.10.2 Students are expected to build upon and continue applying previous
learning. Grade 4 Determine the meaning of an unknown word using knowledge of base
words and Greek and Latin affixes.
7-RL.10.2 Read the sentence below. The Jump Off Creek
Q3 1000L
“She stepped her boots unwillingly into the sucking mud…”

Based on your knowledge of the root word willing, what does the word
unwillingly mean as used in this sentence?
a. eagerly, quickly
b. enthusiastically
Back to c. readily, gladly
page 1 d. not pleased; reluctantly

7-RL.10.2 Read the sentence below. The Jump Off Creek

Q4 1000L
She stepped… into the sucking mud and pitched a noose of rope around the
horns, its loop just fitting the circumference of the top of the steer’s big
head.

Based on your knowledge of the root circum, what does the word
circumference mean as used in this sentence?

Back to a. the distance between two points

page 1 b. the distance around a circle
c. the difference between two points
d. the angle of a flat object

7-RL.11.1 Analyze how an author develops and contrasts points of view to impact
content, meaning, and style.
7-RL.11.1 Why does the author shift away for the rest of the story from the point of Jack in the Giants’
Q1 view used in paragraph one? Newground
a. He changes to second person so that the reader may join in the action. 850L
Back to b. He changes to third person so that the reader may focus on characters
page 1 and events in the story.
c. He changes to omniscient so that the reader may find out what the
characters are thinking.
d. He changes to first person so that the reader will know how the writer
was part of the story.

7-RL.11.1 How would “The Elephant’s Child” be different if it was told from the The Elephant’s Child
Q1 crocodile’s point of view? 970L
a. The reader would understand how the Elephant Child felt about being
Back to spanked.

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page 1 b. The reader would realize how the Crocodile felt about meeting the
Elephant Child.
c. The reader would understand why the Bi-Coloured-Python-Rock-Snake
spanked the Elephant Child.
d. The reader would know the reason why the Crocodile stayed hidden
when the Elephant Child came.

7-RL.11.1 How does Tomas’ viewpoint impact the story? Tomas’ Success
Q1 a. It helps the reader understand why Tomas finds it hard to 670L
be different from Tiana.
Back to b. It further describes why Tomas works hard to be just like his
page 1 family members.
c. It explains the ways in which Tomas has tried to speak up in
front of his family.
d. It helps explain how and why Tiana is a better person than
her little brother Tomas.

7-RL.12.1 Analyze how complex text structures in prose, drama, and poetry
contribute to development of theme, setting, or plot.
7-RL.12.1 Read the reprinted paragraph from “The Girl Who Threw Butterflies.” The Girl Who Threw
Q4 Butterflies
It occurred to Jesse that maybe she and her mother ought to try 900L
communicating using signs. It was an appealing fantasy. The two of them
Back to sitting across from each other at dinner, silent, just touching their elbows,
page 1 going to their belt buckles, tugging their earlobes. It would make for a funny
skit. But what if you wanted to convey something more complicated than
“bunt” or “steal”? That was the trouble. “I love you and all that, but right
now everything about you bothers me.” What would be the sign for
something like that? Or how about this: “Please don’t make me move to
Milwaukee.” Half the time Jesse had no idea what she wanted to get across.
No signs could help with that.

What effect does the author achieve by including the imagined scene in this
paragraph?
a. The author creates excitement about Jesse and her life.
b. The author adds tension between Jesse and her mother to provide depth
and meaning to the story.
c. The author changes the story’s mood from serious to humorous.
d. The author reveals Jesse’s reasons for joining the baseball team.

7-RL.12.1 Which important idea does the author develop by repeating the line, “A The Girl Who Threw
Q5 touch of the forearm meant steal” throughout “The Girl Who Threw Butterflies
Butterflies”? 900L
Back to a. Different coaches communicate differently.
page 1 b. Jesse needs to learn more about signals.
c. Baseball requires patience and attention.
d. Jesse appreciates clear messages.

14
7-RL.12.1 Which of the following literary devices does the author of “The Jump Off The Jump Off Creek
Q1 Creek” use primarily in this passage to help the reader imagine the action in 1000L
the scene?
Back to a. figurative language
page 1 b. hyperbole; purposeful exaggeration
c. visual and sound imagery
d. a shift in point of view

7-RL.12.1 Read the sentence from “The Jump Off Creek.” The Jump Off Creek
Q2 1000L
Rollin was set stubbornly on keeping away from the slung horns, she
Back to had to pull his head up hard, twisting the reins, kicking him, to get
page 1 him in close enough, and then she leaned out, grabbing warily for
the rope.

This sentence is a run-on sentence with six commas. What effect

was the author trying to achieve by writing the sentence this way?
a. To make the writing long and awkward
b. To create a calming rhythm
c. To emphasize Lydia’s difficult, off-balance maneuver
d. To imply that Lydia is not capable of controlling Rollin

7-RL.12.1 Which of the following elements of “A Special Delivery” contributed most A Special Delivery
Q5 to the setting? 860L
a. the pig Christoph received from his brother as a joke
Back to b. the black card with white print that Christoph first received from Anytime
page 1 c. the goosebumps Christoph got when he began to research Anytime
d. Christoph’s repeated use of technology to find information

7-RL.12.1 How did the structure of “A Special Delivery” contribute to development of A Special Delivery
Q6 the plot? 860L
a. The story is told in flashback so that the reader knows what happens
Back to before he learns why.
page 1 b. The story ends with a series of scary emails that leave the reader in
suspense about how it will end.
c. The story is told all in dialogue so that the reader has no descriptions of
setting or character.
d. The story is told completely without dialogue so that the reader has to
infer what characters think.

7-RL.12.2 Analyze the author’s choice of structures within the text and draw
conclusions about how they impact meaning.

15
7-RI.5.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
7-RI.5.1 With which statement would the author of “The Achiever, the Peacemaker Achiever,
Q1 and the Life of the Party…” most likely agree? Peacemaker, and
a. The order in which we are born has no influence over our lives. Life of the Party:
Back to b. Birth order probably has an impact on choices we make in life. How Birth Order
page 1 c. Birth order is the strongest factor in how personalities develop 1120L
in children.
d. Research into birth order is a complete waste of time and
money.

7-RI.5.1 Which of the following could be a possible consequence for a teen who is Public Curfews
Q1 repeatedly out past the public curfew time, according to “Public Curfews: 690L
Fair or Unfair?”
Back to a. a fine of up to $500.00
page 1 b. a call to his parents
c. a 10 p.m. curfew during the week
d. a trip to the police station

7-RI.5.1 It can be inferred from Public Curfews: Fair or Unfair? that ____________. Public Curfews
Q2 a. some teens have the same rights as adults. 690L
b. many teens have trouble following their parents’ rules.
Back to c. some teens do not follow the public curfew laws.
page 1 d. some teens do not appreciate having a curfew.

7-RI.5.1 Which of the following pieces of evidence expresses the benefits of recess, Major Education
Q4 according to “Major Education Issues: Do Kids Really Need Recess?” Issues
a. Recess meets a child’s social and emotional needs while promoting brain 950L
Back to development and learning.
page 1 b. Recess is exciting for students.
c. Recess is beneficial for many reasons; however, other people in education
do not support the continuation of this practice.
d. Without recess, kids become distracted.

7-RI.5.1 Based on the articles “Is No Child Left Behind Killing Recess?” and “Why Is No Child Left
Q1 Schools Are Cutting Recess Times,” what is a reason for keeping recess in Behind
schools? 1000L
Back to a. Childhood obesity is no longer a problem in the United States.
page 1 b. Teachers need a break during the school day. Why Schools Are
c. Recess gives students time to spend with friends. Cutting Recess
d. Recess only benefits a select few students. 1000

7-RI.5.1 Based on the articles “Is No Child Left Behind Killing Recess?” and “Why Is No Child Left
Q2 Schools Are Cutting Recess Times,” what is a reason for eliminating recess Behind
in schools? 1000L
Back to a. Many school administrators feel that recess is essential.
page 1 b. PE offers structured activity, which eliminates the need for Why Schools Are
recess. Cutting Recess
c. Recess is a safe play time for students. 1000L
16
 d. After recess students have difficulty focusing.

7-RI.5.1 According to the POINT section of the article, what message do reality Reality TV
Q3 shows send to its viewers? 1000L
a. Being well known is more beneficial than working hard to achieve your
Back to goals. Reality TV: Two
page 1 b. People become famous because they work hard and don’t give up. Sides of the
c. Becoming famous is just a matter of being in the right place at the right Argument
time. 860L
d. Celebrity culture is helping women become more powerful.

7-RI.5.1 According to the COUNTERPOINT section of the article, how do reality Reality TV
Q4 shows affect society? 1000L
a. Reality shows divide people based on their ideas and opinions.
Back to b. Reality shows give a false impression about groups of people and make it
page 1 difficult for people to get along.
c. Reality shows help poor citizens become more successful and realize the
opportunities available to them.
d. Reality shows create a sense of shared experiences that help bring people
together.

7-RI.5.1 Based on the information in “Reality TV: Two Sides of the Argument,” what Reality TV: Two
Q2 is a reason to watch reality TV? Sides of the
a. Reality TV makes popularity seem like the most important measure of a Argument
Back to person. 860L
page 1 b. It is interesting to see how people behave in situations that they are not
usually exposed to on a daily basis.
c. It makes entertainment out of embarrassing people and showing them at
their worst.
d. Reality TV provides the viewers with a sense of what it is like to
participate in extreme situations while sitting on the safety of their
couches.

7-RI.6.1 Provide an objective summary of a text with two or more central ideas;
cite key supporting details to analyze their development.
7-RI.6.1 Which statement is the BEST summary of “The Achiever, the Peacemaker, Achiever,
Q2 and the Life of the Party . . .”? Peacemaker, and
a. Research into birth order is not valid. Life of the Party:
Back to b. Researchers believe that birth order is more important than How Birth Order
page 1 genetics. 1120L
c. Parents are the same with each of their children.
d. Birth order is a powerful variable in the unfolding of one’s
personality.

7-RI.6.1 Which statement is the BEST summary of paragraph two of “Public Public Curfews
Q5 Curfews: Fair or Unfair?” 690L
a. A public curfew would violate the rights of parents.
17
Back to b. A public curfew for teens would allow parents to choose a
page 1 curfew for their children.
c. Minors’ First Amendment rights would be violated by a
curfew.
d. A public curfew for teens would support parents and
protect the community from crime.

7-RI.7.1 Compare and contrast a text to an audio, video, or multimedia version of

the text, analyzing each medium’s portrayal of the subject.
7-RI.7.1 What do “How One Scientist is Battling Deforestation in Madagascar” and IMAX Tribute to
Q1 the Tribute to Patricia Wright have in common? Patricia Wright
a. Both passages explain the history of Madagascar. https://www.youtub
Back to b. Both passages discuss the research that Patricia Wright has e.com/watch?v=-
page 1 used to protect the lemurs in Madagascar. yAukT5oWTw
c. Both passages discuss the opposition that Patricia Wright has NR
faced while trying to protect the environment in Madagascar.
d. Both passages discuss the positive impact Patricia Wright has How One Scientist is
had on Madagascar. Battling
Deforestation in
Madagascar
1000L

7-RI.7.1 How are “How One Scientist is Battling Deforestation in Madagascar” and IMAX Tribute to
Q2 the Tribute to Patricia Wright different? Patricia Wright
a. “How One Scientist is Battling Deforestation in Madagascar” https://www.youtub
Back to references the effect of political troubles on the environment of e.com/watch?v=-
page 1 Madagascar, and the Tribute to Patricia Wright explains how yAukT5oWTw
Dr. Wright has impacted the people, animals, and environment NR
in Madagascar.
b. “How One Scientist is Battling Deforestation in Madagascar”
discusses how Dr. Wright has tried to stop logging, and Tribute How One Scientist is
to Patricia Wright shows interviews with the loggers. Battling
c. “How One Scientist is Battling Deforestation in Madagascar” Deforestation in
discusses how Dr. Wright established the Ranomafana National Madagascar
Park, and Tribute to Patricia Wright focuses on her work in the 1000L
United States.
d. “How One Scientist is Battling Deforestation in Madagascar”
discusses how Dr. Wright had to stop her efforts when the
Rajoelina government took over, and Tribute to Patricia Wright
discusses how President Obama stepped in to help.

7-RI.8.1 Determine figurative, connotative, and technical meanings of words and

phrases used in a text; analyze the impact of specific word choice on
meaning and tone.
7-RI.8.1 What is the meaning of the word indigenous as used in paragraph one of How One Scientist is
Q1 “How One Scientist is Battling Deforestation in Madagascar”? Battling
a. Thriving in an area for a long period of time Deforestation in
Back to b. Looking exactly like something else in that area Madagascar
18
page 1 c. Destroying others species in a particular area 1000L
d. Belonging exclusively or confined to a particular place

7-RI.8.1 What is the meaning of the word ecotourism as used in paragraph two of How One Scientist is
Q2 “How One Scientist is Battling Deforestation in Madagascar”? Battling
a. surviving for a long period of time Deforestation in
Back to b. going to visit endangered environments Madagascar
page 1 c. trying to protect endangered oceans 1000L
d. choosing to abandon endangered species

7-RI.8.2 Determine the impact of text features and structures on an author’s ideas
or claim.

7-RI.9.1 Students are expected to build upon and continue applying previous
learning.
Grade 6 Determine the meaning of a word or phrase using the overall meaning of a text or a
word’s position or function.
7-RI.9.1 As used in the italicized sentence from “How Birth Order Affects Your How Birth Order
Q4 Personality,” what is the definition of the word inconclusive? Affects Your
Personality
For decades the evidence has been inconclusive, but new studies show that 1360L
Back to family position may truly affect intelligence and personality.
page 1
a. adequate
b. indefinite
c. satisfactory
d. clear

7-RI.9.1 As used in the italicized sentence from “The Achiever, the Peacemaker and Achiever,
Q4 the Life of the Party…,” what is the definition of the word prism? Peacemaker, and
Life of the Party:
Still, I expect people—myself included—will continue to try to make sense of How Birth Order
the world through the prism of birth order. 1120L
a. view
Back to b. reality
page 1 c. bias
d. experience

7-RI.9.1 As used in the italicized sentence from “How Birth Order Affects Your How Birth Order
Q2 Personality,” what is the definition of the word correlate? Affects Your
Personality
If spouses correlate on personality, and personality correlates with birth 1360L
Back to order, spouses should correlate on birth order.
page 1
a. separates
b. opposites
c. contrasts
19
 d. connects

7-RI.9.1 What is the definition of the word debating as used in the italicized Public Curfews
Q6 sentence from paragraph one of “Public Curfews: Fair or Unfair?” 690L

Back to People are debating public curfews in and out of court.

page 1
a. discussing
b. agreeing
c. endorsing
d. uniting

7-RI.9.1 As used in the italicized sentence from “Give 100 Percent,” what is the Give 100 Percent by
Q2 definition of the word reserves? Mike Sellers
830L
Super athletes focus on pushing beyond their limits, drawing energy from
Back to untapped reserves, hope, success, and reaching the finish line!
page 1
a. emptiness or lack of
b. something kept or stored for use or need
c. something that is owed
d. to separate into parts

7-RI.9.2 Students are expected to build upon and continue applying previous
learning.
Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word
patterns, origins, bases, and affixes.
7-RI.9.2 Read these sentences from “Give 100 Percent.” Give 100 Percent by
Q4 Mike Sellers
It’s going to hurt! There is going to be pain, sweat, and adversity. You are 830L
Back to going to doubt yourself before you get there.
page 1
Which word below is the closest in meaning to the word adversity?
a. hardship
b. ease
c. comfort
d. happiness

7-RI.9.2 What is the meaning of the STEM -logy as used in the word biology?
a. hatred of
Back to b. state of
page 1 c. study of
d. fear of

7-RI.9.2 What is the meaning of the prefix anti- as used in the word antibiotic?
20
 a. for
Back to b. near
page 1 c. in favor of
d. against

7-RI.9.2 The prefix super- means “going beyond or over.” Which BEST explains the
meaning of supersede as used in the italicized sentence below?
Back to
page 1 In time, the features of the Smartphone may supersede those of the
personal computer.

a. to terminate
b. to continue to use
c. to replace
d. to engage

7-RI.9.2 What is the meaning of the STEM zoa- as used in the word zoology?
a. machines or mechanisms
Back to b. beliefs or catechisms
page 1 c. actions or egoism
d. animals or organisms

7-RI.9.2 Although Celia was interested in meteorology, strong weather events

sometimes frightened her. The view from the window was frightening. The
clouds were gathering rapidly and roiling to threaten an approaching storm.
The trees were blowing in the wind and the weather vane was spinning. A
flash of lightning lit up the sky.

Back to Based on your understanding of the STEM -logy, what does the word
page 1 meteorology mean as used in the passage?

a. hatred of the weather

b. study of the weather
c. state of the weather
d. fear of the weather

7-RI.9.2 Based on your knowledge of the STEM gen-, what does genetic mean as Selected to Survive
Q5 used in the “Selected to Survive” article? by Michael Stahl
a. of or relating to machines 900L
Back to b. of or relating to beliefs
page 1 c. of or relating to nations
d. of or relating to origins

7-RI.10.1 Determine an author’s perspective or purpose and analyze how the

author distinguishes his/her position from others.

21
7-RI.10.1 With which statement does the author of “How Birth Order Affects Your How Birth Order
Q1 Personality” use to distinguish his viewpoint from that of others? Affects Your
Personality
a. Newspapers and morning news shows debate the importance
Back to 1360L
of the latest findings.
page 1
b. But when scientists studied the data, they found that the
evidence just did not hold up.
c. Despite the old saying that opposites attract, people tend to be
similar to their spouses in terms of personality.
d. Although there may be some connection, it would not make
any sense to organize college admissions or dating pools
around birth order.

7-RI.10.1 Which statement does the author of paragraph two use to distinguish his Public Curfews
Q11 viewpoint from the author of paragraph three in “Public Curfews: Fair or 690L
Unfair?”
Back to a. It is unfair to punish good kids who are out trying to make
page 1 something of themselves when only a small percentage
of young people are committing crimes.
b. From 1995 to 1999, the number of minors arrested
for violent crimes dropped 23 percent.
c. Police often question teens who are out past curfew.
d. Curfews don’t stop teens from getting into trouble.

7-RI.10.1 Which statement BEST summarizes the author’s purpose in the “Give 100 Give 100 Percent by
Q1 Percent” speech? Mike Sellers
a. The teacher is encouraging her students to do well on a test. 830L
Back to b. The mother is preparing her child for his participation in an
page 1 event.
c. The coach is inspiring his team members to do their best.
d. The principal is motivating the graduates for the future.

7-RI.10.1 Which statement BEST expresses the author’s point of view in “Give 100 Give 100 Percent by
Q3 Percent”? Mike Sellers
a. Perseverance and hard work will help one succeed. 830L
b. Sometimes obstacles are too hard to overcome.
Back to c. The easy button will give you what you want.
page 1 d. If you can’t block out the hard part, you cannot win.

7-RI.10.1 With which statement would the author of “Give 100 Percent” most likely Give 100 Percent by
Q5 agree? Mike Sellers
a. If it is easy to accomplish, it probably won't get you anywhere. 830L
b. If it isn’t what is best for you, don’t do it.
Back to c. It is okay to fail sometimes because it teaches us an important
page 1 lesson.
d. There are some things that you cannot achieve, so you have to
know when to let it go.

22
7-RI.10.1 How does the author of “Is No Child Left Behind Killing Recess?” support Is No Child Left
Q3 her position that there are many reasons that middle schools are doing Behind
away with recess? 1000L
a. The author includes the pros and cons of recess for middle school
Back to students.
page 1 b. The author includes the impact of staff cutbacks and more programs
being offered during the school day.
c. The author includes examples of recess schedules across the nation.
d. The author includes an interview of a middle school student.

7-RI.10.1 How do the authors of “Major Education Issues: Do Kids Really Need Major Education
Q5 Recess?” reveal their positions on the issue of kids needing recess? Issues
a. They include evidence from doctors about the medical benefits of
recess. 950L
Back to b. They include the reasons why schools are eliminating recess.
page 1 c. They include the dangers of high-stakes testing.
d. They include information from experts on the benefits of recess.

7-RI.10.1 How does the author of “Reality TV” support the position that reality shows Reality TV
Q5 send a bad message and help to create a cult of instant celebrity? 1000L
a. The author includes quotes from an entertainment analyst and a lawyer
to support his position.
Back to b. The author includes statistics about the number of viewers impacted by
page 1 reality TV.
c. The author includes personal stories about how reality TV has impacted
certain people.
d. The author includes a graph to show the percent of negative comments
made on reality TV.

7-RI.10.1 How does the author reveal his position on the issue of reality TV in the Reality TV
Q6 COUNTERPOINT section of the article? 1000L
a. The author includes a statistic to prove the popularity of reality TV.
b. The author includes a quote from an entertainment producer who
Back to creates the shows.
page 1 c. The author includes results from a survey to show the number of people
who enjoy reality TV.
d. The author provides an example of a show and explains how it impacts
society.

7-RI.11.1 Determine the impact of text features and structures on an author’s ideas
or claims.
7-RI.11.1 Why do the authors of “Major Education Issues: Do Kids Really Need Major Education
Q6 Recess?” include information from The Elementary Recess Handbook? Issues
a. To encourage the reader to think about both sides of the recess issue 950L
b. To show reasons why recess should be eliminated from the middle school
Back to schedule
page 1 c. To explain how recess is beneficial to the social, physical, and
developmental needs of children
d. To justify the money spent to fight lawsuits caused by bullying incidents
at recess
23
7-RI.11.1 Why does the author of “Reality TV” include footnotes? Reality TV
Q7 a. The author uses footnotes to provide a source for the quoted information 1000L
used in the passage.
b. The author uses footnotes to explain what the word “social glue” means.
Back to c. The author uses footnotes to help readers find more information about
page 1 reality TV.
d. The author uses footnotes to pose additional questions about the topic
to the reader.

7-RI.11.1 Which of the following statements makes the BEST argument in support of Reality TV: Two
Q1 Reality TV? Sides of the
a. Reality television is more popular than either most famous newspapers Argument
or tabloids. 860L
b. Reality television is fascinating because it lets us see how others live and
Back to react to unusual situations.
page 1 c. Reality television teaches viewers something about how we should react
to unusual situations.
d. Reality television is a poor example of free speech because characters
often say things they shouldn’t.

7-RI.11.2 Trace and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient
to support the claims.
7-RI.11.2 Which of the following statements is the claim in “The Achiever, the Achiever,
Q3 Peacemaker and the Life of the Party…”? Peacemaker, and
a. Birth order affects personality. Life of the Party:
b. Birth order is not a factor in how personalities develop in How Birth Order
Back to children. 1120L
page 1 c. Birth order is the strongest influence on the choices we
make in life.
d. A child’s role in his family is not determined by birth order.

7-RI.11.2 Which of the following statements is an argument in favor of public curfews Public Curfews
Q3 for minors based on the article “Public Curfews: Fair or Unfair?” 690L
a. Minors should listen to their parents.
Back to b. Curfews for minors would lower the teen crime rate.
page 1 c. Minors should be fined for breaking curfew.
d. Curfews do not take away the rights of minors.

7-RI.11.2 Which of the following is an argument against curfews for minors based on Public Curfews
Q4 the article “Public Curfews: Fair or Unfair?” 690L
a. Minors should be fined for breaking curfew.
b. Curfews lower the number of teens arrested for violent
Back to crimes based on a study of minor arrest records from
page 1 1995-1999.
c. Public curfews give parents some extra help.
d. It is unfair to punish good kids when only a small
24
 percentage of young people are committing crimes.

7-RI.11.2 Study paragraphs three and four of “Public Curfews: Fair or Unfair?” Public Curfews
Q7 Which of the following statements is the claim that these paragraphs make? 690L
a. The use of curfews can help to protect vulnerable children.
b. Youth crime is a major and growing problem that curfews address.
c. Public curfews can create a safer community for everyone and allow
Back to police to focus on more serious crimes.
page 1 d. Curfews are not effective in lowering the crime rate and violate the
rights of parents and children.

7-RI.11.2 Which of the following statements BEST represents the central claim of the Canine Courage
Q1 “Canine Courage” passage? 1060L
a. The search-and-rescue canines quickly went to work, nosing
their way through seemingly endless piles of steel and concrete.
Back to b. Many of the dogs remain healthy.
page 1 c. Asbestos is hazardous material once used to insulate and
fireproof buildings, including the World Trade Center.
d. "No piece of equipment can ever do the job that these dogs do,"
Otto told WR News.

7-RI.11.2 Which sentence supports the claim in “Canine Courage” that the dogs’ Canine Courage
Q2 health may not be in the clear yet? 1060L
a. Even though the people and the canines breathed the same air, fewer
hazardous particles may have reached the dogs' lungs.
Back to b. Mesothelioma can take about five years to develop in dogs.
page 1 c. It's our responsibility to keep them safe.
d. Dogs also are less susceptible, or vulnerable, to respiratory problems
such as asthma.

7-RI.11.2 Smoke given off by factories threatened the survival of light gray peppered Selected to Survive
Q1 moths. What evidence from “Selected to Survive” BEST supports this by Michael Stahl
conclusion? 900L
Back to a. Soot is a black substance that collects on a surface that
page 1 comes into contact with smoke.
b. When coal burns, it gives of a lot of dark-colored smoke.
c. Predators could see the light gray peppered moths on the
black tress covered by soot and easily hunt them down.
d. The trees began to blacken with soot because of all of the
smoke in the air from the factories.

7-RI.11.2 Based on “Selected to Survive,” what conclusion can the reader infer from Selected to Survive
Q2 the change in moth population (from light gray to dark-colored)? By Michael Stahl
a. The color change had nothing to do with the change in 900L
Back to environment.
page 1 b. There were previously no dark-colored peppered moths.
c. The lighter peppered moths migrated to a new
environment.
d. Darker coloring is currently better for the peppered moth’s
survival.

25
7-RI.11.2 While the article is explanatory/informative, the last section (under the Major Education
Q1 subheading “Benefits of Playtime”) of “Major Education Issues: Do Kids Issues
Really Need Recess?” presents a claim. Which of the following statements 950L
BEST summarizes that claim?
Back to a. Recess does not benefit children’s learning and should,
page 1 therefore, be eliminated.
b. While recess has social benefits, it does not have academic
benefits and should be limited.
c. Recess has benefits for learning, but those benefits are not
strong enough to support its continued use.
d. Recess offers many physical and academic benefits to children
and should not be eliminated.

7-RI.11.2 Choose the claim from “Major Education Issues: Do Kids Really Need Major Education
Q2 Recess?” that supports the argument that recess is necessary. Issues
a. “School recess is often the only time during the work week that 950L
children are able to be carefree…”
Back to b. “[Teachers] report fewer playground injuries, which makes
page 1 many parents happy.”
c. “Recess meets a child’s social and emotional needs.”
d. “Many schools have chosen to do away with outdoor activity in
favor of more time in the classroom.”

7-RI.11.2 Which of the following reasons could be added to the last section of “Major Major Education
Q3 Education Issues: Do Kids Really Need Recess?” as sound and relevant Issues
evidence to support the claim? 950L
Back to a. Physical activity reduces the child’s likelihood of being obese, of
page 1 becoming diabetic, and of developing heart disease.
b. Physical activity costs school districts a great deal of money,
creating the need to pay salaries and to fund equipment.
c. Physical activity is disruptive to the school day and is not worth
the time it takes away from instruction.
d. Physical activity makes some students feel uncomfortable,
creating the opportunity for bullying.

7-RI.11.2 Which of the following BEST restates the claim of the POINT section of the Reality TV
Q1 article? 1000
a. Reality television shows cause crime rates to spike.
Back to b. Reality television shows give viewers bad impressions of what is
page 1 important.
c. Reality television shows are among the most expensive shows aired
today.
d. Reality television shows often feature strong, intelligent women.

7-RI.11.2 Which of the following sentences provides irrelevant evidence in the POINT Reality TV
Q2 section of the article? 1000
a. These programs suggest that anyone can become famous just by getting
on TV and “being themselves…”
Back to b. Kids who watch these shows will get the idea that they don’t need to
page 1 study hard in school…

26
 c. …“addiction to celebrity culture is creating a generation of dumbed-down
women.”
d. The Kardashians just began a new show on Channel 9.

7-RI.11.2 Which of the following reasons could be added to the ARGUMENTS Reality TV: Two
Q3 AGAINST REALITY TV section of the article as sound and relevant evidence Sides of the
to support the claim? Argument
a. Some reality TV show competitions are very difficult or dangerous and 860L
Back to put the participants in harm’s way.
page 1 b. Reality TV can help people develop their talent and start a career in
entertainment.
c. Reality TV sends out the message that being successful is all about being
ruthless, aggressive and self-centered.
d. Reality TV tells real life stories of common everyday people who are
struggling to survive.

7-IB.1.1 Develop questions to broaden thinking on a specific idea that frames

inquiry for new learning and deeper understanding.

7-IB.2.1 Formulate logical questions based on evidence, generate explanations,

propose and present original conclusions, and consider multiple
perspectives.
7-IB.2.1 Brian must write a research paper on infectious diseases for his science
class. Which of the following questions would be a logical, specific question
Back to to research?
page 1 a. How do infectious diseases impact the human immune
system?
b. Why do I need to learn about infectious diseases?
c. Why are there diseases in some places and not in others?
d. What is a disease?

7-IB.2.1 Joey wants to write a narrative essay about his favorite astronaut.
Before he starts to write, Joey needs to do some research on his hero’s life.

Back to Which of the following questions would be the most logical, specific
page 1 question to research?
a. What training is involved before one can be an astronaut?
b. How much did it cost to send manned spaceflights to the moon?
c. Who first designed rockets strong enough to get to the moon?
d. What state in our country produced the most astronauts?

7-IB.2.1 Joey wants to write a narrative essay about his favorite astronaut.
After discovering that Neil Armstrong had been a test pilot during the
Korean War, Joey formulates a list of questions based on that evidence.
Back to Which of the questions below would be a logical addition to that list?
page 1
a. What was the purpose of the Apollo Space Program, anyway?
b. Why did America need to get into the Korean War in the first place?
c. Did his experiences as a test pilot help him be a good astronaut? Why or

27
 why not?
d. How did Armstrong end up as a Professor of Engineering at the University
of Cincinnati?

7-IB.2.1 If you were to continue researching moths based on the “Selected to Selected to Survive
Q3 Survive” article, what would be a logical, specific question to research? by Michael Stahl
a. How many species of moths are there in the world? 900L
Back to b. What factors have caused changes in the moth population?
page 1 c. Why did predators enjoy eating light gray peppered moths?
d. What other animal species were impacted by the Industrial
Revolution?

7-IB.2.1 After discovering that moths had to adapt their color to survive, you decide Selected to Survive
Q4 to formulate a list of questions based on that evidence. by Michael Stahl
900L
Back to Which of the questions below would be a logical addition to that list?
page 1 a. What other adaptations have helped moths survive?
b. How many predators do moths have?
c. Where did the Industrial Revolution take place?
d. What is the life span of a moth?

7-IB.2.1 Dr. Wright encourages other scientists to go to Madagascar and study the IMAX Tribute to
Q3 environment and the lemurs. Based on the information you learned from Patricia Wright
“How One Scientist is Battling Deforestation in Madagascar” and the https://www.youtub
Tribute to Patricia Wright, which question might a scientist research while e.com/watch?v=-
in Madagascar? yAukT5oWTw
Back to a. What impact do fast food companies have on lemurs? NR
page 1 b. What impact does television have on lemurs?
c. What impact does destruction of habitat have on lemurs? How One Scientist is
d. What impact does modern medicine have on lemurs? Battling
Deforestation in
Madagascar
1000L

7-IB.2.1 You have just discovered that there is a brand new species of lemur, the
golden bamboo lemur. You decide to formulate a list of questions to
research more information about this type of lemur.

Back to Which of the questions below would be a logical addition to that list?
page 1 a. How many different types of lemurs are there in the wilds of
Madagascar?
b. What threatens the existence of the golden bamboo lemur?
c. What is the physical environment like in Madagascar?
d. What is the life span of a lemur in the wild?

7-IB.2.1 Jase has to do a research paper on the environment. Which of the

following questions would be a logical, specific question to research?
Back to a. What are the types of pollutants in the environment?
page 1 b. How do people effect the environment?
28
 c. What is the environmental impact of plastic water bottles?
d. How does trash affect the environment?

7-IB.3.1 Develop a plan of action by using appropriate discipline-specific strategies.

7-IB.3.2 Examine historical, social, cultural, or political context to broaden inquiry.

7-IB.3.2 A context is the situation around something that helps to explain it. The Dilemma
Q1 1040L
Which of the following contexts must the reader have to understand why
Back to the situation in “The Dilemma” is a dilemma (or difficult problem)?
page 1 a. The reader must understand that Justin’s parents are proud of his part-
time job.
b. The reader must understand that our society considers cheating to be
wrong.
c. The reader must understand that using social media is always wrong.
d. The reader must understand that going to school is part of our laws.

7-IB.3.2 After reading “The Dilemma,” you decide to find information about The Dilemma
Q2 penalties for cheating in your own school. 1040L

Back to Which of the following questions would NOT be useful as part of your
page 1 inquiry?
a. Which teachers in our school have policies about cheating?
b. How many teachers give zeroes, and how many give referrals for
cheating?
c. Why is telling another student that a test is coming considered
cheating?
d. Are 8th grade teachers tougher on cheating than 6th and 7th grade
teachers?

7-IB.3.2 After reading “Always Be Prepared,” you decide to find information about Always Be Prepared
Q9 the historical context of startup companies. Which of the following 1030L
questions would be most useful as part of your inquiry?
Back to a. How are startups funded?
page 1 b. What percentage of startups fail?
c. Which American companies started in the early 1900s?
d. Which research fields have the most startup companies?

7-IB.3.2 Which of the following statements BEST summarizes the social and cultural News Debate:
Q1 contexts that make the writer of “News Debate: Firefight” believe playing Firefight
violent video games is not a good idea? 1030L
Back to a. This writer clearly believes that society must prepare young people for
page 1 the violence they will see later.
b. This writer clearly believes that violence is bad and that setting a bad
example for teens is dangerous.
c. This writer clearly believes that it is parents’ responsibility and not that of
researchers to limit violence.
d. This writer clearly believes that young people are mature enough to
choose what games they play.
29
7-IB.3.3 Gather information from a variety of primary and secondary sources and
evaluate sources for perspective, validity, and bias.
7-IB.3.3 Which sentence from “News Debate: Firefight” shows that the writer found News Debate:
Q2 information from a biased source? Firefight
a. Your favorite video games may be hazardous to your health. 1030L
b. Even the U.S. Supreme Court justices are sticking up for the
Back to games.
page 1 c. Psychologists… have been studying the effects of the games for
more than 30 years.
d. Are the intense games harmless fun or hazardous to your
health?

7-IB.3.3 All of the following sources of information in “News Debate: Firefight” are News Debate:
Q3 primary sources EXCEPT _____________. Firefight
a. quotations from psychologists/researchers 1030L
Back to b. quotation by a teenager from California
page 1 c. quotation from Melissa Henson of the Parents’ Television Council
d. references to the opinions of Supreme Court Justices

7-IB.3.4 Gather information from a variety of primary and secondary sources and
evaluate sources for perspective, validity, and bias.
7-IB.3.4 After reading “The Life of John Chapman,” Sarita decides to focus her The Life of John
Q5 research paper on John Chapman’s impact on American settlement of the Chapman
west. 1230L

Back to Which would be the most relevant finding to include in her research paper?
page 1 a. Chapman paved the way for countless frontiersmen to settle new land
around his orchards.
b. Chapman was a horticulturist who sold land.
c. Chapman worked hard to help develop relationships with settlers.
d. Chapman sold tracks of land.

7-IB.3.4 Lilly wrote a paragraph to include in her research paper on how technology
has impacted learning. One of the sentences in the paragraph is irrelevant
to the main idea of the paragraph. Read the paragraph and select the
sentence that is least relevant.

(1)For centuries, students have been responsible for taking notes

using a pencil and paper and storing them in large notebooks that have to
be hauled back and forth to classes. (2) But, things have changed since the
Back to one-room school houses, and technology is responsible. (3)Today’s students
page 1 can use smart phones, tablets, and laptops to record information, take
notes, and even research information to help them learn. (4) I think that
this is super cool, and I like to use my phone instead of writing. (5) In many
classrooms teachers are utilizing applications to support student learning,
and to engage students in learning. (6) As a result of technology, students
can see far off places instead of looking at pictures in books.
30
 a. Sentence 2
b. Sentence 3
c. Sentence 4
d. Sentence 5

7-IB.3.4 If you are writing an article to convince people to reduce the amount of How One Scientist is
Q3 trees destroyed by deforestation, which of these would you use as evidence Battling
to support your argument? Deforestation in
a. Farmers cut forests to provide more room for planting crops or Madagascar
grazing livestock. 1000L
Back to b. Logging operations in Madagascar are needed to provide the
page 1 world’s wood and paper products.
c. Removing trees deprives the forest of portions of its canopy,
which blocks the sun’s rays during the day, and this disruption
leads to more extreme temperatures swings that can be
harmful to plants and animals.
d. The number of trees replanted by logging companies will
replace the number of trees cut down each year.

7-IB.3.4 If you were going to add further information to the passage, “How One How One Scientist is
Q4 Scientist is Battling Deforestation in Madagascar,” which detail would be Battling
relevant to the main idea of the article? Deforestation in
a. Madagascar is one of the most threatened ecosystems on Madagascar
Back to the planet. 1000L
page 1 b. Madagascar is an island off the east coast of the continent
of Africa roughly the size of France.
c. Madagascar is a relatively poor country with approximately
70 percent of the population living below the national
poverty line threshold of $1 per day.
d. Madagascar is the fourth largest island in the world.

7-IB.3.4 Lisa wrote a paragraph to include in her research paper on the topic of the
development of the printing press. One of the sentences in the paragraph is
irrelevant to the main idea of the paragraph. Read the paragraph and then
choose the sentence that is the irrelevant information.

Back to For many years, all books were written by hand. Because it took so long
page 1 to write one book, there were only a few of them. Most people could
never own a book. Then sometime between 1450 and 1460, Johannes
Gutenberg got the idea of carving separate letters and moving them to
make new words. Gutenberg died at the age of 68. This was the invention
of moveable type. From then on, the numbers of books printed grew
quickly.
a. Gutenberg died at the age of 68.
b. Because it took so long to write one book, there were only a
few of them.
c. Then sometime between 1450 and 1460, Johannes
Gutenberg got the idea of carving separate letters and
moving them to make new words.
d. Most people could never own a book.
31
7-IB.3.4 Tyrell found the following information in a source on rainforests. One of
the sentences in the paragraph is irrelevant to the main idea of the
paragraph. Read the paragraph and then choose the sentence that is the
irrelevant information.

(1) Rainforests are extremely important in the ecology of the Earth.

(2) They cover about 7% of the Earth's surface and are havens for millions
of plants and animals. (3) The plants of the rainforests generate much of
the Earth's oxygen and remove carbon dioxide from the atmosphere. (4)
There are many types of tropical rainforests in the world. (5) However
these plants are also very important to people in other ways; many are
used in new drugs that fight disease and illness.

a. Sentence 1
b. Sentence 2
Back to c. Sentence 3
page 1 d. Sentence 4

7-IB.4.1 Employ a critical stance to demonstrate that relationships and patterns of

evidence lead to logical conclusions, while acknowledging alternative
views.

7-IB.4.2 Determine appropriate disciplinary tools and develop a plan to

communicate findings and/or take informed action.

7-IB.4.3 Reflect on findings and pose appropriate questions for further inquiry.

7-IB.5.1 Acknowledge and value individual and collective thinking; use feedback
from peers and adults to guide the inquiry process.

7-IB.5.2 Employ past and present learning in order to monitor and guide inquiry.

7-IB.5.3 Assess the processes to revise strategies, address misconceptions,

anticipate and overcome obstacles, and reflect on completeness of the
inquiry.

7-IB.5.3 Based on “A Special Delivery,” which statement below BEST summarizes A Special Delivery
Q7 the strategies Christoph used to gather information about Anything and the 860L
results of his inquiry?
a. He obtained accurate information from conversations with colleagues
and from internet research but may have been misled by the success of
his personal experiences.
Back to b. He obtained accurate information from a conversation with the company
page 1 representative but misleading information from the internet.
c. He obtained complete information about the company’s history both
from the internet and from his conversations with co-workers and
company representatives.
d. He obtained no information either from the internet or from public
records but was able to talk with a company representative whose office
32
 number was available on the company’s webpage.

7-IB.5.3 Imagine that you were Christoph in “A Special Delivery.” How would you A Special Delivery
Q8 determine whether or not your inquiry into Anything was complete? 860L
a. If I had looked on the internet and not found anything, I would know that
there was no information at all.
b. If my personal experience with Anything was positive, I could assume
Back to that no other information was needed.
page 1 c. The number of friends and coworkers who used the product would tell
me that I didn’t need to know more.
d. The number and address line of warning emails would tell me that much
more information was available.

7-W.1.1 Write arguments that:

a. introduce claims, acknowledge alternate or opposing claims, and
organize the reasons and evidence logically;
b. use relevant information from multiple print and multimedia sources;
c. support claims with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text;
d. use an organizational structure that provides unity and clarity among
claims, reasons, and evidence; e. develop the claim providing credible
evidence and data for each; f. develop and strengthen writing as needed
by planning, revising, editing, rewriting;
g. paraphrase, quote, and summarize, avoiding plagiarism and following a
standard format for citation;
h. establish and maintain a formal style and objective tone; and
i. provide a concluding statement or section that follows from and
supports the argument.
7-W.1.1 (A)But when scientists studied the data, they found that the evidence just How Birth Order
Q3 did not hold up. (B)In fact, until very recently there were no convincing Affects Your
findings that linked birth order to personality or behavior. (C)Two recent Personality
studies suggest that it may be time to reconsider birth order as a real 1360L
influence over who we grow up to be. (D)

Where in the paragraph above would be the BEST place to add the
following support for the argument?

But increasingly, there’s hard evidence of its impact. In June, for example, a
Back to group of Norwegian researchers released a study showing that firstborns
page 1 are generally smarter than any siblings who come along later, enjoying on
average a three-point IQ advantage over the next eldest—probably a result
of the intellectual boost that comes from mentoring younger siblings and
helping them in day-to-day tasks.
a. Point A
b. Point B
c. Point C
d. Point D

33
7-W.1.1 Which of the following would be the BEST claim for the topic that the How Birth Order
Q5 middle child is the peace maker? Affects Your
a. The middle child tends to be unbiased and levelheaded and Personality
are good at negotiations. 1360L
Back to b. The middle child tends to rebel and follows his own path.
page 1 c. The middle child tends to be very organized and plan
ahead.
d. The middle child has more freedom than other siblings
because the parents are usually worn down.

7-W.1.1 Read the paragraph below. Which of the following would the BEST Achiever,
Q5 paraphrase of the paragraph from the passage? Peacemaker, and
Life of the Party:
The Achiever, the Peacemaker and the Life of The Party How Birth Order
1120L
While the eldest child is programmed for excellence and achievement, the
middle child is raised to be understanding and conciliatory, and the baby
seeks attention. As a result, birth order is a powerful variable in the
unfolding of your personality.
a. Decades of research shows that birth order effects are
imperfect.
b. When considering how birth order affects personality, it is
important to remember that every person may not be able to
easily “fit” into a particular category.
Back to c. The order in which you are born has an important impact on
page 1 your personality as an adult.
d. Children need to be allowed to find their own destiny, no
matter what their role in the family may be.

7-W.1.1 Study “Public Curfews: Fair or Unfair?” Where would be the BEST place to Public Curfews
Q8 add the following support for the argument? 690L

  Many large cities have rejected curfews as an inefficient use of police time
Back to and energy. 
page 1 a. Paragraph 1
b. Paragraph 2
c. Paragraph 3
d. Paragraph 4

7-W.1.1 What would be the BEST paraphrase of the paragraph below from “Public Public Curfews
Q9 Curfews: Fair or Unfair?” 690L

[4] Our country is based on freedom. Curfews violate a minor's rights. The
First Amendment gives all people the right to gather in groups. Shouldn't
that law apply to minors also? Parents are responsible for their underage
Back to children. It's not the law's place to be another parent. It's up to parents to
page 1 choose a curfew.
a. Public curfew laws violate the constitutional rights of
children and parents.
b. Curfews are credited with lowering the crime rate in
34
 neighborhoods.
c. Curfews force parents to be responsible for their children.
d. Public curfew laws uphold the rights of parents to make
choices regarding their children.

7-W.1.1 Read the following statements from “Public Curfews: Fair or Unfair?” Public Curfews
Q10 Which could be used to develop the claim that creating safe places for 690L
young people to gather would be a better option than public curfews?
a. Public curfews hold parents accountable for their children’s
Back to behavior.
page 1 b. Youth clubs, drop-in centers or recreation centers would
provide a place for young people to meet to keep them
from creating public disorder.
c. Teen curfews, like last year's county-imposed skateboarding
ban in downtown Silver Spring, just punish all young people
for the misdeeds of a few.
d. Dealing with disorderly youth in public places is a drain on
police resources.

7-W.1.1 Justin claims in “The Dilemma” that sending the tweet was not cheating. The Dilemma
Q3 What evidence is used to support this claim? 1040L
a. He only sent it to Dexter.
b. He did not tweet what was on the quiz.
Back to c. He knew that the teacher would not give the same quiz.
page 1 d. He thought the other students would not have access to
mobile devices.

7-W.1.1 Study paragraph three of “The Dilemma.” Where would be the BEST place The Dilemma
Q4 to add the following support for the argument? 1040L

Students who study and keep up with the coursework usually do well.

When I decide to give a pop quiz, I want to evaluate whether my

students are keeping up with the ideas and homework in my course. These
quizzes need to be surprises in order to evaluate students’ commitment to
my course. (A)I don’t announce these quizzes ahead of time because this
will just encourage students to study at the last minute. (B)This doesn’t
Back to provide the insight I want into students’ performance. Because Justin sent
page 1 that message to his friend, there was an opportunity for his friend and
anyone else who heard about this message to prepare for the quiz. (C)This
is an unfair advantage and the grades for the third period quizzes will
almost certainly be higher. This isn’t fair to my first period students. In
addition to undermining my quiz, Justin has also created extra work for me.
(D)I’ll have to redo the quiz at another surprise point in the course. I am
going to have to deal with complaints from students who did well on the
quiz, but will have to take a replacement.
a. Location A
b. Location B
c. Location C
d. Location D
35
7-W.1.1 Which of the following could be used to develop the claim in “The The Dilemma
Q5 Dilemma” that sending a tweet is NOT cheating? 1040L
a. Teachers should not be allowed to give unannounced quizzes because it
is not fair to students.
Back to b. Students should not be allowed access to their mobile devices in between
page 1 classes if cheating is an issue.
c. Teachers should provide different versions of quizzes for each class.
d. Students talk to each other in between classes.

7-W.1.1 The italicized sentences below serve as the claim in the “News Debate: News Debate:
Q4 Firefight” article. Firefight
Some researchers and lawmakers say the gory games make teens 1030L
aggressive and violent. They argue that young people shouldn’t be allowed
to play them without parental consent.

Which of the following sentences below would be the BEST counterclaim?

a. Because of the increase in teen violence, young people should not be
allowed to purchase or play violent video games without parental
Back to consent.
page 1 b. Asking young people not to play video games will take away the only
entertainment most of them have and will only make them turn to doing
homework.
c. Requiring parental consent for young people to play video games is not a
good idea because those games are easily available almost everywhere,
including on cell phones.
d. Researchers and lawmakers should exercise whatever power they have
to keep young people from being corrupted by violent video games.

7-W.1.1 If you were to write an argumentative letter to the author of “News News Debate:
Q5 Debate: Firefight,” explaining why his claim is wrong, which of the following Firefight
would be the most credible piece of evidence to use in your letter? 1030L
a. My best friend, Alfred, said that playing video games really helped him
Back to relax when he moved to a new town and new school.
page 1 b. A new study published in The Washington Post says that playing violent
video games actually helps young people because it makes them feel
some control over the violence they see in the real world.
c. Most people believe that playing video games is a harmless form of
entertainment, letting players visit imaginary worlds.
d. I think that people should stop complaining about how kids play video
games and how it affects them because I know it isn’t a problem.

7-W.1.1 Which of the following is the BEST way to incorporate part of the italicized News Debate:
Q6 quotation from “News Debate: Firefight” into your letter? Firefight
1030L
“The truth is that decades of research have turned up no reliable causal link
between playing violent video games and perpetrating actual violence. This
is not to say that games have no effect. They're built to have an effect. It's
Back to just not necessarily the one that most people think” (Greg Toppo, Scientific
36
page 1 American Magazine, July 1, 2015, p. 13).

a. Many, including the writers of Scientific American Magazine, know that

there is no “causal link between playing violent video games and
perpetrating actual violence” (Toppo 13)
b. Some people, including Greg Toppo, know that there is no causal link
between playing violent video games and violent behavior in young
people.
c. Experts like Greg Toppo believe that there is no reliable causal link
between playing violent video games and “perpetrating actual violence.”
d. “… no causal link between playing violent video games and perpetrating
actual violence,” is the word of Greg Toppo.

7-W.1.1 Which statement below fails to maintain a formal style and objective tone?
a. It is true that violent video games may influence weak people who
already have a tendency to bad behavior.
b. It is also true that creators of video games play upon society’s disapproval
of violence when they sell games.
Back to c. It is not true, however, that violent video games cause violent behavior in
page 1 all young people who play them.
d. You know, people just need to back out of other people’s decisions and
let them play whatever they want.

7-W.1.1 Study “How Birth Order Affects Your Personality.” How Birth Order
Q4 Affects Your
Where would be the BEST place to add the following paragraph? Personality
1360L
Size Matters
Before discussing the new findings, it will help to explain why decades of
research that seemed to show birth-order effects was, in fact, flawed. Put
Back to simply, birth order is intricately linked to family size. A child from a two-kid
page 1 family has a 50 percent chance of being a firstborn, whereas a child from a
five-kid family has only a 20 percent chance of being a firstborn. So the fact
that astronauts are disproportionately firstborns, for example, could merely
show that they come from smaller families—not that firstborns have any
particularly astronautic qualities.

a. After paragraph 1
b. After paragraph 2
c. After paragraph 3
d. After paragraph 4

7-W.2.1 Write informative/explanatory texts that:

a. introduce a topic clearly, previewing what is to follow;
b. use relevant information from multiple print and multimedia sources;
c. use definition, classification, comparison/contrast, and cause/effect
structures to organize ideas, concepts, and information;
d. use credible sources;
e. include formatting, graphics, and multimedia to aid comprehension.
7-W.2.1 Sarita is writing a research paper on John Chapman. What is one criteria
37
 she should consider when deciding if a source is credible?
a. The age of the website’s author
Back to b. The information on the website does not contain copyright
page 1 information
c. The information on the website can be edited by anyone
d. The information on the website can be verified by other
sources

7-W.2.1 Larry, as your boss, I must say that it’s been very interesting working with
you,” Miss Valdez said. “However, it seems that our company’s needs and
your performance style are not well matched. Therefore, it makes me very
Back to sad to have to ask you to resign your position effective today.”
page 1
What was Miss Valdez telling Larry?
a. She would feel really bad if he decided to quit.
b. He was being fired.
c. He was getting a raise in pay.
d. She really enjoyed having him in the office.

7-W.2.1 Read the following sentence and choose the sentence below that is closest
in meaning.

Back to
page 1 The judge was relieved when the jury was finally ready to announce its
verdict.
a. When the jury announced its verdict, the judge was relieved.
b. The judge welcomed the prospect of an imminent verdict.
c. The judge asked the jury to arrive at a verdict.
d. The jury welcomed the judge's relief.

7-W.2.1 Jesse is writing an informative essay on women who play baseball in the
United States.

Which statement below would be the BEST relevant fact to include in her
Back to informative essay?
page 1 a. Women can’t throw long enough, run fast enough, and hit hard enough
to compete at the professional level.
b. There is not an audience for a women’s professional league.
c. Over 600 women played in the All American Baseball League from 1943-
1954.
d. Several all women teams have organized their own travel leagues and
have played across the nation since 1952.

7-W.2.1 If you were Christoph in “A Special Delivery,” which of the following would A Special Delivery
Q9 you most likely use in an article to explain the nature of Anything? 860L
a. relevant facts, concrete details, and quotations
38
Back to b. a claim, counterclaim, and rebuttal
page 1 c. a story told in chronological order
d. a narrator and point of view

7-W.2.1 Christoph in “A Special Delivery” decides to write an article and wants to A Special Delivery
Q10 use only credible sources of information. 860L

Which of the sources listed below is least likely to be credible?

Back to a. “20 Companies to Avoid in Business,” Time Magazine, October 16, 2015.
page 1 b. “How I Intimidated Witnesses and Beat the System,” a letter to the editor
by the founder of Anything
c. Avoiding the Scam: Citizen Protection, a report published by the United
States Internal Revenue Service
d. “Anytime: Exposing the Lie,” Washington Post newspaper, November 9,
2015.

7-W.2.1d Your teacher has assigned an essay on “a major environmental problem and
what you believe should be done about it.” After narrowing your focus to
“global warming” the following results were generated:

Search Results: 1-4

1. Roberto’s Adventure - A cartoon book for children on the
subject of polar bears in Antarctica, written by a man who
studies animals in Antarctica.
2. We are Warming Up - A blog describing how scientists are
discovering that impact of global climate change.
3. “It’s Cold Out Here”- A scientific article that discusses the
rising global temperatures due to climate changes and the
consequences of temperature change based on years of
scientific research.
4. We Can Make a Difference - A list of ideas and strategies
that are necessary to stop global warming and to prevent
climate change as presented by a 7th grade science class.

Based on your search results, which of the following is the most credible
source to begin your research?
a. Roberto’s Adventure
b. “We are Warming Up”
c. “It’s Cold Out Here”
Back to d. “We can Make a Difference
page 1
7-W.2.1f Which sentence could be added to the paragraph below to further develop
the physical description of lemurs?

The lemur has a wet nose and a divided upper lip. It has a striking fox like
muzzle and a good sense of smell. Most lemurs have nails on the fingers
and toes, except for the second toe, which bears a claw. This is called the
‘toilet claw,’ because it is used in grooming. Lemurs also groom their fur
39
 with the tongue and the lower front teeth, which slant outward almost
horizontally. Generally speaking, lemurs and their relatives are small
mammals with thick or woolly hair and large eyes. Some have long bushy
tails; others, rat-like tails; a few, only a stub.

Back to a. The lemur is highly social, living in groups of up to 30

page 1 individuals.
b. Lemurs live primarily in Madagascar.
c. Lemurs eat leaves, eggs, fruits, insects, and small animals.
d. Their fur is wooly and may be colored red, gray, brown, or
black.

7-W.2.1f Read the paragraph below.

Lemurs are considered endangered by the international Union for

Conservation of Nature. The main threat to their population is habitat
destruction. Much of their habitat is being converted to farmland or burned
for the production of charcoal. However, the ring-tailed lemur is popular in
zoos, and they do comparatively well in captivity and reproduce regularly. In
captivity, ring-tailed lemurs can live for nearly 30 years, compared to up to
20 in the wild.

Which quote below could be added to the paragraph to further develop the
topic of the impact of conservation on the lemurs of Madagascar?
a. “The more we talk about the need for more effective lemur
conservation, the more action we will hopefully see from the
government, helped by the international donor community.”
Back to Christoph Schwitzer, Bristol Zoological Society
page 1 b. “Lemurs are amazing, unique and wonderful.” Dr. Russ
Mittermeier, Chairman, Primate Specialist Group
c. “Thousands of families depend on the money generated by
tourist coming to see the lemurs.” Jonah Ratsimbazafy,
Secretary General of Madagascar
d. “Lemurs are unique primates with a strong social connection to
their communities.’ Dr. Jonah Marcus, zoologist, Royal Zoo
London

7-W.2.1h When writing a paper, all of the following can be used to avoid plagiarism
EXCEPT:
Back to a. Paraphrase information used and provide citation.
page 1 b. Include research and provide only a bibliography at the
end of the paper.
c. Quote directly from a source using quotation marks and
including a citation.
d. Summarize information gathered and provide a citation
for information.

7-W.3.1 3.1 Gather ideas from texts, multimedia, and personal experience to write
narratives that:
40
 a. develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event
sequences;
b. engage and orient the reader by establishing a context and point of
view and introducing a narrator and/or characters;
c. organize an event sequence that unfolds naturally and logically;
d. use dialogue, pacing, and manipulation of time to develop experiences,
events, and/or characters.
7-W.3.1 If you were writing a narrative about a pioneer family, which would be the
BEST way to engage and orient the reader at the beginning of the story?
Back to a. Comparing and contrasting two ideas
page 1 b. Describing how to do or make something
c. Describing a place and introducing an interesting narrator
d. Proving a point and providing documented resources

7-W.3.1 Your narrative would include all of the following elements EXCEPT _______.
a. dialogue between characters
Back to b. a series of events or experiences
page 1 c. descriptions of characters
d. an explanation of how something works

7-W.3.1a Which descriptive detail could be added to the first paragraph of The Jump The Jump Off Creek
Q5 Off Creek to help the reader imagine the character? 1000L
a. Jesse, the young pioneer widow
Back to b. The girl from Oklahoma
page 1 c. The pioneer woman
d. The hard working woman

7-W.3.1b Joey wants to write a narrative essay about his favorite astronaut.

Which of the following BEST describes the purpose of Joey’s narrative?

a. to change the reader’s mind about a topic
Back to b. to tell a story about real or imagined experiences
page 1 c. to explain how or why something works as it does
d. to provide directions on how to do something

7-W.3.1b Joey wants to write a narrative essay about his favorite astronaut.
Which of the following would be the BEST opening sentence for Joey’s
narrative essay?
a. In this essay, I will tell you about Neil Armstrong who is a very interesting
person from America.
Back to b. I am going to tell you why you should believe that Neil Armstrong really
page 1 walked on the moon.
c. The first man to walk on the moon, Neil Armstrong took “one small step
for man, one giant leap for mankind.”
d. Neil Armstrong died on August 25, 2012, having been a test pilot and a
university professor.

7-W.3.1b Tomas decides to write a narrative essay about his favorite comic book
41
 artist. Which sentence would be the BEST opening sentence for Tomas’s
narrative essay?
Back to a. John Romita Jr was born on 17 August 1956 in New York
page 1 City.
b. From action blockbusters to The Lego Movie, the influence
of master comic artists John Romita Jr. has never been
greater.
c. John Romita Jr. was a good artist who drew really cool
comic book heroes.
d. John Romita Jr. began drawing Spider Man comics in the
1960s.

7-W.3.1e Joey wants to write a narrative essay about his favorite astronaut.
During his research, Joey discovers that some people do not believe that
Americans ever really walked on the moon.

Which transitional phrases below would BEST signal a shift between that
Back to doubt and Joey’s belief that the walk did take place?
page 1 a. In spite of the fact that…
b. In addition…
c. In the meantime…
d. For example…

7-W.3.1g Joey wants to write a narrative essay about his favorite astronaut.
As he is writing, Joey wants to use the most precise words and phrases to
describe his hero.

Back to Which sentence below BEST reaches that goal?

page 1 a. Neil Armstrong was a good person who did fun stuff that was kind of
cool.
b. Neil Armstrong went to space to do a good thing for American scientists.
c. Neil Armstrong went to the moon and did many other impressive things
in his life.
d. Neil Armstrong braved the unknown of space to plant an American flag
on the moon.

7-W.3.1g Although Celia was interested in meteorology, strong weather events

sometimes frightened her. The view from the window was frightening. The
clouds were gathering rapidly and roiling to threaten an approaching storm.
The trees were blowing in the wind and the weather vane was spinning. A
Back to flash of lightning lit up the sky.
page 1
The author of the paragraph wants to replace the underlined word with a
more precise term. Which word below would be the most accurate
replacement?
a. dark
b. unusual
c. ominous
d. tedious

7-W.3.1g Which sentence below uses the most precise words and phrases to
42
 describe the weather?
a. The view from the window was frightening.
b. The clouds were gathering rapidly and roiling to
Back to threaten an approaching storm.
page 1 c. The trees were blowing in the wind and the weather
vane was spinning.
d. A flash of lightning lit up the sky.

7-W.4.1 When writing:

a. show knowledge of the function of phrases and clauses in general and
their function in specific sentences;
b. choose among simple, compound, complex, and compound-complex
sentences to signal differing relationships among ideas; and
c. use phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.
7-W.4.1a Identify which of the following is a phrase.
a. This car’s not working
b. He works hard everyday
Back to c. In a dark and dangerous hallway
page 1 d. Turn off the computer

7-W.4.1a 1. Choose the sentence that has the independent clause underlined.
a. When John Chapman arrived in Fort Wayne , he was sick.
b. Because the class was so noisy today, we didn’t get to have any
free time.
Back to c. I haven’t gotten any allowance since my father lost his job.
page 1 d. Chelsea was grounded because she came home three hours late on
Saturday night.

7-W.4.1a Which of the following BEST explains the difference between an

independent clause and a dependent clause?
a. An independent clause can stand alone but a dependent clause
cannot.
Back to b. There is no difference between an independent clause and a
page 1 dependent clause.
c. A dependent clause can stand on its own, but an independent
clause cannot.
d. A dependent clause contains a subject, but an independent
clause does not.

7-W.4.1b Which of the sentences below is a compound-complex sentence?

a. We decided that the movie was too violent for our children to
see, but the kids thought we were wrong.
b. People who like to watch scary movies in spite of the adrenaline
Back to rush do so willingly.
page 1 c. Jennifer sat in her chair and she read a book about boxing to
her dog, Knuckles, and her cat, Rocky, all night.

43
 d. Although I love to go camping, I haven’t had the time to go
lately, and I haven’t found anyone to go with me.

7-W.4.1b Anna is writing a research paper about dogs. If she wanted to signal a
relationship among ideas that makes sense, which opening sentence should
she choose?
a. Because dogs work hard to earn man’s trust and affection, they will
remain a beloved part of the family.
b. In spite of the fact that dogs work hard to earn man’s trust, they will
remain a beloved part of the family.
c. For dogs work hard to earn man’s trust and affection, they will remain a
beloved part of the family.
d. Dogs work hard to earn man’s affection, yet they will remain a beloved
part of the family.

7-W.4.1b Which of the following is the BEST way to rewrite the italicized sentence
below?  

After we paint the scenery Saturday we will set it up on the stage but the
Back to cast won't rehearse onstage until Monday.
page 1
a. NO CHANGE
b. After we paint the scenery Saturday, we will set it up on the
stage, but the cast won't rehearse onstage until Monday.
c. After we paint the scenery Saturday, we will set it up on
stage. The cast won't rehearse onstage until Monday.
d. After we paint the scenery Saturday. We will set it up on the
stage, but the cast won't rehearse onstage until Monday.

7-W.4.1b Alexia is writing a research paper about moths. If she wanted to show the
reader that there is relationship among ideas, which opening sentence
should she choose?
a. The earth’s environment changed; therefore, moth species had to adapt
Back to to survive.
page 1 b. The earth’s environment changed, because moth species had to adapt to
survive.
c. The earth’s environment changed, provided that moth species had to
adapt to survive.
d. The earth’s environment changed, yet moth species had to adapt to
survive.

7-W.4.1b Choose the BEST conjunction to connect the following italicized sentences.

The lead singer was unwell. The concert went ahead.

Back to a. for
page 1 b. but
c. as
44
 d. if

7-W.4.1c What is the BEST way, if any, to revise the following italicized sentence?

Turning the corner, the view was quite different to Ramona.

Back to a. Turning the corner, Ramona saw a view that was quite
page 1 different.
b. Turning the corner, a quite different view was seen by Ramona.
c. Ramona saw quite a different view, turning the corner.
d. No change.

7-W.4.1c What is the BEST way, if any, to revise the following sentence?

Stranded at the bus stop, Arlo waited hours for his cousin to pick him up.

Back to a. Stranded at the bus stop, hours passed before Arlo's cousin picked him
page 1 up.
b. Stranded at the bus stop, Arlo's cousin picked Arlo up after several hours.
c. Stranded at the bus stop, it was several hours before Arlo's cousin could
pick him up.
d. No change.

7-W.4.1c In the sentence below, which answer choice is the dependent clause?

The doctor was worried that Charlie was putting on too much weight.

Back to a. The doctor was worried

page 1 b. too much weight
c. that Charlie was putting on too much weight
d. was worried that Charlie

7-W.4.1c In the sentence below, which answer choice is the dependent clause?

If Louise goes to the store, she will be late for the movie.

Back to a. If Louise goes to the store

page 1 b. she will be late for the movie.
c. will be late
d. goes to the store

7-W.4.1c What is the BEST way, if any, to revise the following sentence?

When Jeremy called last night, I was not at home.

Back to a. When Jeremy, called last night I was not at home.

page 1 b. When Jeremy, called last night, I was not at home.
45
 c. When Jeremy called last, night, I was not at home.
d. No change

7-W.4.1c What is the BEST way, if any, to revise the following sentence?

The weekend of her party, we didn’t go because we went camping.

Back to a. We didn’t go to her party because we went camping that weekend.

page 1 b. We didn’t go, to her party, because we went camping that weekend.
c. We didn’t go to her party, because we went camping, that weekend.
d. No change.

7-W.4.1d Max told his brother that he would use his suitcase on the family trip. Which
of the following would make the sentence clearer?

a. Max told his brother, “I will use my suitcase on the family

Back to trip.”
page 1 b. Max’s brother told him to use his suitcase on the family
trip.
c. Max asked his brother if he will use his suitcase on the
family trip.
d. No change.

7-W.5.2 Use:
a. a comma to separate coordinate adjectives; and
b. a comma after introductory subordinate clauses.
7-W.5.2 Which sentence uses commas appropriately between adjectives?

a. We went down the long dirt road.

Back to b. The quiet, respectful class listened to the guest speaker.
page 1 c. The mighty, winter, storm howled through the night.
d. They liked the fun, exciting surprise party.

7-W.5.2 Which sentence correctly uses commas?

a. The itchy, scratchy sweater irritated my cold, dry skin.
Back to b. The itchy scratchy sweater irritated my cold dry skin.
page 1 c. The itchy, scratchy sweater irritated my cold dry skin.
d. The itchy scratchy sweater irritated my cold, dry skin.

7-W.5.2a In the italicized sentence below, which two words are the coordinate
adjectives?

Back to Balsa is a soft, light wood.

page 1
a. Balsa, wood
46
 b. Soft, wood
c. Is, wood
d. Soft, light

7-W.5.2b Which of following sentences uses commas correctly to set off a

subordinate clause?
a. Although he always brought his textbook, pencil, and flash drive
to class.
Back to b. Although he was often late Andre always brought his textbook,
page 1 pencil, and flash drive to class.
c. Although he was often late, Andre always brought his textbook,
pencil, and flash drive to class.
d. He always brought his textbook, pencil, and flash drive to class,
although he was often late.

7-W.5.2b Which of the following sentences uses commas correctly after an

introductory subordinate clause?
a. Wherever, Mary went the lamb was sure, to go.
Back to b. Whether or not you like being scared, Halloween is a really fun
page 1 holiday.
c. Even though she is my sister she is also, my best friend.
d. Provided that Mary walked slowly to school the lamb, surely,
would follow her.

7-W.5.2b Which of the following sentences uses commas correctly to set off a
subordinate clause?
a. After the rain, began the organizers moved the event inside.
b. After the rain began, the organizers moved the event inside.
c. After the rain began the organizers, moved the event inside.
Back to d. After the rain began, the organizers, moved the event inside.
page 1

7-W.5.2b Which of the following sentences uses commas correctly after an

introductory subordinate clause?
a. When we go on vacation we usually stay in a hotel.
Back to b. When we go, on vacation we usually stay in a hotel.
page 1 c. When we go on vacation, we usually stay in a hotel.
d. When we go on vacation we, usually stay in a hotel.

7-W.6.1 Write routinely and persevere in writing tasks over short and extended
time frames, for a range of domain specific tasks, and for a variety of
purposes and audiences.

47
Reading Passages

48
7-RI.10.1 Text Type: Informational
Q1 Lexile: 1360
How Birth Order Affects Your Personality
7-RI.9.1
Q2 Joshua Hershorne
Q4 January/February 2010 Scientific American

For decades the evidence has been inconclusive, but new studies show that family position may
7-W.1.1 truly affect intelligence and personality.
Q3
(1) WHEN I TELL PEOPLE I study whether birth order affects personality, I usually get blank
Q4
looks. It sounds like studying whether the sky is blue. Isn’t it common sense? Popular
Q5
books say we should study birth order for relationship tips, business advice, and parenting
guidance. . . Newspapers and morning news shows debate the importance of the latest
findings (“Latter-born children engage in more risky behavior; what should parents do?”)
Back to while tossing in interesting facts (“Did you know that 21 of the first 23 astronauts into
page 1 space were firstborns?”).

(2) But when scientists studied the data, they found that the evidence just did not hold up. In
fact, until very recently there were no convincing findings that linked birth order to
personality or behavior. Two recent studies suggest that it may be time to reconsider birth
order as a real influence over who we grow up to be.

(3) In 2009 my colleagues and I published evidence that birth order influences whom we
choose as friends and spouses. Firstborns are more likely to associate with firstborns,
middle-borns with middle-borns, last-borns with last-borns, and only children with only
children…. Despite the old saying that opposites attract, people tend to be similar to their
spouses in terms of personality. If spouses correlate on personality, and personality
correlates with birth order, spouses should correlate on birth order.

(4) Thus, the evidence seems to be shifting back in favor of our common intuition that our
position in our family somehow affects who we become. The details, however, remain
vague. A Norwegian study shows that oldest, middle, youngest and only children differ in
some way yet gives no indication as to how. Although there may be some connection, it
would not make any sense to organize college admissions or dating pools around birth
order, much less NASA applicants.

(5) Still, I expect people—myself included—will continue to try to make sense of the world
through the prism of birth order. It’s fine for scientists to say “more study is needed,” but
we must find love, gain self-knowledge, and parent children now. In that sense, a great
deal about who we are and how we think can be learned reading the shelves of birth
order–related self-help books, even if the actual content is not yet—or will never be—
scientifically confirmed.

49
7-RI.5.1 Text Type: Informational
Q1 Lexile: 1120

7-RI.6.1 The Achiever, the Peacemaker and the Life of the Party: How Birth Order Affects Personality
Q2 Dr. Gayle Gross,
December 23, 2013, The Huffington Post
7-RI.11.2
Q3 Some researchers believe birth order is as important as gender and almost as important as
genetics. It gets back to the old nurture vs. nature business. In my experience as an educator and a
7-RI.9.1 researcher, I know that no two children have the same set of parents, even though they live in the
Q4 same family. Why? Because parents are different with each of their children, and no two children
ever take the same role. For example, if you are the caretaking child, then that role is taken and
7-W.1.1 your sibling will pick another role in the family, perhaps that of the achiever.
Q5
We Are Different Parents with Each Child
Back to As the parent, you remember your first child well: They were the one you watched to make sure
page 1 they were breathing in their crib, the baby you breastfed and/or sterilized bottles for and carried
most of the time. That child is the only child that will ever have his or her parents completely to
his/her self; all other children have to share.

If you think about it, firstborn children enter a family of adults who are proud of their every
progress and frightened by every potential injury. The child caught in the middle is often
dominated by the firstborn, who is older, wiser and more competent. By the time the baby arrives,
parents are usually worn down, worn out and less likely to micro-manage. By now, you know your
baby is not going to break, and therefore, you can be more flexible in both attention and discipline.
As a result, your baby learns early on to seduce and entertain.

The Achiever, The Peacemaker, and The Life of The Party

While the eldest child is programmed for excellence and achievement, the middle child is raised to
be understanding and conciliatory, and the baby seeks attention. As a result, birth order is a
powerful variable in the unfolding of your personality.

7-RI.5.1 Text Type: Informational

Q1 Lexile: 690
Q2
Public Curfews: Fair or Unfair?
7-RI.11.2
Q3 Are Public Curfews Fair?
Q4 [1] Should teens be allowed to stay out, or forced to go home? Do your parents give you a curfew--
a time you have to be in at night? Or do town officials make that call for them? People are debating
7-RI.6.1 public curfews in and out of court. The U.S. Supreme Court has avoided it so far. But it might not
Q5 be able to for much longer. Whom do curfews affect? And what do curfew laws say? What
happens to teens who violate them? Curfews apply to minors (anyone under 18). The laws vary.
7-RI.9.1 Most curfews are 10 p.m. during the week and 12 midnight on Fridays and Saturdays. Police often
Q6 question teens who are out past curfew. Those who have broken the curfew are taken home or to
the police station. From there, teens may call their parents. Some minors receive fines of up to
7-RI.11.2 $500 for repeat offenses. Others may have to do work for their community. Does that seem fair?
Q7 Read the arguments below. Then decide.
Yes! Public Curfews Are Fair!
7-W.1.1 [2] Cities and towns should have curfews. "[A curfew] allows less time to get in trouble with gangs,
50
Q8 alcohol, drugs, and things like that," said one teen. Curfews lower the number of teens involved in
Q9 crimes. From 1995 to 1999, the number of minors arrested for violent crimes dropped 23 percent.
Q10 Experts credit public curfews for the drop in crime. Curfews don't take away teens' rights. Minors
don't have the same rights as adults. If a movie theater can keep minors out of R-rated movies,
7-RI.10.1 why can't a law keep minors from staying out late? Curfews help parents and teens. Some teens
Q11 don't listen to their parents. Public curfews give parents some extra help. They make sure teens
are back at home by a certain time.
No! Public Curfews Aren't Fair!
[3] Cities and towns should not have curfews. "It is unfair to punish good kids who are out trying to
make something of themselves when only a small percentage of young people are committing
Back to crimes," said one parent. Curfews don't lower teen crime. Studies of curfews in Tulsa, Oklahoma,
page 1 showed that arrests rose despite the curfew law. Curfews don't stop teens from getting into
trouble. Teens who want to commit a crime won't let a curfew stop them.
[4] Our country is based on freedom. Curfews violate a minor's rights. The First Amendment gives
all people the right to gather in groups. Shouldn't that law apply to minors also? Parents are
responsible for their underage children. It's not the law's place to be another parent. It's up to
parents to choose a curfew.

7-RI.10.1 Text Type: Informational

Q1 Lexile: 830
Q3 Give 100 Percent by Mike Sellers
Q5
[1] 100% equals everything! When we are asking you to give 100 percent, we are asking you to give
7-RI.9.1 everything. We want it all! Do not save anything for later, do not relax, do not take a break to catch
Q2 your breath, give us everything you've got from start until finish! Leave it all on the field.
It won't be easy. Giving 100 percent isn’t for the faint-of-heart. It takes a lot of heart, passion,
determination, drive, energy, and willpower.

7-RI.9.2 [2] It’s going to hurt! There is going to be pain, sweat, and adversity. You are going to doubt
Q4 yourself before you get there. You will wonder if you can do it, and you will try to talk yourself out
of giving it all. You are going to see "easy ways out." All along the way you will be presented with
ways to give less of yourself.

[3] You will find yourself reaching for that "easy button." Press it and you instantly travel the easy
road. That's fine if the "easy button" gets you the results you desire. However, in sporting
competition, the "easy button" isn't going to get you where you want to be. Giving 100 percent,
working hard, being smart, and seizing the moment- that's what will get you the results you desire.

Back to [4] The best athletes, the most successful athletes, are those who mentally block out pain, fatigue,
page 1 doubt, and despair. Super athletes focus on pushing beyond their limits, drawing energy from
untapped reserves, hope, success, and reaching the finish line! Be the best athlete you can be and
give us 100 percent tonight!

7-RL.5.1 Text Type: Fiction

Q2 Lexile: 1050
Q3 Horse and Stag

7-RL.6.1 A quarrel had arisen between the Horse and the Stag, so the Horse came to a Hunter to ask his
Q1 help to take revenge on the Stag. The Hunter agreed, but said: "If you desire to conquer the Stag,
you must permit me to place this piece of iron between your jaws, so that I may guide you with
7-RL.9.1 these reins, and allow this saddle to be placed upon your back so that I may keep steady upon you
51
Q4 as we follow after the enemy." The Horse agreed to the conditions, and the Hunter soon saddled
and bridled him. Then with the aid of the Hunter, the Horse soon overcame the Stag, and said to
the Hunter: "Now, get off, and remove those things from my mouth and back."
Back to
page 1 "Not so fast, friend," said the Hunter. "I have now got you under bit and spur, and prefer to keep
you as you are at present."

7-RL.5.1 Text Type: Fiction

Q1 Lexile: 1110
Birth of Paul Bunyan
Maine Tall Tales retold by S. E. Schlosser
7-RL.7.2
Now I hear tell that Paul Bunyan was born in Bangor, Maine. It took five giant storks to deliver Paul
Q4
to his parents. His first bed was a lumber wagon pulled by a team of horses. His father had to drive
the wagon up to the top of Maine and back whenever he wanted to rock the baby to sleep.
7-RL.10.1 As a newborn, Paul Bunyan could holler so loud he scared all the fish out of the rivers and streams.
Q2 All the local frogs started wearing earmuffs so they wouldn't go deaf when Paul screamed for his
Q3 breakfast. His parents had to milk two dozen cows morning and night to keep his milk bottle full
and his mother had to feed him ten barrels of porridge every two hours to keep his stomach from
Back to rumbling and knocking the house down.
page 1
Within a week of his birth, Paul Bunyan could fit into his father's clothes. After three weeks, Paul
rolled around so much during his nap that he destroyed four square miles of prime timberland. His
parents were at their wits' end! They decided to build him a raft and floated it off the coast of
Maine. When Paul turned over, it caused a 75 foot tidal wave in the Bay of Fundy. They had to
send the British Navy over to Maine to wake him up. The sailors fired every canon they had in the
fleet for seven hours straight before Paul Bunyan woke from his nap! When he stepped off the raft,
Paul accidentally sank four war ships and he had to scramble around scooping sailors out of the
water before they drowned.
After this incident, Paul's parents decided the East was just too plumb small for him, and so the
family moved to Minnesota.

7-RL.5.2 Text Type: Fiction

Q1 Lexile: 1300
Johnny Appleseed
7-RL.6.1 by Frank B. McAllister
Q2
If you had stood, on a bright day some one hundred years ago, by the banks of the Ohio River, you
7-RL.7.2 might have seen a strange procession coming down stream. You would have seen two birch-bark
Q3 canoes securely lashed together and piled high with leather bags brimming full of apple seeds, and
in the middle of the strange craft a small, wiry man with long, dark hair, keen black eyes, and a
7-RL.10.1 scanty beard that had never known the razor. On his head rested a tin dipper, while his body was
Q3 clad in tattered garments that had once done duty as coffee-sacks.
Q4
Whenever the children in front of some lone frontier cabin glimpsed this strange sight they rushed
7-RL.9.1 inside and announced with glee: “Oh, mother, Johnny Appleseed's coming; may we go down to the
Q5 river and meet him when he lands?"
When Johnny came ashore he would look about him for soil that was rich and loamy, and then he
would begin to plant his apple seeds. Sometimes he would cover large tracts with his plantings,
putting in as many as sixteen bushels of seeds to the acre. He would stay as long as his stock of

52
 seed held out, and then would disappear as unceremoniously as he had come, only to return after
a few weeks or months with another load.

Back to He never forgot the orchards he had planted. When the trees were partly grown, he returned to
page 1 prune them year after year, and to repair the slight brush fences he had built to keep out the deer
and other animals that might nip the tender sprouts. Many of the trees he gave to farmers for
transplanting, and in some cases he would sell an entire orchard on the spot he had originally
chosen. If the customer was poor, as most of the pioneers were, he could have the trees for
nothing, or Johnny would take any old piece of clothing in exchange.

Johnny Appleseed’s Love of Nature

No one could have been tender to all forms of animal life than was Johnny Appleseed. His
appreciation of all nature was so great that he thought of animals as man's little brothers. On one
occasion he even put out his campfire that the smoke might not destroy the swarms of mosquitoes
who hovered near it. Another time he found that a bear and her cubs were asleep in a hollow log
against which he had built his fire, so, not wishing to disturb them, he quenched the flame and
slept that night in the snow. Surely a kind heart beat beneath this man's clothes made of coffee-
sacks.
His journeying over Ohio and Indiana, carrying his bags of apple seed and his tattered books,
continued till the very week of his death. When he fell sick in the home of a settler at Fort Wayne,
he was on his way to repair the fence around an orchard he had set out some years before near
the western frontier of the state. The pioneers in a large section of the Middle West mourned him
as one of the strangest but one of the best friends they had. It was estimated that he had left
behind fully one hundred thousand acres of orchards planted as a testimony to his love for nature
and for his fellowman.

7-RL.5.1 Text Type: Fiction

Q1 Lexile: 1230
Q4 The Life of John Chapman

7-RL.6.1 John Chapman, better known as Johnny Appleseed, was born in Leominster, Massachusetts, on
Q5 September 26, 1774. His father, Nathaniel Chapman, fought as a minuteman at the Battle of
Concord, and later served in the Continental Army under General George Washington.
A limited amount is known about Chapman's early life. He may have traveled west to Ohio with his
7-RL.7.2 brother initially, meeting up with the rest of his family in 1805. It is likely that Nathaniel Chapman,
Q2 a farmer, encouraged his son to become an orchardist, setting him up with an apprenticeship in
Q3 this area. By 1812, John Chapman was working independently as an orchardist and nurseryman.
John Chapman traveled widely on foot and by canoe, particularly in Pennsylvania and Ohio,
7-IB.3.4 pursuing his profession. While the legend of Johnny Appleseed suggests that his planting was
Q5 random, there was actually a firm economic basis for Chapman's behavior. He established
nurseries and returned, after several years, to sell off the orchard and the surrounding land.
The trees that Chapman planted had multiple purposes, although they did not yield edible fruit.
The small, tart apples his orchards produced were useful primarily to make hard cider and
applejack. Orchards also served the critical legal purpose of establishing land claims along the
Back to frontier. In order for settlers to establish a land claim, they had to prove that it was a permanent
page 1 settlement by planting fifty apple trees and twenty peach trees over a three year period. As a
consequence, Chapman owned around 1,200 acres of valuable land at the time of his death.
After his death, Chapman's image developed into the pioneer folk hero Johnny Appleseed. Johnny
Appleseed festivals and statues dot the Northeastern and Midwestern United States to this day,
and Appleseed is the official folk hero of Massachusetts. In reality, John Chapman was a careful,
organized businessman, who over a period of nearly fifty years, bought and sold tracts of land and
53
 developed thousands of productive apple trees.

7-RL.11.1 Text Type: Fiction

Q1 Lexile: 850
Adapted Excerpt from “Jack in the Giants’ Newground” by Richard Chase
Richard Chase’s “Jack Tales” are folk tales and fairy tales told in the setting and dialect of the Appalachian Mountains.
7-RL.8.1
Q2 One time away back years ago there was a boy named Jack. He and his folks lived off in the
Q3 mountains somewhere and they were awful poor, just didn’t have a thing. Jack had two brothers,
Will and Tom, and they are in some of the Jack Tales, but this one I’m fixin’ to tell you now, there’s
mostly just Jack in it.
Jack was awful lazy sometimes, just wouldn’t do ary lick of work. His mother and his daddy kept
tryin’ to get him to help, but they couldn’t do a thing with him when he took a lazy spell. Well, Jack
decided one time he’d pull out from there and try his luck in some other section of the country. So
his mother fixed him up a little snack of dinner, and he put on his old raggedy coat and lit out. Jack
walked on, walked on. He eat his snack ‘fore he’d gone very far. Sun commenced to get awful hot.
Back to He traveled on, traveled on, till he was plumb out of the settlement what he knowed. Hit got to be
page 1 about twelve, sun just a-beatin’ down, and Jack started gettin’ hungry again.
He came to a fine smooth road directly, decided he’d take that, see where it went, what kind of
folks lived on it. He went on, went on, and pretty soon he came to a fine big stone house up above
the road. Jack stopped. He never had seen such a bug house as that before. Then he looked at
the gate and saw it was made out of gold. Well, Jack ‘lowed some well-doin folks must live there,
wondered whether or no they’d give him his dinner. Stepped back from the gate and hollered,
“Hello!”
A man came to the door, says, “Hello, stranger. What’ll ye have?”
“I’m a-lookin’ for a job of work,” Jack said, puffing out his chest.
“Don’t know as I need to hire anybody right now,” the man said, scratching his head. “What’s your
name?”
“Name’s Jack.”

“Come on up on the porch, Jack, and set a spell. You’re not in no hurry, are ye?”
Jack shoved back that gold gate and marched on in. The man reached in the door and pulled out a
couple of chairs and two glasses of cold water. Jack took one and they leaned back. Directly, Jack
says to that man, “What did you say your name was, mister?”
“Why, Jack, I’m the King.”
“Well now, King,” says Jack, “hit looks like you’d be a-needin’ somebody with all your land. I bet
you got a heap of land to work.”
“Are ye a hard worker, Jack,” the king asked.
“Oh, I’m the workinest one of all,” said Jack.
“You a good hand to plow?”

“Yes sir!”
“Can ye kill giants?”
“Huh?” says Jack, and he dropped his glass. Picked it up, says, “Well, I reckon I could try.”
The old King sort of looked at Jack and how little he was and says, “Well, now, Jack, I have a little
piece of newground I been tryin’ for the longest to get cleared. The trouble is there’s a gang of
giants live over in the next holler, been disputin’ with me about the claim. They kill ever’
Englishman goes up there, kill ‘em and eat ‘em. I reckon I’ve done hired about a dozen men
claimed to be giantkillers, but the giants killed them, ‘ever last one.”
“Are these here giants very big’uns?” says Jack
“Well, they’re all about six times the size of a natural man, and there’s five of ‘em. The old man

54
 has got four heads and his old woman has got two. The oldest boy has got two heads, and there’s
a set of twins has got three heads a’piece.”
Jack didn’t say nothin’, just kept studyin’ about how hungry he was. King says, “Think ye can clear
that patch, Jack?”
“Why, sure!” says Jack. “All I can do is get killed, or kill them, one.”

7-RI.11.2 Text Type: Informational

Q1 Lexile: 1060
Q2 Canine Courage

Back to After airplanes destroyed the World Trade Center on September 11, 2001, zoologist Cindy Otto
page 1 arrived in New York City, New York, with a small army—dozens of dogs trained to find missing
people. The search-and-rescue canines quickly went to work, nosing their way through seemingly
endless piles of steel and concrete.

The air was thick with smoke, dust, and dangerous toxins, or poisonous substances. Many human
rescue workers wore masks, but the dogs worked without protective gear. They needed their
noses free so they could sniff out victims. Even with masks, human rescue workers faced danger.
Nearly 70 percent of the people who helped with the World Trade Center recovery efforts have
reported new or worsened respiratory1 symptoms between 2002 and 2004. Problems include
asthma, persistent coughs, wheezing, and chest pain.

Otto feared that the dangerous rescue conditions would have similarly damaging health effects on
canines such as Deja Vu, a German shepherd from Pennsylvania. "The environment was so awful, I
couldn't imagine they wouldn't have problems," Otto told WR News. She organized a study to find
out. More than five years later, Otto has surprising results: Many of the dogs remain healthy. In
fact, the hardy animals are just as fit as search-and-rescue dogs that weren't involved in 9/11
recovery efforts.

1 respiratory: relating to the process of inhaling and exhaling; breathing.

Stay-Safe Secrets
Deja Vu and her handler, Pat Thompson, helped search for victims in the debris, or rubble, at a
New York landfill. Thompson was concerned about what her dog was breathing in and walking
through at the site. But "Deja Vu has remained in good health since 9/11," Thompson is happy to
report. Otto has three hypotheses, or theories, about why the dogs stayed healthy and the people
didn't. First, she points out, the dogs spent less time at the recovery sites than human rescue
workers did. Many of the people who now report breathing problems worked for months cleaning
up after the attacks. The dogs in Otto's study were at the disaster sites an average of 10 days.

Well-versed in biology, Otto says dogs also are less susceptible, or vulnerable, to respiratory
problems such as asthma. "When dogs have allergies, they tend to have skin problems," she
explained. "But the owners haven't reported any skin problems." Another reason may be the dogs'
superior snouts. Scientists say a dog's nose, which is longer than a human's nose, can better filter
air that goes to the dog's lungs. Even though the people and the canines breathed the same air,
fewer hazardous particles may have reached the dogs' lungs.

Waiting Game
Despite the surprising study results, the dogs aren't in the clear yet, Otto says. Some diseases take
years to materialize, including mesothelioma, a type of cancer caused by asbestos exposure.
Asbestos is hazardous material once used to insulate and fireproof buildings, including the World
55
 Trade Center. Some of the material was released into the air when the twin towers were
destroyed.
Mesothelioma can take about five years to develop in dogs. "The next couple of years are our
critical period," Otto said. "If we don't find anything, it's pretty impressive." Learning how to keep
the canines healthy is important, says Philip R. Fox, a veterinarian at the Animal Medical Center in
New York City. "These animals are vital assets for state, local, and federal programs for disaster
management," he told WR News." Search-and-rescue dogs like Joey are just doing what they love
to do," Cartino says. "It's our responsibility to keep them safe."

Hound Heroes
Search-and-rescue dogs aren't born with the ability to find missing people. They must train for at
least 20 hours a week for about a year and a half to perfect their sniffing skills. Most rescue dogs
are German shepherds or Labrador retrievers, but any canine can fit the bill—if it meets certain
requirements. A pup must be able to search for a hidden toy for long periods, tirelessly pursue
someone, and track a toy despite distractions. Inquisitiveness, trainability, and energy are also
pluses. Veterinarian Cindy Otto says there are about 100 certified top-level search-and-rescue dogs
in the United States. The canines are a precious resource, she says. "No piece of equipment can
ever do the job that these dogs do," Otto told WR News.

7-RL.11.1 Text Type: Fiction

Q1 Lexile: 970

7-RL.8.1 From The Elephant’s Child by Rudyard Kipling

Q2
Q3 Now you must know and understand, O Best Beloved, that till that very week, and day, and hour,
and minute, this 'satiable Elephant's Child had never seen a Crocodile, and did not know what one
was like. It was all his 'satiable curiosity.

The first thing that he found was a Bi-Coloured-Python-Rock-Snake curled around a rock.

"'Scuse me," said the Elephant's Child most politely, "but have you seen such a thing as a Crocodile
in these promiscuous parts?"

"Have I seen a crocodile?" said the Bi-Coloured-Python-Rock-Snake, in a voice of dretful scorn.

"What will you ask me next?"
"'Scuse me," said the Elephant's Child, "but could you kindly tell me what he has for dinner?"
Back to
page 1 Then the Bi-Coloured-Python-Rock-Snake uncoiled himself very quickly from the rock, and spanked
the Elephant's Child with his scalesome, flailsome tail.

"That is odd," said the Elephant's Child, "because my father and mother, and my uncle and my
aunt, not to mention my other aunt, the Hippopotamus, and my other uncle, the Baboon, have all
spanked me for my 'satiable curiosity--and I suppose this is the same thing."

So he said good-bye very politely to the Bi-Coloured-Python-Rock-Snake, and helped to coil him
up on the rock again, and went on, a little warm, but not at all astonished, eating melons, and
throwing the rind about, because he could not pick it up, till he trod on what he thought was a
log of wood at the very edge of the great grey-green, greasy Limpopo River, all set about with
fever-trees.

56
 But it was really the Crocodile, O Best Beloved, and the Crocodile winked one eye--like this!

"'Scuse me," said the Elephant's Child most politely, "but do you happen to have seen a Crocodile
in these promiscuous parts?"

Then the Crocodile winked the other eye, and lifted half his tail out of the mud; and the Elephant's
Child stepped back most politely, because he did not wish to be spanked again.

"Come hither, Little One," said the Crocodile. "Why do you ask such things?"

"'Scuse me," said the Elephant's Child most politely, "But my father has spanked me, my mother
has spanked me, not to mention my tall aunt, the Ostrich, and my tall uncle, the Giraffe, who can
kick ever so hard, as well as my broad aunt, the Hippopotamus, and my hairy uncle, the Baboon,
and including the Bi-Coloured-Python-Rock-Snake, with the scalesome, flailsome tail, just up the
bank, who spanks harder than any of them; and so, if it's quite all the same to you, I don't want to
be spanked anymore."

"Come hither, Little One," said the Crocodile, "for I am the Crocodile," and he wept crocodile tears
to show it was quite true.

Then the Elephants' child grew all breathless, and panted, and kneeled down on the bank and said,
"You are the very person I have been looking for all these long days. Will you please tell me what
you have for dinner?"

“Come hither, Little One,” said the Crocodile, “and I’ll whisper.”

7-RL.11.1 Text Type: Fiction

Q1 Lexile: 670
Tomas’ Success

All his life, Tomas had watched his big sister Tiana succeed instantly. She would take a ballet class
and be the star dancer in a month. She would step her foot in a basketball court and be the captain
of the team. And now, at 16, she was going to be assisting her parents in running their family gym
Back to for the summer. Soon enough, she would be running the place.
page 1 Nothing Tomas did was immediate success. It took him years to draw comic characters and write
stories. His dream was a secret, so Tomas did what he knew best. He read and read about what he
wanted to do—become a comic book artist. Then, one day, his guidance counselor told him about
a summer camp that would change his life. The moment had come. He had to tell his family about
what he really wanted to do in life. He thought long and hard about what he was going to say. He
was finally going to do it.

7-RI.11.2 Text Type: Informational

Q1 Lexile: 900
Q2 Selected to Survive by Michael Stahl

7-IB.2.1 The earth has changed, over and over again, throughout the course of its history. Some of these
Q3 changes have happened quickly. Others have occurred over long stretches of time. For example,
Q4 the planet has experienced ice ages that took place over thousands of years. During those eras,
huge sheets of ice covered much of the surface of the globe. Then for a few thousand years
between the ice ages, the earth warmed up. Scientists believe that this cycle has actually occurred
7-RI.9.2 a few times, and it might be one of the many reasons behind the recent global warming we have
57
Q5 experienced.

As the planet goes through this cycle, environments may go through changes. In order to survive
in changing environments, species oftentimes must undergo a process of adaptation. Adaptation
refers to a mutation or genetic change that enables an organism such as an animal or plant to
survive in its environment. This trait is passed down from one generation to the next, becoming an
inherited trait of the species. A species may have to adapt to warmer temperatures, increased
precipitation, or even developing air pollution. If the organisms of a species cannot change along
with the area in which they live, they risk dying out. Though an uncountable number of species
that have roamed the earth have become extinct, the planet has seen many others adapt as well.
These select organisms have been able to go on living in their environment.

A species adapts to a changing environment as organisms with favorable traits reproduce and
survive. These favorable traits, which help the species survive, are passed down through different
generations of the species. This process is called “natural selection.” Recent history has given us an
important example of how organisms are able to survive once their environments change.

Light gray peppered moths and dark‐colored peppered moths lived in the countryside between
the cities of Manchester and London in England. Many years before the 19th century, more of the
light gray peppered moths had been able to survive in their environment mostly because of their
color. Their thin layer of skin, as well as their large wings, was mostly gray with a little bit of black
“peppered” all around. This color was advantageous because the light gray peppered moths were
camouflaged when they stayed on gray‐colored areas on the sides of trees in their habitat.
Predators, which were mostly birds, could not see the light‐colored moths on the trees because
the color of the moths blended in with the color of the trees. Instead, the predators were able to
see the dark‐colored peppered moths more easily.
In the early 19th century, though, England began the first years of its Industrial Revolution.
Many areas, especially in and between the cities of Manchester and London, became populated by
a growing number of factories. This was because companies began to use a lot of new machinery
that had been invented in the decades before. These machines made work a lot easier in many
ways. The companies could build more products faster than ever before. However, many of these
factories needed coal to provide energy for the machines. When coal burns, it gives off contact
with smoke. Smoke’s dark particles stick onto surfaces like paint. In the English countryside near
industrialized areas, the trees began to blacken with soot because of all of the smoke in the air
from the factories. This made the light gray peppered moths much more vulnerable. Predators
could see them on the trees more clearly and easily hunt them down. Sometime in the next
hundred years, scientists began to notice a huge change in the moth population living in and
between the cities of Manchester and London near where many of those factories had been
Back to constructed. Most of the peppered moths were the dark‐colored kind! What caused this change
page 1 was the fact that predators had eaten a lot of the light gray peppered moths because the moths
were clearly visible on the black‐colored trees. The dark‐colored peppered moths in the area
survived much more easily and mated with other dark‐colored peppered moths until most of the
population of peppered moths became dark‐colored.
Many scientists feel that this example of evolution in a species supports Charles Darwin’s theory
of natural selection. An author named J.W. Tutt published a report about the moths a few years
after Darwin’s death, writing that the change in the peppered moth population seemed to support
Darwin’s ideas. Though Darwin was not alive to read the Tutt report, his teachings about nature
live on.
7-RL.9.1 Text Type: Fiction
Q1 Lexile: 930
Departure by Sherwood Anderson
58
7-RL.6.1
Q2 [1] Young George Willard got out of bed at four in the morning. It was April and the young
tree leaves were just coming out of their buds. The trees along the residence streets in Winesburg
are maple and the seeds are winged. When the wind blows they whirl crazily about, filling the air
and making a carpet underfoot.
[2] George came downstairs into the hotel office carrying a brown leather bag. His trunk was
packed for departure. Since two o’clock he had been awake thinking of the journey he was about
to take and wondering what he would find at the end of his journey. The boy who slept in the hotel
office lay on a cot by the door. His mouth was open and he snored lustily. George crept past the
cot and went out into the silent deserted main street. The east was pink with the dawn and long
streaks of light climbed into the sky where a few stars still shone.
[3] Beyond the last house on Trunion Steet in Winesburg, there is a great stretch of open
fields. The fields are owned by farmers who live in town and drive homeward at evening along
Trunion Street in light creaking wagons. In the fields are planted berries and small fruits. In the late
afternoon in the hot summers when the road and the fields are covered with dust, a smoky haze
lies over the great flat basin of land. To look across it is like looking out across the sea. In the spring
when the land is green the effect is somewhat different. The land becomes a wide green pool table
on which tiny human insects climb up and down.
[4] All through his boyhood and young manhood, George Willard had been in the habit of
walking on Trunion Street. He had been in the midst of the great open place on winter nights when
it was covered with snow and only the moon looked down at him; he had been there in the fall
when bleak winds blew and on summer evenings when the air vibrated with the song of insects.
On the April morning he wanted to go there again, to walk again in the silence. He did walk to
where the road dipped down by a little stream two miles from town and then turned and walked
silently back again. When he got to Main Street clerks were sweeping the sidewalks before the
stores. “Hey, you George. How does it feel to be going away?” they asked.
[5] The westbound train leaves Winesburg at seven forty-five in the morning. Tom Little is
conductor. His train runs from Cleveland to where it connects with a great trunk line railroad with
terminals in Chicago and New York. Tom has what in railroad circles is called an “easy run.” Every
evening he returns to his family. In the fall and spring he spends his Sundays fishing in Lake Erie. He
has a round red face and small blue eyes. He knows the people in the towns along his railroad
better than a city man knows the people who live in his apartment building.
[6] George came down the little incline from the New Willard House at seven o’clock. Tom
Willard carried his bag. The son had become taller than the father.
[7] On the station platform everyone shook the young man’s hand. More than a dozen people
waited about to see him off. Then they talked of their own affairs. Even Will Henderson, who was
lazy and often slept until nine, had got out of bed. George was embarrassed. Gertrude Wilmot, a
tall thin woman of fifty who worked in the Winesburg post office, came along the station platform.
Back to She had never before paid any attention to George. Now she stopped and put out her hand. In two
page 1 words she voiced what everyone felt. “Good luck,” she said sharply and then turning went on her
way.
[8] When the train came into the station George felt relieved. He scampered hurriedly
aboard. Helen White came running along Main Street hoping to have a parting word with him, but
he had found a seat and did not see her. When the train started Tom Little punched his ticket,
grinned and, although he knew George well and knew what adventure he was just setting out on,
made no comment. Tom had seen a thousand George Willards go out of their towns to the city. It
was a commonplace enough incident with him. In the car there was a man who had just invited
Tom to go on a fishing trip to Sandusky Bay. He wanted to accept the invitation and talk over
details.
[9] George glanced up and down the car to be sure no one was looking, then took out his
pocketbook and counted his money. His mind was occupied with a desire not to appear green.
59
 Almost the last words his father had said to him concerned the matter of his behavior when he got
to the city. “Be a sharp one,” Tom Willard had said. “Keep your eyes on your money. Be awake.
That’s the ticket. Don’t let anyone think you’re a greenhorn.”
[10] After George counted his money he looked out of the window and was surprised to see
that the train was still in Winesburg.
[11] The young man, going out of his town to meet the adventure of life, began to think but he
did not think of anything very big or dramatic.
[12] He thought of little things—Turk Smollet wheeling boards through the main street of his
town in the morning, Butch Wheeler, the lamp lighter of Winesburg, hurrying through the streets
on a summer evening and holding a torch in his hand, Helen White standing by a window in the
Winesburg post office and putting a stamp on an envelope.
[13] The young man’s mind was carried away by his growing passion for dreams. One looking
at him would not have thought him particularly sharp. With the recollection of little things
occupying his mind, he closed his eyes and leaned back in the car seat. He stayed that way for a
long time and when he aroused himself and again looked out of the car window, the town of
Winesburg had disappeared and his life there had become but a background on which to paint the
dreams of his manhood.

7-IB.3.2 Text Type: Fiction

Q1 Lexile: 1040
Q2 The Dilemma

7-W.1.1 Unfair Advantage?

Q3 [1] Justin, an 8th grader at Mason Middle School, has math class first period. When the bell rings on
Q4 Monday morning, Mrs. Johns, the teacher, announces there will be a pop quiz. Justin studied his
Q5 notes and watched the teacher’s video examples online over the weekend, so he’s confident he
will do well on the pop quiz. His friend Dexter, told Justin on the ride to school that he didn’t study
at all. Dexter has math class during third period. Justin decides to tweet a warning to Dexter to
Back to about the pop quiz so he can study during second period. Dexter sees the tweet and studies
page 1 during second period. His grade on the pop quiz is much higher that his average grade for the
class, so the teacher becomes suspicious. Mrs. Johns questions other students and finds out that
Justin tweeted a warning to Dexter about the quiz. The teacher informs Justin that the tweet was
cheating and he would receive an office referral.

Mrs. Johns’ Perspective

[2] Mrs. Johns has been a teacher at Mason Middle School for more than 20 years. During that
time, she has earned a reputation as a hard but fair grader. She has been nominated for teacher of
the year several times. She has a policy in her class that cell phones are not allowed to be on unless
it is a technology lesson and she tells the students to turn them on.

[3] When I decide to give a pop quiz, I want to evaluate whether my students are keeping up with
the ideas and homework in my course. These quizzes need to be surprises in order to evaluate
students’ commitment to my course. I don’t announce these quizzes ahead of time because this
will just encourage students to study at the last minute. This doesn’t provide the insight I want into
students’ performance. Because Justin sent that message to his friend, there was an opportunity
for his friend and anyone else who heard about this message to prepare for the quiz. This is an
unfair advantage and the grades for the third period quizzes will almost certainly be higher. This
isn’t fair to my first period students. In addition to undermining my quiz, Justin has also created
extra work for me. I’ll have to redo the quiz at another surprise point in the course. I am going to
have to deal with complaints from students who did well on the quiz, but will have to take a
replacement.
60
 Justin’s Perspective
[4] Justin is a good student who is consistently on the honor roll. He is also involved in the Math
Club and the plays on the JV baseball team. He cuts his neighbors’ grass for extra money on the
weekend. He and Dexter have been friends for five years, though they aren’t best friends. Justin
knows that Dexter struggles with school.

[5] Sending a tweet isn’t cheating because I didn’t tell Dexter or anyone else who saw the tweet
what was on the quiz. I just said there we had a quiz so they might have a quiz. I had no idea if the
teacher was going to have a quiz for the third period class. I can’t read her mind. What I did isn’t
different from the other students who told their friends about the quiz in person. Besides, couldn’t
Mark have thought there might be a quiz even if he hadn’t seen the tweet? At the end of the day,
Back to Mark studied and did well, so I don’t see what the problem is. It doesn’t matter what I tweeted or
page 1 what he thought. What matters is that he spent time preparing for the quiz and he earned his
grade.

7-RL.5.2 Text Type: Fiction

Q1 Lexile: 1030
Q8 Always Be Prepared

7-RL.9.1 [1] The plane swooped lower as they neared the Austin airport. Soo‐Lin stared out the
Q2 window, fascinated. Coming from verdant Palo Alto, where every lawn was green and manicured,
Q3 these dry Texas hills were a change. She switched her focus back to the computer in front of her,
skimming through her presentation one more time as if she didn’t know all of the PowerPoint
7-RL.5.1 slides by heart already. Still, Soo‐Lin dutifully clicked through the slides one by one, carefully
Q4 reading the words, looking for nuances that she could highlight, and thinking about how to craft
Q5 her speech. Soo‐Lin believed that preparation could fix almost any problem. She could still
remember the first time, at six years old, that she had heard the Boy Scout motto: “Always be
7-RL.6.1 prepared.” She had wanted so desperately to join. She’d cried herself to sleep that night when her
Q6 mother told her they didn’t let girls in.
Q7 [2] Preparation had helped Soo‐Lin make stellar grades and gotten her into a good college.
And now, preparation had landed her a challenging job at a startup that was on the verge of
7-IB.3.2 revolutionizing the payments industry. Her mother still didn’t understand exactly what a “startup”
Q9 was. Soo‐Lin had tried to explain several times: startups were small companies, they worked with
technology, and they were funded by rich venture capitalists who liked to bet big. But every time
her mother just waved off Soo‐Lin’s explanation. “It impresses all the ladies at the bridge 1 club,”
she said. “That’s all I need to know.” Soo‐Lin shuddered. That the opinions of the bored ladies at
her mother’s bridge* club could serve as a metric of success was deeply depressing.
[3] Soo‐Lin closed her computer reluctantly. At least there would be time to review the
slides again; the presentation wasn’t until the end of the South by Southwest interactive
conference in five days. She navigated Austin’s tiny airport easily and grabbed a taxi to her hotel.
This was her first time at South by Southwest (known as SXSW), but everyone else at her company
had been there before. In fact, it seemed like every March the entire San Francisco Bay Area
migrated to Austin for the conference, a week of networking, live music, and spicy Texan food.
SXSW was where a number of incredibly successful technology products had launched. It was
where big deals were made. It was a happening at which you could walk into a restaurant and find
yourself between one of the top guys at Google and a rock star. For an ambitious person wanting
to make her mark in the technology world, SXSW was a good place to be.
[4] The rest of her team was already congregating in the hotel lobby. She looked at the
group—they were a small company, only ten people. She was the only woman, and the awareness
of that fact made her work twice as hard. Everyone else on the team was an engineer or a
designer, while Soo‐Lin came from a business background. She was the one who had the vision to
61
decipher how and where their product would fit into the market and the management skills to
make sure everything got done.
“Hi guys, how’s it looking?” she asked. The team looked up and smiled, relaxed. Soo‐Lin
felt a tinge of irritation that they could be so relaxed when she was so tense about the
presentation.
[5] “Looks great,” said Rameet, the head engineer. “The prototype is ready. Matt worked
out the last bugs in the program last night.” Matt leaned over and high‐fived Rameet. Her team
was developing a mobile application that would let people pay for anything—from bills to Chinese
take‐out to babysitters—with the push of a single button on their phones. Many people had tried
to do this before but hadn’t been able to gain traction. Soo‐Lin hoped that her team wouldn’t add
to the ever‐growing list of startup failures.
[6] “How are you feeling?” asked Xiao, the designer. “Ready for the big presentation?”
Soo-Lin would be doing the presentation on stage, alone, representing their product in front of
some of the most influential companies and investors in the world.
[7] “I still want to do some preparation,” Soo‐Lin responded. The team collectively rolled its
eyes. They knew how much Soo‐Lin liked to prepare: about twenty times more than any rational
person.
[8] “You’ll do well,” said Rameet. “Just get up there and show them how amazing our
product is.
1
Besides, you bridge club – meeting of a group that plays a four person game with a standard 52 card deck
have five
more days to relax. Just enjoy the conference talks, meet some interesting people, and do your
preparation in between.” Easy for Rameet to say, thought Soo‐Lin. Rameet was one of those child
geniuses who had built his first computer at age seven. The normal rules didn’t apply to people like
Rameet. He compensated2 for his lack of preparation with sheer brilliance.
[9] “Yeah, I know,” Soo‐Lin shrugged. “I’ve got to go unpack. I’ll meet up with you guys for
dinner later.”
[10] Soo‐Lin went to her room, but it only took her a few minutes to unpack. She paced
around the room, her body humming with anxious energy. “Get a grip,” she told herself. At this
rate, she would be a nervous wreck by the day of the actual presentation. She decided to go for a
walk by the water to clear her head.
[11] An hour walking along Lady Bird Lake, watching the kayakers and the runners, did
make her feel better. The rest of the team had already left for dinner by the time she got back, so
Soo‐Lin decided to just eat at the hotel restaurant. She ordered the macaroni and cheese—all of
that walking had made her voraciously hungry. The man beside her leaned over: “It’s good. I
recommend it.” He was in his thirties and dressed casually in jeans and a t‐shirt.
[12] “Thanks,” Soo‐Lin smiled. “Is this your first time at SXSW?” the man asked. “Are you
here with a company?” Soo‐Lin nodded as she bit into her mac and cheese—the man was right, it
was creamy and delicious. “I’m presenting our payments product at the big pitch competition on
the final day.” She paused. “I’m incredibly nervous.”
[13] The man nodded, slowly. “Why don’t you pitch it to me right now?” he said. “Just walk
me through the whole thing. Sometimes it’s easier to practice with a stranger.”
[14] Soo‐Lin thought about it... “Okay,” she said. She took a big breath, and then she
walked him through everything: how the product worked, its revolutionary security, how easy it
was to use, and the company’s business model. The man nodded when she finished. Soo‐Lin
glanced at her watch; she had been speaking for twenty minutes.
[15] “Well,” said the man as he stood up from the bar, “I think you’re going to do well. All I
can say is that you’d be my top pick.” Soo‐Lin smiled, pleased with the praise from this stranger.
[16] Over the next five days, Soo‐Lin attended a whirlwind of talks, panels, and networking
events. She looked for her friend from the bar but didn’t see him anywhere. Finally, the day of the
presentation arrived. Soo‐Lin met Rameet and Xiao at the side of the stage, where they were
62
 scanning the panel of judges.
[17] “Whoa!” said Rameet. “That’s Eyal Smith. He was one of the first investors in
Facebook. He has billions to spend but is a recluse—he almost never comes to these events.” Soo‐
Lin followed Rameet’s gaze. It was the man from the bar. He smiled at Soo‐Lin and gave her a
thumbs‐up.
Back to [18] Rameet and Xiao looked at her in wonder: “Do you know him?!” Suddenly, Soo-Lin felt
page 1 much less nervous about her presentation.
2
compensated – made up for

7-IB.3.2 Text Type: Informational

Q1 Lexile: 1030

7-IB.3.3 From “News Debate: Firefight” www.readworks.org.

Q2
Q3 Should teens play violent video games?
Warning! Your favorite video games may be hazardous to your health. Call of Duty, Halo, and other
7-W.1.1 top titles arm players with machine guns and similar deadly weapons and send them in search of
Q4 enemies. Often the more people players gun down, the more points they earn.
Q5 The violent games are popular with teens and adults alike, but they don’t score big with everyone.
Q6 Some researchers and lawmakers say the gory games make teens aggressive and violent. They
argue that young people shouldn’t be allowed to play them without parental consent.
Other researchers disagree, however. They say violent video games are just that—games—and
Back to that playing them is no more harmful than watching graphic movies or TV shows. Even the U.S.
page 1 Supreme Court justices are sticking up for the games. The nation’s top judges overturned a
California law that barred stores from selling violent video games to minors.
What do you think? Are the intense games harmless fun or hazardous to your health?
Game Stop...
Violent video games can be just as dangerous as the assault rifles used to gun down the enemy in
Medal of Honor, some researchers say. Psychologists Douglas A. Gentile and Craig A. Anderson
have been studying the effects of the games for more than 30 years. The Iowa State University
professors recently analyzed more than 130 studies of video games and violence. “[We] found
consistent evidence that violent games increase desensitization [and] aggressive thoughts, feelings,
physiology, and behaviors and decrease helpful behaviors,” they say.
Plus, the more teens play, the more the games’ savage scenarios sink in, believes Melissa Henson
of the Parents’ Television Council. That group lobbied in support of the California law. When teens
play a game repeatedly, the scenarios in it can become a little too real, she says. “Prolonged
exposure to violent images, such as violent video games, can result in more aggressive behavior,”
Henson told Current Events. “[The repetition from playing often] reinforces certain ways of
thinking, certain patterns of behavior.”
Even some teens think the games are no good. Raven Laddish, 15, of California, avoids titles such
as Grand Theft Auto, in which players steal cars and shoot people. “Those types of games don’t
really appeal to me,” she told Wired.com. “I just don’t feel that it’s a good message to send to
teens.”

7-RI.11.2 Text Type: Informational

Q1 Lexile: 950
Q2
Q3 Excerpt from the article “Major Education Issues: Do Kids Really Need Recess?”
Lisa Hayes and Linda Wacyk
7-RI.5.1
Q4 Recent laws expect schools to steadily improve learning for all students. Some schools have
63
 responded by cutting back on playtime so students can spend more time learning. But is that a
7-RI.10.1 good idea? Does that cause more stress in children and teachers?
Q5
As the pressure mounts for schools to increase academic learning, recess is losing out. Many
7-RI.11.1 schools have chosen to do away with outdoor activity in favor of more time in the classroom. Some
Q6 teachers are pleased to have the extra time each day. They say there are fewer fights on the
playground, and kids don't lose focus while learning. They also report fewer playground injuries,
which makes many parents happy.

Parents Question Schools' Issues and Policy on Recess

But many parents are stewing about their young children being forced to learn for six hours
without a break -- and child development experts agree…. They contend that school recess is often
the only time during the work week that children are able to be carefree-a time when their bodies,
voices and schedules are not under tight control.
Other experts point out that when kids miss out on physical activity and stress-relieving play, they
get distracted from learning anyway. When they don't get a break, they lose focus and can't
concentrate when it's time to hit the books.

Benefits of Playtime
Is playtime really worth it? Experts say yes. Play is a form of learning that unites the mind, body
and spirit. Until at least the age of 9, a child's learning occurs best when the whole self is involved.
Children use all their senses at once, instead of just sight and sound, and interact with peers to
develop social skills. Plus, recess allows potentially hyperactive kids to blow off steam, and gives
teachers a chance to watch kids interact with their peers.

All this child's play is serious business for the folks at The American Association for the Child's Right
to Play (IPA/USA). They point out that recess fills a human need -- even for adults. After all, judges
call a recess when courtroom participants become tired or unfocused….. Even the U.S. Army
acknowledges the need for a ten-minute break every hour during training sessions….. Experts ask:
Shouldn't our children be treated with as much respect?

The Elementary Recess Handbook presents a strong case for school recess. Here are just a few of
the ways they say recess fits the bill for elementary aged children.

Recess meets a child's social and emotional needs in these ways:

 For many children, the chance to play with friends is an important reason for
coming to school.
 Recess provides a non-threatening way for children of different cultures to learn
from each other.
 Recess gives some children a chance to break away from classmates, collect their
thoughts and be alone for a while.
Recess promotes brain development and learning in these ways:
 Unstructured play allows children to explore and exercise their sense of wonder,
which leads to creativity.
 Vigorous exercise helps the heart pump fresh oxygen into the blood to nourish
sluggish brains.

Recess meets the child's physical needs in these ways:

 Through rough and tumble play, children learn about their bodies' capabilities and
how to control themselves in their environment.
 Activities like jump rope, kickball and hopscotch encourage children to take turns,
64
 negotiate rules, and cooperate.
Back to http://www.eduguide.org/library/viewarticle/1512
page 1

7-RI.5.1 Text Type: Informational

Q1 Lexile: 1000
Q2 Adapted from “Is No Child Left Behind Killing Recess?”
Posted in Law School Applicants by Rebecca Wilcox
7-RI.10.1
Q3 Despite rising obesity rates and a new focus on health and wellness, the age-old recess hour, a
staple of American education for generations, has been gradually losing its place in the school day.
In recent years, some elementary schools have cut back on the recess period, limiting it to only a
few minutes daily or to a couple of days per week. Other schools have eliminated it altogether.

The reasons for this reduction are many. Prime among them is the No Child Left Behind Act of
2001, which forced schools to focus on standardized test results and persuaded them to cut back
on classes that didn’t further this goal. Another factor has been a decline in funds available to
many school districts that have left them without the staff needed to monitor children during
recess. In the case of Detroit school districts, bankruptcy laws nearly applied as recently as 2009.
Also, the introduction of health education, a growing number of electives, and a general change in
the school day have pushed the recess period closer and closer to the cutting block.

While most administrators and parents believe that recess remains essential for the development
and growth of an elementary school child, many people see no need for recess once a student
reaches middle school. As a result, the cutbacks in recess for this age group have largely gone
unopposed. But there are certainly pros and cons of having recess in middle school that can be
considered before any kind of decision is made. Let’s take a quick look.

Pros
The rise in childhood obesity is a major and highly concerning trend, and for this reason it’s
important to encourage exercise and healthy living for students of all age groups– middle schoolers
included. Furthermore, at an age when students are starting to break away from their childhood
cocoon and seek greater independence, recess allows students to spend some time with friends
and away from direct adult authority. This may foster greater interaction among the students and
help break down the social cliques that develop at this time.

Cons
While on even the coldest of winter days an elementary schooler will likely be eager to don a pair
of mittens and run outside, the middle school-aged child is less interested in recess and less
inclined to run around. Age, friends, and the greater array of academic offerings at the junior high
level all play a role in this. Consequently, even if a time for recess is allocated, there is no
guarantee that students will get exercise, interact with new people, or grow and develop in any
sort of meaningful way.

School administrators should consider these pros and cons – as well as any others – before
automatically cutting back on middle school recess. Furthermore, one may ask whether or not legal
authorities should take up this issue as a matter of public safety? Other options may be ultimately
preferable, such as an expanded gym period, but the schools and courts need to keep child health
at the forefront of such decisions.
Categories: Life After Law School - http://www.thelawstreetjournal.com/1l-2l/is-no-child-left-
behind-killing-recess/
65
RI.5.1 Text Type: Informational
Q1 Lexile: 1000
Q2 Why Schools Are Cutting Recess Times

Demands grow each year on schools to raise test scores. Recess time can be used to spend more
instructional time with students. Schools are beginning to see recess as a waste of time and some
have totally eliminated recess (Johnson, 1998).

 Legal liability is another justification for cutting recess times. Children could fall while
jumping rope or get hit with a baseball. Some administrators are skittish about making
themselves vulnerable to any legal action.
Back to  As schools cut back on expenses because of budget cuts, paraprofessionals are often cut
page 1 from the staff and supervision at recess becomes a problem. Volunteers are difficult to find
for a recess duty.
 Strangers can access a playground easily at some schools and predators could be a
concern.
 Bullying can also thrive in an unstructured environment. Bullying usually takes place
outside of the classroom in hallways, locker rooms, playgrounds, buses, and bathrooms.
Less recess time allows for less bullying time.
 Furthermore, the upkeep of playground equipment grows expensive, using valuable funds.

http://suite101.com/article/pros-and-cons-of-recess-time-in-schools-a181649

7-RL.5.1 Text Type: Fiction

Q6 Lexile: 900
Q7
“The Girl Who Threw Butterflies” by Mick Cochran
7-RL.8.1
Q1 Jesse stood on the edge of the baseball field and watched the team warming up. She was the only
Q2 girl on the eighth-grade baseball team and it was her first week of practice. During practice, the
Q3 team worked on the finer points of playing the field— defending against the bunt, executing
cutoffs. Jesse learned that if she gave up a big hit she couldn’t just stand on the mound and kick
7-RL.12.1 her feet in disgust. There was no time to be angry with herself. She had to back up third base.
Q4 Every day Jesse learned how much more there was to baseball than what the camera
Q5 showed on television. With a runner on first base, it was the pitcher’s responsibility to talk to the
shortstop and second baseman, letting them know who should cover second. When a ball was hit
into the air, Jesse was supposed to point at it so that her fielders could pick it up. And if the first
and third basemen were both charging a bunt, it was Jesse’s job to call out who should take it and
where to throw it. Shouting didn’t come naturally to Jesse, but Morales teased her into it. He
cupped his ear like an old, hard-of-hearing man. “Did someone say something?” Before long, Jesse
Back to was hollering out instructions to her infielders loud and clear. She stopped worrying about
page 1 sounding ladylike and concentrated on being heard.
Morales was gentle with physical errors. They were unavoidable, part of the game. What
really bugged him were examples of what he called a failure to communicate. Two outfielders
running into each other because neither called for the ball, that sort of thing. “You gotta talk to
each other,” he told them over and over again.
At the last practice before their game Morales sat them on the bench and taught them a
simple set of signs they’d use when the team was up at bat. If he touched his belt buckle that was
the indicator: What followed then was the real sign, the rest was gibberish. A touch of the forearm
66
 meant steal, the bill of his cap was bunt.
Jesse had always liked to watch the third-base coaches in big league games, all their
twitchy antics, their elaborate coded messages, all that clapping, pointing, wiping. It was comical,
but beyond the goofy theatrics, the whole idea fascinated her: an entire system of wordless
communication. She loved the beautiful, perfect clarity of it. A touch of the forearm meant steal.
Nothing more, nothing less. There was no chance to be misunderstood. There was no need to
puzzle over what it meant.
It occurred to Jesse that maybe she and her mother ought to try communicating using signs. It was
an appealing fantasy. The two of them sitting across from each other at dinner, silent, just touching
their elbows, going to their belt buckles, tugging their earlobes. It would make for a funny skit. But
what if you wanted to convey something more complicated than “bunt” or “steal”? That was the
trouble. “I love you and all that, but right now everything about you bothers me.” What would be
the sign for something like that? Or how about this: “Please don’t make me move to Milwaukee.”
Half the time Jesse had no idea what she wanted to get across. No signs could help with that.
During the last practice, it occurred to Jesse that in this country of baseball, she was still a
kind of alien. Not a tourist. She was learning the customs, could speak the language well enough to
get by. But she still didn’t quite fit in. Someone like Ben Malone was native born, fluent. He
belonged so naturally, he didn’t even know it. He took it for granted, he didn’t have to think about
it. He had no idea how much energy it took to be as ever-vigilant as Jesse had to be on the field,
always watching herself, always planning her next move, rehearsing, calculating.

7-RI.11.2 Text Type: Informational

Q1 Lexile: 1000
Q2
“Reality TV”
7-RI.5.1 POINT
Q3 Reality shows send a bad message and help to create a cult of instant celebrity. They are typically
Q4 built around shameless self-promotion. They are based on humiliating others and harming
relationships all for the entertainment of each other and the viewers at home. These programs
7-RI.10.1 suggest that anyone can become famous just by getting on TV and “being themselves”, without
Q5 working hard or having any particular talent. Kids who watch these shows will get the idea that
Q6 they don’t need to study hard in school, or train hard for a regular job. As entertainment analyst
John Humphreys points out, “we tell kids what matters is being a celebrity and we wonder why
7-RI.11.1 some behave the way they do.” 1 As American lawyer Lisa Bloom fears, “addiction to celebrity
Q7 culture is creating a generation of dumbed-down women.” 2 The Kardashians just got a new show
on Channel 9. Reality shows encourage such addictions and promote the generally misguided
belief that children should aspire to be the reality stars they watch on their televisions.

COUNTERPOINT
Reality TV does not discourage hard work or education; rather it creates a society built on shared
experiences and a strong sense of community. As such, reality TV provides an important social
glue. Once upon a time there were only a few television channels, and all programs were watched
Back to by the same people. The sense of shared experience helped to bind people together, giving them
page 1 common things to talk about at work and school the next day-“water cooler moments”. Reality
programs like “Survivor” play that role in contemporary society with shared viewing being “almost
a cultural necessity”, the experience shared at the same time with friends and family. 3

Furthermore, even if it were the case that the moral lessons of reality programs do not always
provide good examples, just as viewers can empathize with characters in The Godfather without
wanting to be them, the same applies to questionable characters and actions in reality shows. 4
67
 1
Humphrys, J. (2004, August 28). Take this oath: First, do no harm. Retrieved July 4, 2011 from
The Guardian.
2
Becker, A. (2003, March 1). Hot or Not: Reality TV can be harmful to women. Retrieved July 4,
2011, from Psychology Today.
3
Sanneh, K. (2011, May 9). The Reality Principle. Retrieved July 4, 2011, from The New Yorker.
4
Poniewozik, J. (2003) All the News that Fits Your Reality Retrieved July 4, 2011, form TIME
MAGAZINE.

7-RI.11.1 Text Type: Informational

Q1 Lexile: 860

7-RI.5.1 “Reality TV: Two Sides of the Argument”

Q2
ARGUMENTS FOR REALITY TV
7-RI.11.2 ● We live in an age of mass culture. More tabloids are read by people than the
Q3 newspapers and reality TV is a fair reflection of this.
● Elitism is out of date. People are no longer willing to accept only what a small
number of snobbish broadcasters think is good for them. There is nothing wrong with
giving people what they want.
● It is fascinating to see how people speak and behave in unusual situations. This is
Back to why many intelligent people find themselves gripped by Big Brother and other reality
page 1 shows. They teach us something about human nature and broaden our experience.
● If we believe in freedom and free speech, then we have to accept reality TV as an
expression of popular and democratic taste. Nobody is forced to appear in reality TV
programs, or indeed to watch them.
● Reality TV is harmless fun. Only pompous people and snobs condemn it.

ARGUMENTS AGAINST REALITY TV

● Reality TV is vulgar and shoddy. By creating pseudo-celebrities it contributes to
the corruption of popular culture.
● Reality TV is often cruel, exposing the participants to humiliation for our
amusement.
● It exploits the vulnerable, and has been condemned by the Mental Health
Foundation for doing so.
● Popularity should not be the ultimate test of what is allowed. Public executions
use to be popular and still are in some countries.
● It is nonsense to say that broadcasters shouldn’t have a set of standards or be
expected to adhere to codes of conduct. If we were to allow television shows to promote
racism or persecution of religious groups, it would be dangerous for society. Because it
makes us identify with unhealthy things, reality TV is degrading and should be strictly
controlled, if not banned altogether.
Adapted from http://www.theweek.co.uk/TV/35579/pros-and-cons-reality-TV-shows

7-RI.8.1 Text Type: Informational

Q1 Lexile: 1000
Q2 Adapted from “How One Scientist is Battling Deforestation in Madagascar”
The Guardian, July 1, 2010
7-IB.3.4
Q3 Scientist Patricia Wright has devoted most of her life to working on protecting the environment.
Q4 For more than two decades, Wright has worked to preserve Madagascar’s endangered forests and
68
 the many plants and animals that are indigenous to the island. She was the driving force behind
the 1991 creation of Ranomafana National Park, a 106,000-acre World Heritage Site in
southeastern Madagascar that has been important in preserving the island's variety of life….

Earlier this decade, Wright and scores of other scientists and protestors made significant progress
in slowing the widespread destruction in Madagascar, where roughly 90 percent of the island’s
forests and ecosystems had already been removed. They were also successful in building a thriving
Back to ecotourism sector. But since a March 2009 takeover by local politician Andry Rajoelina, the
page 1 destruction of Madagascar's forests has resumed with a vengeance. One of Rajoelina's first acts
was to lift a ban on the harvesting of precious hardwoods, such as rosewood and ebony. That
decree — coupled with extensive illegal logging in some national parks — has led to the cutting
down of tens of thousands of trees, a surge in hunting lemurs and other species, and a drop in
ecotourism, which is vital to Madagascar's economy.

The actions by Wright and others have had some effect, with the government issuing a decree in
April banning the logging of precious hardwoods. Yet some illegal logging continues, with a
shipment of banned hardwoods leaving Madagascar recently bound for China. Still, Wright, who
just returned from Madagascar, is pressing her fight to save Madagascar's remaining wilderness.
She is pushing for a genuine halt in logging, backing programs to reforest the island with native
species, and working on efforts worldwide to create meaningful incentives to preserve tropical
forests. "Right now there are laws all over the tropics that say once you cut [the] forest, you own
it," she says. "We have to reverse that somehow."
Adapted from http://www.guardian.co.uk/environment/2010/jul/01/scientists-deforestation-
madagascar

7-RI.7.1 Text Type: Informational (video)

Q1 Lexile: NR
Q2
IMAX Tribute to Patricia Wright Video
7-IB.2.1 https://www.youtube.com/watch?v=-yAukT5oWTw
Q3
Back to
page 1

7-RL.12.1 Text Type: Fiction

Q1 Lexile: 1000
Q2
Adapted from the novel The Jump Off Creek
7-RL.10.2
Q3 There was a spring that made a reddish bog in a low corner of the Owl Meadow but no clear
Q4 water in it. She had to bring water half a mile from another spring, hauling it in pails. By the time
there were fifteen steers on the meadow, she was going down and back for the water six times a
7-W3.1a day, or seven. It was the worst of the work. There was a saucer formed among the stones of the
Q5 old chimney where the cabin had fallen down, and she let the pails of water into it. But it leaked
out slowly onto the ground and often when she came onto the meadow in the afternoon the steers
7-RL.7.2 would be standing muddy-legged around the empty basin of the chimney, or snuffling the mud of
Q6 the spring looking for water.
69
Q7 On one of the last days, a steer was stuck up to its belly in the quickmud in that bog. From half a
Q8 mile off, riding in tiredly on her mule Rollin, she heard it lowing dully and steadily with a pitiful
sound of complaint. She rode to the edge of the drying-up pond and looked at the steer unhappily.
She was loath to get out in the mud herself. But the stupid steer kept up its crying, and made no
effort to get clear of the bog on its own. Its eyes were glazed, blank.
Back to She stood down beside the mule and bunched her skirt, pulling it up under the belt so her long
page 1 shins in black stockings were bared above the boot tops. She stepped her boots unwillingly into
the sucking mud and pitched a noose of rope around the horns, its loop just fitting the
circumference of the top of the steer’s big head. He kept up his steady complaining. She backed
out of the mud and tied off the rope to the saddle horn of the mule, backed him up slowly until it
was taut. The mule squatted back hard until the saddle tried to stand up on its pommel, but the big
steer stood sullenly in the wallow, eyes bulging, neck twisted over by the pull on its horns. Lydia
put all her own weight on the rope too, planting her feet and yelling at the mule, but the steer
stood where it was.
Finally, she went into the trees and got a stick. She slogged out into the mud again and hit the
steer hard across the nose. It bellowed in surprise and eyed her, white-edged. She yelled at the
mule and the rope twanged tight a couple of times, but by then the steer’s eyes had glazed again
and it stood glumly in the mud, unmoving. “Dang you!” Lydia said suddenly, harsh and loud.
She hit the steer’s head again, swinging the long stick in flat and hard between the eyes, a
cracking blow. The steer rocked once, silently—for a wild moment she thought she might have
killed it— then it lurched ahead suddenly in the mud, bellowing and slinging its horns, hurling mud
and slobber in a short, spattering flurry.
Lydia staggered quick out of the mud herself, grabbing along the rope for Rollin. She flung a leg
up over the mule’s back and held on to the saddle, hanging half off it while the mule sprang out of
the way of the steer’s short, mad lunge. The mule had never been inclined to buck, but the rope
pulled around under his tail when the steer staggered past him, and he snorted wildly, put his head
down and bucked up his back. She would have stayed on him if she’d had both stirrups, a solid
seat. But she was hanging off the saddle clumsily and his one stiff-legged bounce shook her off. She
hit on her back and got up quick, scrabbling around to watch the steer. He kept bellowing and
hooking his horns, trying to get loose of the rope, but he stood in one place, cross-legged and
swaying, as if he hadn’t figured out yet that he was unstuck from the mud.
Lydia got shakily on the mule again, setting her boots well in the stirrups. Then she sidled up
along the steer’s shoulder. Rollin was set stubbornly on keeping away from the steer’s horns, she
had to pull his head up hard, twisting the reins, kicking him, to get him in close enough, and then
she leaned out, grabbing warily for the rope. She tried five or six times, reaching in and out, before
she got the rope loose of the steer.
By then her mouth was aching and full of blood—she had bit her cheek, jarred her teeth, when
Rollin had bucked her off. She sat on the mule, while she watched the steer staggering off irritably
across the grass. She had a piteous impulse to go home. She would have liked to leave the big
dumb steers standing around the chimney basin and ride Rollin away now, with her handkerchief
inside her mouth stopping the blood. She did put the handkerchief in her mouth. But then she got
the pails and walked slowly, bitterly, down to the other spring. After a while she walked with the
bloody handkerchief wadded up in the pocket of her sweater, but the taste of blood stayed in her
mouth, a sourness, from that moment standing scared and frozen facing the mad steer.

7-RL7.2 Text Type: Informational

Q6 Lexile: 940
Q7 From “Pioneer Way of Life”
Q8 Adapted from Scholastic Magazine

Whatever their surroundings, the pioneers had to depend on themselves and on the land. Self-
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 reliance was a frontier requirement. Game provided food and leather clothing. New settlers
Back to gathered wild fruits, nuts, and berries. For salt they boiled the water of saline springs. Maple sugar
page 1 was made by tapping maple trees in early spring and boiling the sap until it thickened into a tasty
sweetening. Substitutes for tea and coffee were provided by boiling sassafras root and brewing
parched corn and barley. With an ax and adze for cutting tools, the pioneers made beds, tables,
benches, and stools. They split logs into rails to make the zigzag fence that enclosed their clearings.

Pioneer women learned to supply their own household goods. Gourds served as pails and dippers.
Wood ash was sifted to make soap. Tallow (sheep and cattle fat) was molded into candles. Every
cabin had two spinning wheels—a big wheel for wool and a smaller wheel for flax. With their own
home-woven "linsey-woolsey," a coarse cloth of mixed linen and wool, pioneer women made their
family's clothing. Clothes were also made from animal skins, which the pioneers tanned into
leather.

As long as they had their health and strength, people could stand hardship. But every family had
frequent bouts of illness. The most common frontier ailment was chills and fever. Young and old
suffered from "the shakes," shuddering with cold and then breaking into a drenching sweat. This
disease came at the end of summer and lasted until frost. Since it was most common in marshy
districts, the settlers thought it came from breathing damp air. Actually it was malaria, carried by
mosquitoes. When swamps were drained, there were fewer mosquitoes and the number of
malaria cases declined.

For medicines the pioneers had to provide for themselves. Women soon learned the use of herbs
for healing. They used boneset for fever, pennyroyal to purify the blood, horehound for coughs,
and ginseng for tonic. Syrups and salves were made from cherry root, horseradish, and witch hazel.
Wild mustard, poplar root, and red sumac root went into teas, poultices, and powders. The
standard cure for a chest cold was to rub the chest with goose grease and apply a mustard plaster.
Some frontier remedies were based more on superstition than science. Among these were potions
of walnut bark "peeled upward," boiled nettles, and "nanny tea," made from sheep dung.

Pioneer families tended to be large. Most cabins had a cradle, hollowed from a poplar or
cottonwood log, and the cradle was rarely empty. Children were helpful in new lands. Girls soon
learned important household tasks—gardening, cooking, spinning, weaving, mending, sewing,
making soap and candles. Boys worked in the woods and fields with their fathers. They learned to
fell timber, to clear out brush, to split rails and build fences. A rail fence would keep hogs and
sheep out of the corn, but deer could leap that barrier. It was the children's job to chase deer out
of the fields and to keep squirrels from devouring the growing crop. Children pounded dried corn
to make cornmeal. When gristmills came into the neighborhood, it was typically a boy's chore to
ride to the millstream with a bag of grain behind his saddle and return with a dusty bag of meal.

7-RL.8.1 Text Type: Fiction

Q1 Lexile: 860
Q2 “A Special Delivery”
Adapted from ReadWorks www.readworks.org
7-RL.5.1
Q3 “Anything you want, anytime you need it.”
Q4
The message showed up at the same time on the same day: December 12th, at 12 p.m., on
computers across the nation. Simultaneously, couriers delivered embossed envelopes containing
7-RL.12.1
cards with the same message to the offices of the five hundred largest companies in the country, as
Q5
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Q6 well as all of the major news outlets.
One of those many cards found its way to the desk of Christoph Ferstad, a business
7-IB.5.3 reporter at one of the biggest newspapers in Washington, D.C. It arrived during his lunch break and
Q7 was waiting when he returned, burrito in hand. Christoph was only too happy to put off getting
Q8 back to work, so he picked up the card to inspect it more closely. It was a beautiful piece of design,
and obviously expensive. The paper felt silky to the touch and weighed heavily in his hands. The
7-W.2.1 background was stark black, with the words printed out in a crisp white font.
Q9 There was no explanation on the back, just a website address.
Q10 “When did this arrive?” he asked the office secretary.
“Just around 12 p.m.,” the secretary replied. “A courier brought it especially for you. He
Back to had other, identical envelopes, too. Perhaps they were going elsewhere in the building?”
page 1 Christoph picked up the card, turned it over, and typed the web address into his browser. A
site popped up, identical to the card: all black, with the same message in white. But the site added
in small print: “Anytime: Launching Tomorrow.”
Just then Christoph’s phone rang.
“Christoph, did you just get a card from a company called Anytime? Do you know anything
about this?”
It was Martine, Christoph’s friend and a reporter at the San Francisco Chronicle on the
West Coast. “I just got it, too, Martine,” Christoph responded. “No idea. Their budget must be
sizable, though, if they’re hand‐delivering the cards to reporters all across the country.”
The next day websites and blogs were filled with articles trying to guess at the identity of
Anytime. Was it an Amazon spinoff? An elaborate prank? Something semi‐illegal? Anytime’s
marketing campaign had worked—they were a household name before they’d even made a single
sale. When the reveal came, that day at noon, it was considerably less exciting than the rumors
that had swirled around the company.
The website suddenly had a single field that read, “What do you want?” All you had to do
was type the words into that box and then the website would show you options. You could get
your desired item within one, ten, or twenty‐four hours. Bloggers were the first to test the limits of
the service. Readers quickly learned that within an hour, Anytime could deliver to you: a puppy, an
alligator, a meal from the most exclusive restaurant in New York City, a manicurist, and, miracle of
all miracles, a cable guy who actually showed up to fix your Internet connection.
Christoph had his first experience with Anytime the next day, when his older brother
pranked him by having a miniature pig delivered during an important meeting. Christoph
reciprocated by sending his brother a mariachi band during a romantic dinner with his wife.
Within weeks, Anytime had become a part of daily life. Nobody used other delivery sites or
the postal service anymore—why would you when Anytime was cheaper and you could have
whatever you wanted delivered more quickly?
Christoph still wondered what exactly Anytime was, though. He looked through the
corporate records, but the company was registered in the Cayman Islands. It was impossible to
decipher who actually owned Anytime and who was running it. Christoph began to track other
peoples’ interactions with the company. He heard rumors about Anytime being used for more
wicked purposes. Not only could you get puppies and mariachi bands through Anytime, you could
purportedly get weapons and illegal substances as well.
The more Christoph delved into Anytime’s business, the more something seemed off. One
of Anytime’s competitors had tried to sue the company for patent violation; something to do with
their operational processes at a central warehouse. Within a week, the man behind the lawsuit had
died in a mysterious accident. The man had drowned at his lake house, even though he had been
an expert swimmer.
Christoph read about an attorney general in New York City who had wanted to investigate

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Anytime for potential tax violations. Three weeks later, the attorney general had to resign after a
smear campaign revealed that he had taken bribes from construction companies.
And on and on. Whenever anyone questioned Anytime, something horrible seemed to
happen to that person. Christoph began a spreadsheet, outlining every instance that something
awful had befallen a person who’d gone up against Anytime. By lunch, Christoph had a list of more
than one hundred examples. Goosebumps graced his arms. This could be his big story, the one that
would win him a Pulitzer Prize. There was absolutely something underhanded going on here.
Christoph worked on his list the rest of the day, emailing potential sources and looking through
newspaper archives. One by one, the rest of the computers shut down and the lights in the
newsroom were turned off as his colleagues went home to bed. But Christoph couldn’t stop; he
was so energized by the leads he was finding. Two of the sources had already emailed him back
and they wanted to talk about the suspicious occurrences they had witnessed.
Around 4 a.m., Christoph fell asleep at his desk, his forehead resting on the keyboard. He
woke up with a start at 6:30 a.m., when the early shift arrived and began turning on the lights.
Bleary‐eyed, Christoph stared at his computer. His inbox was full of emails from an anonymous
address that all said the same thing: “Stop stirring up trouble.” Christoph smiled. He had no
intention of stopping his investigation and now he knew he was on the right track.

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