®

to the COMMON CORE STATE STANDARDS

7
English
Language
Arts

Practice Tests
Form A & Form B
Answer Keys
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 Buckle Down to the Common Core State Standards, English Language Arts, Grade 7, Practice Tests, Answer Keys
USR2051K1
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 Contents

Lexile Measures Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

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

Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

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

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

Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

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

Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
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 Lexile Measures Chart
Practice Test Form A
Passage Title Lexile Measure
Part 1

Heartbeats and Drumbeats

Temporary Home

The Great Chicago Fire

Monoculture’s Stinging Effects

Speech on the Challenger Disaster* by President Ronald Reagan

Buffalo Soldiers

Part 2

Jaguar, Master of Fire

Part 3

Wind Energy

Cleaner Energy from the Sun

* This is a presidential speech given during a time of national tragedy. It contains complex topics.


Practice Test Form B

Passage Title Lexile Measure
Part 1

The Aged Pilot Man by Mark Twain Not prose

The Magnificent Horse Not prose

The Race to Light the World

Thomas Edison: The Inventor’s Life

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Alice Brown Davis: Seminole Chief

Excerpted from Remarks of NASA Deputy Administrator Lori B.

Garver at the American Institute of Aeronautics and Astronautics
Shuttle Tribute

Part 2

Piano by D.H. Lawrence Not prose

Part 3

Protecting Ourselves from Tsunamis

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0 1 2 3 4

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Reading: The response does not The response minimally The response for the most The response accurately The response accurately
Comprehension analyze or inaccurately analyzes the text and part accurately analyzes analyzes the text explicitly analyzes the text explicitly
of Key Ideas and analyzes the text, showing cites some textual the text explicitly or and inferentially and cites and inferentially and cites
Details little to no comprehension of evidence, showing limited inferentially and cites textual textual evidence to support convincing textual evidence
ideas from the text(s). comprehension of ideas evidence, showing a basic the analysis, showing to support the analysis,
from the text(s). comprehension of ideas extensive comprehension of showing full comprehension
from the text(s). ideas from the text(s). of complex ideas from the
text(s).

Writing: The response is The response is addressed The response is addressed The response is addressed The response is addressed
Development of underdeveloped and with minimal development with development of with effective development with comprehensive
Ideas therefore inappropriate to of the claim, topic and/ the claim, topic and/or of the claim, topic and/or development of the claim,
the task, purpose, and/or or narrative elements, narrative elements through narrative elements through topic and/or narrative
audience. through limited reasoning, some reasoning, details, clear reasoning, details, elements through clear
Writing Rubric

details, text-based evidence
and/or description; the
development is limited in its
appropriateness to the task,
purpose, and/or audience.
text-based evidence,
and/or description; the
development is somewhat
appropriate to the task,
purpose, and audience.
text-based evidence,
and/or description; the
development is largely
appropriate to the task,
purpose, and audience.
and convincing reasoning,
details, text-based evidence,
and/or description;
development is consistently
appropriate to the task,
purpose, and audience.

Writing: The response demonstrates The response demonstrates The response demonstrates The response demonstrates The response demonstrates
Organization a lack of coherence, clarity, limited coherence, clarity, some coherence, clarity, a great deal of coherence, purposeful coherence,
and cohesion. and/or cohesion, making and/or cohesion, and clarity, and cohesion, and clarity, and cohesion
the progression of ideas includes an introduction, includes an introduction, and includes a strong
somewhat unclear. conclusion, and logically conclusion, and logical introduction and conclusion
grouped ideas, making progression of ideas. and a logical, well-executed
the progression of ideas progression of ideas.
discernible but not obvious.

Writing: The response style is
Clarity of inappropriate, with little to
Language no awareness of the norms
of the discipline; includes
little to no precise language.
The response style is limited
in its effectiveness, with
limited awareness of the
norms of the discipline; uses
little description, sensory
details, linking or transitional
words, words to indicate
tone, or domain-specific
vocabulary.
The response establishes
and maintains a mostly
effective style, attends to
the norms and conventions
of the discipline; uses some
precise language, including
descriptive words and
phrases, sensory details,
linking and transitional
words, words to indicate
tone, and/or domain-specific
vocabulary.
The response establishes
and maintains an effective
style; attends to the norms
and conventions of the
discipline; uses mostly
precise language, including
descriptive words and
phrases, sensory details,
linking and transitional
words, words to indicate
tone, and/or domain-specific
vocabulary.
The response establishes
and maintains an effective
style; attends to the norms
and conventions of the
discipline; uses precise
language consistently,
including descriptive
words and phrases,
sensory details, linking and
transitional words, words
to indicate tone, and/or
domain-specific vocabulary.

Writing: The response demonstrates
Knowledge of little to no command of the
Language and conventions of standard
Conventions English, with frequent and
varied errors in grammar
and usage that often impede
The response demonstrates
limited command of the
conventions of standard
English, with multiple
distracting errors in
grammar and usage
The response demonstrates
inconsistent command
of the conventions of
standard English. There are
a few patterns of errors in
grammar and usage that
The response demonstrates
command of the
conventions of standard
English consistent with
edited writing. There may
be a few distracting errors
The response demonstrates
command of the
conventions of standard
English consistent with
effectively edited writing,
with few minor errors

5
understanding. that sometimes impede may occasionally impede in grammar and usage, but in grammar and usage;
understanding. understanding. meaning is clear. meaning is clear throughout.

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 Practice Test Form A
Answer Key

Item Key Common Core Skill Buckle Down

State Standard Lesson(s)

1 Part A: A; Part B: E RL.7.1, RL.7.2 Determine Theme, Text Evidence 2, 3, 7, 8, 9

2 Part A: A; Part B: D RL.7.1, RL.7.6 Point of View, Text Evidence 7

3 Part A: B; Part B: B RL.7.1, RL.7.4, L.7.4 Context Clues, Text Evidence 8

4 5, 3, 4, 2 RL.7.3 Plot Development 6, 7

5 Part A: B; Part B: C RL.7.4, L.7.5 Figurative Language 8

6 E, G, H RL.7.9 Compare and Contrast Texts 9

7 Part A: C; Part B: See RL.7.1, RL.7.9 Compare and Contrast Texts, Text Evidence 3, 4, 9
answer on page 8.

8 4, 3, 5, 2 RL.7.2 Plot Development 2, 3, 7, 8, 9

9 A, C, E RL.7.3 Character Development 6, 7

10 See answer on page 8. RL.7.6 Point of View 7

11 Part A: C; Part B: See RI.7.1, RI.7.2 Central Ideas, Text Evidence 3, 8, 9

answer on page 8.

12 1, 3, 4, 2 RI.7.5 Development of Ideas 3

13 See answer on page 8. RI.7.1, RI.7.8 Author’s Claims, Text Evidence 5

14 A, D, J RI.7.3 Interaction of Ideas 4

15 A1, 4, 6; B2, 3, 5 RI.7.2 Central Ideas 3, 8, 9

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16 Part A: A; Part B: C RI.7.1, RI.7.4, L.7.6 Domain-Specific Words, Text Evidence 1, 8

17 4, 2, 3 RI.7.3 Development of Ideas 4

18 Part A: E; Part B: See RI.7.1, RI.7.5 Analyze Structure, Text Evidence 3

answer on page 8.

19 See answer on page 8. RI.7.2, RI.7.6 Main Idea and Details, Author’s Purpose 3, 5, 6, 8, 9

20 Part A: D; Part B: C RI.7.1, RI.7.4, L.7.5 Figurative Language 1, 8

21 Part A: B; Part B: See RI.7.1, RI.7.2 Main Idea and Details, Text Evidence 3, 8, 9
answer on page 9.

22 A, B, E, G, I RI.7.3 Interaction of Ideas 4

23 Part A: A; Part B: A RI.7.1, RI.7.2 Main Ideas and Details, Text Evidence 3, 8, 9

24 A4, B6, C1 RI.7.4, L.7.4 Context Clues 1, 8

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 25 Part A: B; Part B: See RI.7.1, RI.7.3 Author’s Purpose, Text Evidence 4
answer on page 9.

26 Part A: B; Part B: See RI.7.1, RI.7.5 Structure, Text Evidence 5

answer on page 9.

Part 2 See answer on page 9 and W.7.3, W.7.4, W.7.5, Write Narrative, Use Conventions 11–16, 18–21
rubric on page 5. W.7.6, L.7.1, L.7.2,
L.7.3

Part 3 See answer on page 9 and
rubric on page 5.
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W.7.1, W.7.2, W.7.4, Write Analysis, Use Conventions 11–16, 18–21
W.7.5, W.7.6, W.7.7,
W.7.8, L.7.1, L.7.2,
L.7.3

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 Answer Explanations
1. Part A: A; Part B: E Bart is willing to leave home
for the adventure and is proud to contribute to
the war effort.
2. Part A: A; Part B: D At first Bart is scared, but his
willingness to be a drummer boy signals that
he has overcome his fear.
3. Part A: B; Part B: B Hard tack is a kind of food.
The fact that the father mentions being hungry
provides a clue to the word’s meaning.
4. 5, 3, 4, 2 This is the order of events in the story.
5. Part A: B; Part B: C The girl is not literally
swimming in the dress, but rather, the dress is
too large. This is an example of exaggeration.
6. E, G, H These items appear in the second
passage, but not the first.
7. Part A: C; Part B: Passage 1: “Abigail’s family
had lost their entire house and everything in
it. They had been at Uncle Tim’s house when
the fire broke out, so there hadn’t even been
time for her to grab her journal. All they had
were the clothes on their backs—and their
lives. Like many buildings in Chicago, their
house was made of wood and was no match
for the raging conflagration. Luckily, Abigail
and her family found temporary shelter in a
brick schoolhouse in a neighboring town.”;
Passage 2: “City officials estimated that the
fire killed more than three hundred people,
left one hundred thousand more homeless,
and destroyed four square miles.” These
sections show evidence concerning how the
passages treat the idea of homelessness.
8. 4, 3, 5, 2 This is the order of events in the
nonfiction passage.
9. A, C, E As an aspiring writer, Abigail is creative,
curious, and ambitious.
10. Facts: The fire spread quickly because many
buildings were made of wood, General Sheridan
coordinated relief efforts, A reporter admitted to
making up the story about the cow knocking over
a lantern; Rumors: A cow started the fire. The
cow story was a rumor, even if it was true. The
reporter made up the detail about Mrs. O’Leary
seeing the cow. The other items are facts.
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11. Part A: C; Part B: Answers will vary; possible
answers include: “The world’s bee population
is declining, and a farming trend may be to
blame.” “Thus, the farmer can specialize and
perhaps enjoy more profits.” “The possible
extinction of bees is a serious situation.”
These sentences show evidence for why the
alternate title would fit best.
12. 1, 3, 4, 2 This is the order of events in the
nonfiction passage.
13. Part A: Bees fed a limited diet suffer.
Part B: Answers will vary; possible answers
include: “Just as people are healthier when
they eat a varied, balanced diet, so are
bees.” “‘We found that bees fed with a mix
of five different pollens had higher levels of
glucose oxidase compared to bees fed with
pollen from one single type of flower.’” The
theory about bee diets is the focus.
14. A, D, J Predators, dandelions, and mold are not
named as possible causes of declining
bee populations.
15. A1, 4, 6; B2, 3, 5 These details support the main
ideas.
16. Part A: A; Part B: C Paragraph 5 best explains
the importance of glucose oxidase to
bees.
17. 4, 2, 3 This is the sequence of historical
events.
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18. Part A: E; Part B: Answers may vary; students
should circle the parts of paragraphs 1, 3, 4,
and 5 that indicate Reagan is addressing a
specific audience. Reagan addresses specific
segments of his audience at different points
of the speech.
19. Students should circle “to console the grieving
nation” and “to honor the fallen astronauts” in the
Purposes box. Students should underline “We
know we share this pain with all of the people of
our country,” and “This is truly a national loss,”
and connect them with “to console the grieving
nation.” They should underline “We mourn seven
heroes . . . ” and connect it with “to honor the
fallen astronauts.”
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 20. Part A: D; Part B: C The author uses figurative
language to emphasize how important the
sea was to Drake, who spent his life and
career dedicated to exploring it.
21. Part A: B; Part B: Answers may vary; students
should underline sections that express honor
and grief.
22. A, B, E, G, I According to the passage, these
five items describe Buffalo Soldiers.
23. Part A: A; Part B: A This main idea is stated in
paragraph 1.
24. A4, B6, C1 These terms are the closest
synonyms to the underlined words.
25. Part A: B; Part B: Answers may vary; students
should circle sections that highlight
contributions made by the Buffalo Soldiers.
26. Part A: B; Part B: Students should underline the
section headings throughout the passage.
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The headings are the main structural feature
of the passage.
Part 2. Responses will vary. Refer to the rubric on
page 5. Students should write a fictional narrative
that is a folktale. The folktale should explain past
events or how something came to be, and should
include at least one animal character. The folktale
should include dialogue and follow the rules of
correct grammar.
Part 3. Responses will vary. Refer to the rubric
on page 5. Students should write an essay
comparing and contrasting wind and solar
energy. The essay should include a clearly-stated
topic and main idea. The main idea should be
supported by facts, details, and examples.
Correct spelling, grammar, and punctuation
should be used.
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 Practice Test Form B
Answer Key
Item Key Common Core Skill Buckle Down
State Standard Lesson(s)

1 Part A: D; Part B: C RL.7.1, RL.7.4, RL.7.5 Poetic Structure, Text Evidence 6, 8

2 A, E, G RL.7.1, RL.7.6 Character Traits, Text Evidence 3, 4, 7

3 See answer on page 12. RL.7.1, RL.7.4 Text Analysis, Text Evidence 3, 4, 8

4 5, 3, 2, 4 RL.7.2 Plot, Sequencing 2, 3, 7, 8, 9

5 A, F, G RL.7.1, RL.7.3, RL.7.6 Character Traits, Text Evidence 3, 4, 7

6 Part A: B; Part B: E RL.7.1, RL.7.3, RL.7.4, Character Point of View and Dialogue, Text 3, 4, 7, 8
RL.7.6 Evidence

7 A6, B4, C2 RL.7.4 Vocabulary, Context Clues 8

8 See answer on page 12. RL.7.2 Theme 2, 3, 7, 8, 9

9 Part A: D; Part B: C RL.7.1, RL.7.4 Context Clues, Text Evidence 3, 4, 8

10 See answer on page 12. RI.7.1, RI.7.2 Text Analysis, Text Evidence 2, 3, 4, 7, 8, 9

11 A, D, F RI.7.1, RI.7.2 Text Evidence 3, 4, 8, 9

12 Part A: C; Part B: B RI.7.1, RI.7.2 Main Ideas, Supporting Details, Text Evidence 3, 4, 8, 9

13 4, 3, 5, 2 RI.7.5 Sequencing, Structure 3

14 See answer on page 12. RI.7.1, RI.7.2, RI.7.3 Main Ideas, Supporting Details, Text Evidence 3, 4, 8, 9

15 Part A: A; Part B: D RI.7.1, RI.7.4 Context Clues, Text Evidence 1, 3, 4, 8

16 A2 and 4, B3 RI.7.1, RI.7.2 Main Idea, Text Evidence 3, 4, 8, 9

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17 Part A: B; Part B: D RI.7.1, RI.7.2 Main Idea, Supporting Details, Text Evidence 3, 4, 8, 9

18 A, C, F RI.7.1, RI.7.3, RI.7.4 Character Traits, Text Evidence 1, 3, 4, 8

19 Part A: B; Part B: See RI.7.1, RI.7.4 Draw Conclusions, Text Evidence 1, 3, 4, 8

answer on page 13.

20 See answer on page 13. RI.7.2, RI.7.5 Main Idea 3, 8, 9

21 A5, B1, C4 RI.7.4 Context Clues 1, 8

22 Part A: C; Part B: B RI.7.1, RI.7.2 Main Idea, Supporting Details, Text Evidence 3, 4, 8, 9

23 A, C, G RI.7.4 Tone 1, 8

24 Part A: C; Part B: B RI.7.1, RI.7.6 Point of View, Text Evidence 3, 4, 5, 6

25 See answer on page 13. RI.7.1, RI.7.2 Main Idea, Supporting Details, Text Evidence 3, 4, 8, 9

26 See answer on page 13. RI.7.3 Make Connections 1, 4, 8

10

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 Part 2 See answer on page 13
and rubric on page 5.
Part 3 See answer on page 13
and rubric on page 5.
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W.7.1, W.7.2, W.7.4, Write Analysis, Use Conventions 11–16, 18–21
W.7.5, L.7.1, L.7.2,
L.7.3, L.7.5
W.7.1, W.7.2, W.7.4, Write Analysis, Use Conventions 11–16, 18–21
W.7.5, W.7.6, W.7.7,
W.7.8, L.7.1, L.7.2,
L.7.3
11
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 Answer Explanations
1. Part A: D; Part B: C There is no consistent
rhyme scheme in the poem, although some
lines do rhyme. This is a free verse poem
because there is no set rhyme or rhythm.
2. A, E, G The pilot man is brave, skilled, and
steady as he gets everyone safely
through the storm.
3. Part A: The sailors throw their cargo overboard
to lighten the boat.
Part B: “So overboard a keg of nails
And anvils three we threw,
Likewise four bales of gunny-sacks,
Two hundred pounds of glue,
Two sacks of corn, four ditto wheat,
A box of books, a cow,
A violin, Lord Byron’s works,
A rip-saw and a sow.”
This stanza lists the items that are thrown
overboard.
4. 5, 3, 2, 4 This is the order of events in the
narrative of the poem.
5. A, F, G Laocoön is decisive when he throws
the lance at the horse, and insightful
and skeptical because he suspects the
horse is a trick.
6. Part A: B; Part B: E Laocoön says that he
suspects the horse is a trick in this sentence.
7. A6, B4, C2 These are the closest synonyms to
the underlined words.
8. “Nothing is as it seems to be, I fear.” The theme
of the drama is that things aren’t always what
they seem.
9. Part A: D; Part B: C To blaspheme is to
disrespect something considered divine or
holy. Students should infer that if the Greeks’
dedication of the horse to Athena is false,
they have committed blasphemy.
10. Part A: The Greeks’ trick fooled most of the Trojans.
Part B: Answers will vary; possible answers
include:
“They are shouting at the soldiers and raising
their fists at Laocoön and his sons; they want
the horse brought into the city.”
12
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“Ignoring her, the mob fashions a lasso out of
rope and throws it over the horse’s head.”
“They do not understand; they think the horse
will give us Athena’s eternal protection.”
These sentences indicate that the Trojans
have fallen for the Greeks’ ploy.
11. A, D, F The first light bulb Edison created only
lasted a few hours; Warren de la Rue
was the first person to experiment with
incandescent light bulbs; scarlet fever
resulted in hearing impairment, but not
total deafness, for Edison.
12. Part A: C; Part B: B The detail about de la Rue
is the only one that supports the idea that
many scientists contributed to the light bulb’s
development.
13. 4, 3, 5, 2 This is the order of events in the
passage.
14. Part A: Edison taught himself a lot of what he
knew.
Part B: Answers will vary; possible answers include:
“Edison became an avid reader and had a knack
for learning on his own, a trait that benefited him
greatly later in his life.”
“He even self-published a newspaper based on
news bulletins he obtained at the railway station.”
“However, learning from his failures was a large
part of Edison’s great successes.”
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These are all examples of Edison’s teaching
himself.
15. Part A: A; Part B: D The competition was
narrowed down to the two companies
mentioned in the sentence.
16. A2 and 4, B3 Both 2 and 4 are main ideas from
the first passage; 3 is the main idea of
the second passage.
17. Part A: B; Part B: D Choice D best supports
the main idea, that Brown Davis was
appointed chief due to her accomplishments.
18. A, C, F Brown Davis was a good swimmer;
she was well educated; she was strong
physically and emotionally from having
dealt with tragedy.
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 19. Part A: B; Part B: “Unfortunately, the Dawes
Commission did more to divide Native
American tribes than to help them, forcing
them to split their lands into smaller,
individual plots.”
20. “This remarkable woman was intelligent, strong,
and active in her tribe.” This sentence states the
main idea of the passage.
21. A5, B1, C4 These are the closest synonyms to
the underlined words.
22. Part A: C; Part B: B Garver’s main point is that
the shuttle and its successes paved the way
for future space exploration, and choices A
and E support the idea that the successes
of the shuttle set the stage for future space
exploration.
23. A, C, G Garver is proud of the shuttle program
while also being excited and hopeful
about NASA’s future.
24. Part A: C; Part B: B She is hopeful about the
future and believes the space shuttle
has contributed to the space program
overall.
25. Part A: “The people involved in the space
shuttle program made it great.”
Part B: “In short, the space program is
alive and well because of the space
shuttle and the men and women who
supported and flew on it.”
“You need only admire the
amazing space shuttles and their
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USR2050K1_E7.indd 13
accomplishments to realize that the
people, organizations, and nations
that created them, have only just
begun.”
These sentences explain that the
people who worked on and flew the
shuttle made the program great.
26. Past Spacecraft: Columbia, Challenger; Future
Spacecraft: Orion, Dragon. Columbia and
Challenger were space shuttles. “When we lost
the Challenger and Columbia flights and their
brave crews, we rededicated ourselves to an even
more meaningful and exciting future.” Orion and
Dragon are new spacecraft that will most likely be
part of the space program in the future. “Today,
all across the country, vehicles are being built with
names like Orion, Dragon, CST-100, Liberty and
Dreamchaser.”
Part 2. Responses will vary. Refer to the rubric
on page 5. Students should write a literary
analysis that addresses the theme of the
poem and how the author uses vocabulary.
The analysis should follow the rules of correct
grammar.
Part 3. Responses will vary. Refer to the rubric
on page 5. Students should write an essay
to evaluate different options for dealing with
tsunamis. The essay should include a clearly-
stated topic and opinion. The opinion should
be supported by facts, details, and examples.
Correct spelling, grammar, and punctuation
should be used.
13
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 14

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Notes

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Notes

15

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 This book is printed on paper containing
a minimum of 10% post-consumer waste. USR2051K1

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