NYC-Higher-D by RALLY! Education

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

TER. S A M E . ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 888-99-RALLY Fax: 1-516-671-7900 www.RALLYEDUCATION.com LESLIE@RALLYEDUCATION.com

…………………………………………………………………………………………………………...……………………………

Focus on NY ELA Skills for Reading Comprehension, Grammar, Listening, & Writing

………….. NY ELA Test Success Series Grade Levels 3–8 The NY Test Success Series consist of 4 books to focus on specific skills on the NY ELA Test. Each title is purchased separately. • •

•

NY Higher-Order Thinking and Reading Skills Long reading passages with higher-order thinking questions NY Listening Literary and informational listening passages (read by the teacher) with multiplechoice and extended-response questions NY Grammar, Punctuation, & Word Usage Skill review and multiple-choice practice assessments and extended-response questions NY Reading and Writing Reading passages with short- and extended-response questions NYC Contract NYSTL/FAMIS Approved NYC Vendor #RAL-040000 NYC Contract #7000-617

Price 30-pack: $208 Higher-Order NY Thinking & Grammar Reading

NY Reading NY & Writing Listening

ISBN prefix: 978-1-4204-

Level C (Gr 3) Level D (Gr 4) Level E (Gr 5) Level F (Gr 6) Level G (Gr 7) Level H (Gr 8)

$208 5521-2 5524-3 5527-4 5530-4 5533-5 5536-6

$208 5569-4 5572-4 5575-5 5578-6 5581-6 5584-7

$208 5593-9 5596-0 5599-1 5602-8 5605-9 5608-0

-----------------------------------------------

888-99-RALLY www.RALLYEDUCATION.com

$208 5545-8 5548-9 5551-9 5554-0 5557-1 5560-1

Higher-Order Thinking and Reading Skills • Level D1

Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 The New York English Language Arts (ELA) Tests Changes to the 2011 New York ELA Tests

...................3

.........................3

Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Questions and Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 NY Performance Indicators Correlated to RALLY!’s Reading Comprehension Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Part 1: Guided Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Part 2: Independent Practice

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

ACKNOWLEDGMENTS Executive Editor: Amy Collins Design Director: Jean-Paul Vest Editor: Shelley Wake The New York State Education Department has neither endorsed nor authorized this practice test booklet. ISBN 978-1-4204-5523-6 R 5523-6 Copyright ©2011 RALLY! EDUCATION. All rights reserved. No part of the material protected by this copyright may be reproduced in any form by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Printed in the U.S.A. 0910.MAQ RALLY! EDUCATION • 22 Railroad Avenue, Glen Head, NY 11545 • (888) 99-RALLY

Higher-Order Thinking and Reading Skills • Level D1

Introduction The New York English Language Arts (ELA) Tests Test Success Series: Higher-Order Thinking & Reading Skills prepares students for the NY ELA Tests. The tests are used to measure how well students are learning the New York State Learning Standards. The ELA Tests assess standards for reading, listening, and writing. This book focuses on the reading section of the test. In the reading section of the test, students read several passages and answer reading comprehension questions.

Changes to the 2011 New York ELA Tests The ELA reading tests for 2011 will include questions that require higher-order thinking skills. These higher-order thinking skills include: Summarizing, Analyzing, Inferring, Interpreting, Predicting, and Evaluating. Each of the Higher-Order Thinking Skills are made up of different reading comprehension skills.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Summarizing: Main Idea, Cause/Effect, Compare/Contrast Analyzing: Cause/Effect, Compare/Contrast, Fact/Opinion Inferring: Conclusions, Inferences, Predictions Interpreting: Conclusions, Inferences, Predictions, Character-Plot-Setting (fiction) Predicting: Cause/Effect, Predictions Evaluating: Author’s Point of View/Purpose, Fact/Opinion, Compare/Contrast Higher-Order Thinking & Reading Skills focuses on the higher-order thinking skills that students will need to answer questions on the reading sections of the 2011 ELA Tests.

Part 1 Part 1 provides instruction and practice in answering questions using higher-order thinking skills. Students read one literary passage and one informational passage and answer the multiple-choice questions that follow each passage. Each question has a hint that provides guidance on how to answer the question.

Part 2 Part 2 provides additional practice in answering questions using higher-order thinking skills. Students read passages and answer the multiple-choice questions that follow each passage on their own. Part 2 includes both literary passages and informational passages.

Questions and Directions Higher-Order Thinking & Reading Skills only includes multiple-choice questions. Each question offers four possible answer choices. Students should review the questions and four choices carefully and select the answer they think is best.

Higher-Order Thinking and Reading Skills • Level D1

Grade 4 NY Performance Indicators Correlated to RALLY!’s Reading Comprehension Skills The Higher-Order Thinking Skills are made up of different reading comprehension skills. Standard 1: Students will read, write, listen, and speak for information and understanding. R4-1-a: Acquire information by locating and using library media resources, with some assistance

Not Applicable

R4-1-b: Collect and interpret data, facts, and ideas from unfamiliar texts

1 3 6 7

Facts and Details Sequence Cause and Effect Compare and Contrast

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

R4-1-c: Understand written directions and procedures

1 Facts and Details 3 Sequence

R4-1-d: Locate information in a text that is needed to solve a problem

1 Facts and Details 6 Cause and Effect 10 Draw Conclusions 11 Make Inferences

R4-1-e: Identify a main idea and supporting details in informational texts

1 Facts and Details 2 Main Idea

R4-1-f: Recognize and use organizational features, such as table of contents, indexes, page numbers, and chapter headings/subheadings, to locate information

1 Facts and Details 10 Draw Conclusions 11 Make Inferences

R4-1-g: Compare and contrast information on one topic from two different sources

7 Compare and Contrast

R4-1-h: Identify a conclusion that summarizes the main idea

2 Main Idea 10 Draw Conclusions 11 Make Inferences

R4-1-i: Select books independently to meet informational needs

Not Applicable

R4-1-j: Make inferences and draw conclusions on the basis of information from the text, with assistance

10 Draw Conclusions 11 Make Inferences

Higher-Order Thinking and Reading Skills â&#x20AC;˘ Level D1

R4-1-k: Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals, to understand and interpret informational texts

1 Facts and Details 10 Draw Conclusions 11 Make Inferences

R4-1-l: Use graphic organizers to record significant details from informational texts

1 2 3 6 7

R4-1-m: Use text features, such as headings, captions, and titles, to understand and interpret informational texts, with assistance

1 Facts and Details 10 Draw Conclusions 11 Make Inferences

Facts and Details Main Idea Sequence Cause and Effect Compare and Contrast

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

R4-1-n: Distinguish between fact and opinion, with assistance

8 Fact and Opinion

R4-1-o: Identify missing information and irrelevant information, with assistance

7 Compare and Contrast 10 Draw Conclusions 11 Make Inferences 14 Apply Prior Knowledge

R4-1-p: Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources

4 Language and Vocabulary

Standard 2: Students will read, write, listen, and speak for literary response and expression. R4-2-a: Not Applicable Select literature on the basis of personal needs and interests from a variety of genres and by different authors

R4-2-b: Engage in purposeful oral reading in small and large groups

Not Applicable

R4-2-c: Read print-based and electronic literary texts silently, on a daily basis, for enjoyment

Not Applicable

R4-2-d: Relate the setting, plot, and characters in literature to own lives

5 Character, Plot, and Setting 14 Apply Prior Knowledge

ÂŠ RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Higher-Order Thinking and Reading Skills â&#x20AC;˘ Level D1

R4-2-e: Explain the difference between fact and fiction

13 Literary Forms and Sources

R4-2-f: 9 Prediction Make predictions, draw conclusions, and make inferences 10 Draw Conclusions about events and characters 11 Make Inferences R4-2-g: Identify cultural influences in texts and performances

1 Facts and Details 5 Character, Plot, and Setting 6 Cause and Effect 7 Compare and Contrast 10 Draw Conclusions 11 Make Inferences 12 Point of View and Purpose

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

R4-2-h: Maintain a personal reading list to reflect reading accomplishments

Not Applicable

R4-2-i: Use specific evidence from stories to identify themes; describe characters, their actions, and their motivations; relate a sequence of events

1 Facts and Details 3 Sequence 5 Character, Plot, and Setting 6 Cause and Effect 7 Compare and Contrast 10 Draw Conclusions 11 Make Inferences

R4-2-j: Use knowledge of story structure, story elements, and key vocabulary to interpret stories

2 Main Idea 3 Sequence 4 Language and Vocabulary 5 Character, Plot, and Setting 6 Cause and Effect 7 Compare and Contrast 10 Draw Conclusions 11 Make Inferences

R4-2-k: Read, view, and interpret literary texts from a variety of genres, with assistance

1 Facts and Details 2 Main Idea 4 Language and Vocabulary 5 Character, Plot, and Setting 6 Cause and Effect 7 Compare and Contrast 9 Prediction 10 Draw Conclusions 11 Make Inferences 13 Literary Forms and Sources

ÂŠ RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Higher-Order Thinking and Reading Skills â&#x20AC;˘ Level D1

R4-2-l: Define the characteristics of different genres, with assistance

13 Literary Forms and Sources

R4-2-m: Identify literary elements, such as setting, plot, and character, of different genres, with assistance

5 Character, Plot, and Setting

R4-2-n: Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning, with assistance

4 Language and Vocabulary

R4-2-o: Recognize how different authors treat similar themes, with assistance

5 Character, Plot, and Setting 7 Compare and Contrast 10 Draw Conclusions 11 Make Inferences 12 Point of View and Purpose

R4-2-p: Use graphic organizers to record significant details about characters and events in stories

1 2 3 5 6 7

R4-2-q: Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources

4 Language and Vocabulary

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Facts and Details Main Idea Sequence Character, Plot, and Setting Cause and Effect Compare and Contrast

ÂŠ RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Higher-Order Thinking and Reading Skills • Level D1

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. R4-3-a1: Evaluate the content by identifying the author’s purpose

12 Point of View and Purpose

R4-3-a2: Evaluate the content by identifying whether events, actions, characters, and/or settings are realistic

5 Character, Plot, and Setting 10 Draw Conclusions 11 Make Inferences 14 Prior Knowledge

R4-3-a3: Evaluate the content by identifying important and unimportant details

1 Facts and Details 2 Main Idea 5 Character, Plot, and Setting 10 Draw Conclusions 11 Make Inferences

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

R4-3-a4: Evaluate the content by identifying statements of fact, opinion, and exaggeration, with assistance

8 Fact and Opinion

R4-3-a5: Evaluate the content by identifying recurring themes across works in print and media

5 Character, Plot, and Setting

R4-3-b: Compare and contrast characters, plot, and setting in literary works

5 Character, Plot, and Setting 7 Compare and Contrast

R4-3-c: Analyze ideas and information on the basis of prior knowledge and personal experience

14 Prior Knowledge

R4-3-d: Recognize how language and illustrations are used to persuade in printed and filmed advertisements and in texts, such as letters to the editor

4 Language and Vocabulary 12 Point of View and Purpose

R4-3-e: Judge accuracy of content to gather facts, with assistance from teachers and parents/caregivers

1 Facts and Details 10 Draw Conclusions 11 Make Inferences

R4-3-f: Use opinions and reactions of teachers and classmates to evaluate personal interpretation of ideas, information, and experience

Not Applicable

Higher-Order Thinking and Reading Skills • Level D1

R4-3-g1: Evaluate information, ideas, opinions, and themes in texts by identifying, with assistance, a central idea and supporting details

1 Facts and Details 2 Main Idea 5 Character, Plot, and Setting

R4-3-g2: Evaluate information, ideas, opinions, and themes in texts by identifying, with assistance, missing or unclear information

1 Facts and Details 5 Character, Plot, and Setting 10 Draw Conclusions 11 Make Inferences

R4-3-h: Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in more than one text, with assistance

12 Point of View and Purpose

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Test -Taking Strategies There are six steps that you can follow to become a better test taker.

1. Relax: Everyone gets nervous about tests. It is normal. Try to relax and not worry! 2. Listen: Listen to and read all the directions carefully! Ask your teacher to explain any directions you do not understand.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

3. Read: Read each question and answer very carefully! 4. Think: If you are not sure how to answer a question right away, relax and give yourself some time to think about it. Eliminate answer choices that you know are incorrect and choose from those that remain. • Do what you are asked to do. Make sure you understand what the question is asking. • Make sure your answer makes sense. Think it through. • If more than one answer seems right, pick the answer that sounds best or most correct. 5. Plan Your Time: Do not spend too much time on any one question! If a question seems to take too long, skip it and go back to it later (if possible). Answer the questions you are sure of first. 6. Be Positive: Some questions will be hard to answer and others will be easy. Don’t be concerned with other students. Just concentrate and try your best!

RALLY! EDUCATION We’re All About Student Success!

Part 1: Guided Practice Part 1 is made up of two passages with questions. Each question is followed by a hint to help you focus on the response. Read this selection. Then answer the questions that follow it. Use the “Hint” after each question to help you choose the right answer.

Reya’s Day Off

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

It wasn’t that Reya disliked helping people; it was just that so many people asked for her help all the time. For example, before school on Monday, she had helped her little sister, Carlita, get dressed, and then had quizzed Carlita to make sure that she knew her spelling words. At school, Mr. Clemente had asked her to collect the other kids’ homework and wash the chalkboards. After dinner, she had helped Mama by clearing the table and washing the dishes and, as if that weren’t enough, Reya had spent nearly two hours on her own math and English homework. As she crawled into bed, she thought about all the people whom she had assisted. Reya always did whatever people asked, and she never complained. Everyone knew that Reya would get the job done right.

“No wonder I’m so exhausted,” said Reya, pulling her covers tightly around her. She closed her eyes and fell fast asleep.

The rest of Reya’s week was a lot like Monday. She pulled weeds from her grandfather’s garden, taught Carlita how to braid her hair, and walked, fed, and watered Bella, her dog, every day. She dusted the furniture, swept the floor in the living room, and went grocery shopping with Mama.

When Reya opened her eyes on Saturday morning, she was surprised to see how late Mama had let her sleep.

GUIDED PRACTICE Sunlight filtered through her curtains and birds sung sweetly outside her window. Reya heard a knock on her bedroom door, and Mama entered her room carrying a tray loaded with pancakes, fresh fruit, and a tall glass of milk. Behind Mama, Carlita stood holding a bouquet of daisies, Reya’s favorite kind of flowers. Reya’s eyes drifted from the tray of food to the flowers and back again, and then her eyebrows rose in question.

“After all your help this week, we thought you deserved a little rest and relaxation,” said Mama, “so today is your day to do whatever you want without lifting a finger.”

Reya couldn’t imagine what a whole day without chores would be like, but she was more than willing to try it. She began by reading books in bed until noon. At lunch time, Mama made Reya her favorite kind of sandwich, peanut butter and banana with a dab of honey. In the afternoon, Reya road her skateboard back and forth in front of the house, played fetch with Bella, climbed the tree in the front yard, and practiced jumping rope. She checked her watch after a while and was surprised to find that only an hour had passed.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Reya retreated to the house, retrieved her colored pencils, and drew a beautiful picture of her whole family, including Bella. Then she rearranged her doll collection, made herself a snack, and watched a show on television. She checked her watch again and sighed. The day was dragging by so slowly.

Just then, Reya’s grandfather walked by carrying a watering can. Reya asked if he needed any assistance with his garden, but her grandfather insisted he could handle the garden himself.

Reya nodded and went in search of Carlita, whom she found in the kitchen writing her new spelling words. Reya offered to test Carlita on the new words, but Carlita refused.

“Mama told me that I’m not supposed to bother you today. She’s going to quiz me later,” explained Carlita.

GUIDED PRACTICE

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Reya went to her bedroom and flopped on her bed. Staring at the ceiling, she thought about how fast time went by when she was busy helping others. As Mama walked by carrying a basket filled with clean clothes, Reya called out to her.

“Mama, can I please help you make dinner?”

“What’s wrong? Not enjoying your free time?” asked Mama.

“I’ve decided that I like helping others because it keeps me busy and makes time fly,” Reya explained.

“Well, I’d love to have your assistance preparing dinner,” said Mama, “but only if you want to.”

Reya smiled as she walked to the kitchen. Maybe helping others made her feel tired sometimes, but it also made her feel good about herself and kept her busy, and those were not bad things.

GUIDED PRACTICE

Standard 2; R4-2-i What is this story mainly about? A A girl who enjoys helping others whenever she can B A girl who wants a day to relax and enjoy herself C A girl who likes to spend time with her little sister D A girl who helps her mom cook dinner for her family

HINT

Reya feels like her day off is going by very slowly because she is — A doing things that she doesn’t find very exciting B usually so busy that she doesn’t notice the time C worrying that no one will ask for her help anymore D very tired from all the work she did during the week

HINT E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

This question asks you about the story’s main idea. The main idea of a story is the main reason the story was written. Sometimes the answer choices for these kinds of questions are just little details from the story. Look for the answer choice that tells what the whole story, not just a little part of it, is about.

Standard 2; R4-2-f

This question asks you to study a character from the story very closely. Sometimes you can figure out how a character feels by what he or she says and does. Consider what Reya says to her mother toward the end of the story.

GUIDED PRACTICE

Standard 2; R4-2-p Read the diagram of information from the story to answer the next question. Problem

Solution Reya decides that helping people makes her feel good about herself, and offers to help her mother make dinner.

Which of the following should go in the empty box?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

A Reya is tired after doing all of her chores and wants to take a nap. B Reya wants to spend time with her sister, but her sister is too busy. C Reya loves her grandpa’s garden but she’s not sure how to care for it. D Reya has so much free time that she’s not sure what to do with it.

HINT

This question is about the main problem in the story. This problem is often called the conflict. In this case, you have to figure out which problem has been solved by the solution given here. Like the last question, sometimes the best way to pick out the main problem is to study what the main character says and does. What does Reya say and do in the story?

Go On © RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

GUIDED PRACTICE

Read this selection. Then answer the questions that follow it. Use the “Hint” after each question to help you choose the right answer.

Words and Mr. Webster

When we read we will often come across words that are unfamiliar to us. In order to discover the meanings of new words, we need some sort of tool. Thankfully, we can turn to a dictionary for help. Dictionaries allow us to look up the spellings, pronunciations, and meanings of millions of words. You have probably used one in class or at home to help you learn about new words.

When the United States was still a young country, people from all across the globe were moving to America in search of a better life. These people brought their interesting customs as well as their languages. Because so many people were speaking many different languages, it was very difficult for many Americans to understand each other. It was even harder for teachers to help students learn to read when there weren’t any official rules about the spellings or meanings of many words. A word could be spelled one way in the South and another way in the North.

Noah Webster understood this problem very well. Noah grew up in Connecticut where his father worked as a farmer and weaver. He was a very bright young man who did well in school. At the time, few people went to school after the age of sixteen. But Noah dreamed of becoming a lawyer someday, so his parents found a way to send him to college.

Noah went to Yale University, but by the time he was finished, his family didn’t have enough money to send him to law school. Noah decided to become a teacher instead. He quickly decided that American schools were in poor shape. Many classrooms were overcrowded and the books that teachers used came from England.

Many students came from countries where English was not the main language and teaching them by using a book made in England was a difficult task. Noah decided to write an American

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Noah Webster

GUIDED PRACTICE book to teach children how to use language. The book was very popular and sold many copies. Benjamin Franklin even used it to teach his granddaughter how to read. 6

Noah finally got the chance to attend law school, but he still longed to do even more for the American language. After marrying and starting a family, he decided to write the first American dictionary. He wanted Americans all over the country to speak and spell the same way. It took him twenty-seven years to complete the book. When he finished the dictionary, it contained over seventy thousand words!

The dictionary helped establish regular spellings and pronunciations of words. It also defined words borrowed from other languages. Noah did this so the dictionary would represent the many groups of people who lived in America.

Noahâ&#x20AC;&#x2122;s dictionary was the first truly American dictionary in the world. Today, you can still find his name on dictionaries in classrooms across the country. Noah Webster was a very remarkable man. His ideas helped shape our language into what it is today.

E L P SAM ATION C U D E ! Y L Y L L L A R . RA 9 9 . 8 8 8

Noah Webster and his dictionary Photo courtesy of the Library of Congress

ÂŠ RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

GUIDED PRACTICE

Standard 1; R4-1-b Why did Noah decide to write a book to teach children how to use language? A He wanted to teach children languages other than English. B American children had to use books from England. C He needed to earn money to go to law school. D Many children in America did not have books in school.

HINT

Standard 1; R4-1-l Read the diagram below and answer the question that follows. Problem

Solution

There was no official spelling or meaning for most words.

Which of the following should go in the empty box?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

A Noah taught children how to use language correctly.

Here you are looking for the reason that Noah decided to write a book to teach children. This means you are looking for the cause. Look back at paragraphs 4 and 5 to find the correct answer.

B Noah improved the books from England to help students. C Noah showed people that the schools were in poor shape.

D Noah’s book established regular spellings and meanings.

HINT Take a careful look at the problem. Which of the answer choices offers the best solution to the problem? If you are still having trouble, reread the article to find the answer.

GUIDED PRACTICE

Standard 1; R4-1-h From what the reader learns about Noah, which of these is a reasonable statement? A Noah disliked teaching so much that he became a lawyer. B Noah felt that the English language was fine just as it was. C Noah didn’t think that American schools could be helped. D Noah was determined to complete his dictionary.

HINT

Standard 3; R4-3-g1 The main purpose of the article is to — A discuss an important person in American history B show how languages can change throughout time C explain why dictionaries are great tools for reading D show why knowing another language can be useful

HINT E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

To answer this question, you need to think about what Noah was like. Was he lazy or did he work hard? How did he feel about things? Read all of the choices carefully before selecting the best answer. If you’re still having trouble, reread paragraph 6.

This question asks you why this article was written. What does this article do for the reader? Does it inform, explain, or entertain? Reread all of the answer choices before choosing the one that fits best.

GUIDED PRACTICE

Standard 3; R4-3-a1 The most likely reason the author wrote this article was to — A teach readers about the history of America B persuade readers to start learning a different language C tell readers about an American who made a difference D entertain readers with an amusing story about a teacher

HINT

Standard 1; R4-1-j The reader can tell that Noah really wanted to finish the dictionary because he — A spent twenty-seven years writing the book B needed the money to pay for his law school C didn’t like using the English books during class D didn’t want to spend his life teaching children

E L P SAM HINT N O I T A C U D E ! Y RALL 99.RALLY . 8 8 8

Why do you think the writer wrote this article? To answer this question, think about what the article was mainly about and what the writer talked about most. This will help you to understand the writer’s reasons for writing the article.

This question is asking you to draw a conclusion about Noah. What information in the article causes the reader to think that he was very determined to finish his dictionary? Read each of the answer choices carefully before selecting the one that fits best.

GUIDED PRACTICE

Standard 3; R4-3-a4 Which sentence from the article is an example of an opinion? A Noah decided to become a teacher instead. B Noah Webster was a very remarkable man. C The book was very popular and sold many copies. D The dictionary helped establish regular spellings and pronunciations of words.

HINT

Standard 1; R4-1-e Which sentence from the article best shows the reader the importance of Noah’s work? A Noah decided to write an American book to teach children how to use language. B It took him twenty-seven years to complete the book. C When he finished the dictionary, it contained over seventy thousand words!

E L P SAM HINT N O I T A C U D E ! Y RALL 99.RALLY . 8 8 8

This question asks you to figure out which is an opinion. An opinion is something that cannot be proven. It is just what someone thinks. A fact is something that is true and has been proven. Reread all of the choices before selecting the best answer.

D His ideas helped shape our language into what it is today.

For this question you need to pick the sentence from the article that tells the reader why Noah’s work was so important that he is still remembered today. Think about what Noah did for language in America and then choose the sentence that fits best.

GUIDED PRACTICE

Standard 3; R4-3-a5 What is one idea presented throughout the article? A Remembering the past B Sharing a story C Making a change D Preserving a custom

HINT This question asks you to decide what idea is used throughout the article. To answer this question think about what Noah did. In the simplest way you can think of, try to explain Noah’s actions. When you are finished, look at the answer choices and see which one best fits your explanation.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STOP 22

Part 2: Independent Practice Read this selection. Then answer the questions that follow it.

Carrots in a Cake? 1

Fran wore her unhappiness in a frown upon her face. Today was her father’s birthday, but she had no idea how to help him celebrate. She checked the piggybank where she had saved some money for a special day and discovered that she had enough money to buy a nice gift. Fran thought about asking her mom to take her shopping, but she wasn’t sure what to buy. Finally, Fran poured out her troubles to her mother.

Fran’s mother silently considered the problem. Then she had an idea. She thought Fran should make a gift for her father and suggested that Fran bake a special birthday cake. Fran was very interested in this plan and immediately began dreaming of a chocolate cake dripping with vanilla icing or a vanilla cake covered in sprinkles.

Fran’s mother had a different idea, however. She explained that Fran’s father enjoyed a particular kind of cake called carrot cake. Fran raised her eyebrows. Why would Dad want a cake filled with vegetables? Vegetables were for salads. A carrot cake didn’t sound very tasty to Fran, but her mother told her that it was actually quite good. Fran remained unconvinced.

Fran and her mother went to the store to buy the groceries they needed to bake the cake. First, they found flour, cinnamon, sugar, and eggs. Next, they put some baking powder, baking soda, and frosting in their cart. And, of course, they got some carrots, too. Fran thought the vegetables looked out of place surrounded by all of the regular baking items.

When they returned home, Fran and her mother flipped through a few cookbooks, and after a while, found directions for baking a carrot cake:

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

w Carrot Cake u 1. Heat oven to 350 degrees. 2. Grease and flour a cake pan. 3. Grate carrots. 4. Mix flour, sugar, baking powder, baking soda, and cinnamon in a large bowl. 5. Add carrots, vanilla, and eggs. 6. Mix well. 7. Pour batter into cake pan. 8. Bake cake for 30 minutes.

E L P SAM UCATION D E ! Y RALL 99.RALLY . 8 8 8

9. Let cake cool for about 10 minutes.

10. Remove cake from pan and let it cool completely. 11. Frost the cake.

12. Store in a refrigerator.

Fran mixed everything together while her mother grated carrots. When the batter was ready, Fran poured it into a cake pan, and her mother carefully placed the pan in the oven. They set a timer for thirty minutes and cleaned up their dishes while they waited. A loud “ding!” from the oven announced that the cake was finished baking. They let the cake cool, and later, they frosted it and stored it in the refrigerator.

When Fran’s father returned home that night, Fran told him that she had a wonderful surprise waiting for him. Once they had finished eating dinner, Fran’s mother removed the cake from the refrigerator. Fran’s father was excited to see that they had baked his favorite kind of cake. Fran and her mother sang “Happy Birthday” as he blew out all the candles.

Fran’s mother cut the cake, and Fran’s father said it tasted wonderful. After a while, Fran decided that she should try a piece of the cake that she had helped to bake. She still wasn’t sure that she would enjoy carrots in a cake. She took a small, slow bite anyway. Fran thought the cake tasted pretty good. Maybe carrots weren’t just meant for salads after all.

How does Fran feel when her mother suggests baking a carrot cake? A Confused about putting vegetables in a cake B Anxious that the cake will have a bad flavor C Hopeless about coming up with a better idea D Surprised that her mother wanted to help her

Why does Fran think it’s strange to use carrots in a cake?

Read the diagram of information from the story to answer the next question. Problem

Solution

Fran cannot think of what to get her dad for his birthday.

Which of the following should go in the empty box? A Fran goes shopping for a present. B Fran buys groceries with her mother.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

A She thinks chocolate cake tastes best.

B She has never made a cake before. C She knows carrots are vegetables.

C Fran sings to her father after dinner. D Fran bakes her father his favorite cake.

D She has never eaten a carrot before.

From what you learn about Fran, which of these is a reasonable statement?

Fran tries her dad’s birthday cake because she — A likes to make her dad happy

A She always eats all of her vegetables.

B likes to lick off all the icing C wants to know how it tastes

B She will bake a cake for her mom, too.

D wants to eat more vegetables

C She is not afraid to try something new. D She will not bake a carrot cake again.

How does Dad probably feel about Fran’s gift to him?

Which sentence from the story best shows the reader that Fran has changed her mind about carrots in a cake? A Why would Dad want a cake filled with vegetables?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

A He wishes that she would have put sprinkles on it. B He wishes that she would have made a chocolate cake.

C He thinks that she should have baked her favorite kind of cake.

B And, of course, they got some carrots, too. C She still wasn’t sure that she would enjoy carrots in a cake.

D Maybe carrots weren’t just meant for salads after all.

D He thinks that she was thoughtful to make him a cake.

The reader can tell that you probably need an adult when baking a cake because — A the directions tell you to ask for help B the directions tell you to use an oven C it can be hard to stir everything together D it can be hard to frost a cake without help

Go On 26

Read this selection. Then answer the questions that follow it.

A Salmon Run 1

Each year, something amazing happens in the rivers and streams in the northwestern part of the United States. Salmon, fish that spend much of their lives in salty ocean water, travel to freshwater rivers and streams where they swim through fast-moving rapids and rushing waterfalls to return to the places where they were born. Why do they do this? It is to continue the circle of life, of course.

Salmon begin their lives as tiny pink eggs buried beneath beds of small stones in rivers and streams, where they are hidden from the view of other animals A salmon swims upstream or fish. Some of these beds are as far as nine hundred on its way home. miles from the ocean. The eggs are usually laid in the fall, and begin to hatch, or open, in the winter. When salmon first hatch, they each have a small orange sac attached to their bodies. These sacs are filled with food that salmon need to start growing. After a few months, salmon use up all of this stored food, the sac disappears, and they begin to look like small fish with spots all over them. At this point, the young salmon are called fry, and they are ready to leave the comfort of their beds. Some fry immediately swim downstream to the Pacific Ocean while others spend a year or more eating and growing before they begin this journey. When the young salmon reach the ocean, they swim far and wide.

E L P M SA N O I T A C U D E Y L ! L Y L A R . 9 RAL 9 . 8 8 8

It takes salmon between two and seven years to fully grow. During this time, they swim through the open ocean eating foods such as shrimp and small fish. Once salmon have become full-grown fish, they are ready to migrate. When animals migrate, they move from one place to another, and in this case, salmon move from the ocean back to the places where they were born.

Salmon begin their long, difficult expedition in the summer, swimming from salty ocean waters into the fresh water found in rivers and streams. Some salmon must travel farther than others, especially those that were born hundreds of miles from the ocean. When salmon finally reach the places where they were born, they lay thousands of eggs. The eggs are covered with small stones, and a new generation of salmon waits to begin its life.

ÂŠ RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Look at the chart below. Use it to answer the question.

Salmon Life Cycle

Salmon most likely lay their eggs beneath beds of small stones because — A foods that salmon eat get trapped there

Pink eggs are laid in a bed of stones.

B water under the stones is much cleaner C the stones help to make the water salty

Full-grown salmon return to their birth places to lay eggs.

Small fish covered in spots grow larger in rivers and streams.

D the eggs will stay safe until they hatch

What will salmon probably do while they are in the ocean?

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

A Lay many eggs B Change colors

C Grow larger

Which idea belongs in the empty box?

D Live in stone beds

A Baby salmon have small sacs attached to their bodies.

B Young salmon leave rivers and streams for the ocean. C Baby salmon use up all of the food they had stored.

D Young salmon swim upstream to become stronger.

What is paragraph 2 mainly about?

A How salmon develop over time B Why salmon swim to the ocean C What salmon eggs look like D Where salmon eggs are laid

The reader can tell that salmon are probably — A surprisingly fast B brightly colored C excellent hunters D good swimmers

Go On

Read this selection. Then answer the questions that follow it.

Amazing Monarchs 1

If you’ve ever seen an orange-and-black butterfly flutter by, you have probably seen a monarch butterfly. Monarchs are some of the most wellknown butterflies. These butterflies are so popular that some states have honored them as their state insect. Monarchs are found in many parts of the United States and are easily recognized by their orange and black markings. These markings also warn other animals that monarchs are poisonous and unsafe to eat.

Many people are interested in the lives of monarchs because they migrate, or move from one place to another, every year. Some even track the butterflies from the moment they hatch from their eggs! Teachers, students, and many other people across the country carefully watch the movements of the monarchs.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

In the spring, mother monarchs lay their eggs on milkweed plants. When the eggs hatch, worm-like creatures called caterpillars appear and eat the milkweed for almost two weeks. Then the caterpillars make shells called cocoons around themselves. The cocoons protect the caterpillars during this important time. After about two weeks, the cocoons open. It’s easy to see that amazing changes have taken place! Out of the cocoons crawl lovely monarch butterflies.

The monarchs wait for their wings to dry before they start to migrate south. No one is quite sure how the butterflies know which direction to fly, but some think that the knowledge is passed down from one generation of butterflies to the next. During the trip, monarch butterflies travel many miles, sometimes stopping to avoid rain, find food, and rest their wings.

During the warm summer months, monarchs travel south until they reach warm places where they can spend the winter. By the time spring arrives, monarchs are ready to start all over! Once again, the adults fly north to lay eggs, and soon, brand new butterflies are ready to spread their wings.

The habits of monarch butterflies interest many people, and some even use computers to track monarchs during the year. It is important that we understand monarchs so we know how to protect them. There are programs in many areas that celebrate and help to educate people about these beautiful bugs.

With which statement would the author of this article most likely agree?

Which sentence from the article is an opinion? A Monarchs are some of the most wellknown butterflies.

A Because monarchs are poisonous, many people are afraid to go near them.

B In the spring, mother monarchs lay their eggs on milkweed plants.

B One of the most interesting things about monarchs is that they migrate every year.

C It is important that we understand monarchs so we know how to protect them.

C Monarchs look the most beautiful right before they wrap themselves in cocoons.

D These markings also warn other animals that monarchs are poisonous and unsafe to eat.

D People should stop tracking monarchs while they migrate and just leave them alone.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 17

What is this article mainly about?

A Why monarchs are popular

A monarch butterfly will most likely stop during its migration when it â&#x20AC;&#x201D;

B The habits of the monarch butterflies

A gets cold

C Caterpillars changing into butterflies

B lays its eggs

D How caterpillars make their cocoons

C feels threatened D wants to eat

Go On 30

ÂŠ RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Read this selection. Then answer the questions that follow it.

Science in Space 1

Jesse stared out the window of the classroom. No matter how hard he tried, he couldn’t concentrate on the lesson. His thoughts kept drifting to the next day’s class trip to the Johnson Space Center in Houston where astronauts prepare for adventures in space. For as long as he could remember, Jesse wanted to become an astronaut, and often imagined himself on a mission to the moon or floating through space, his body completely weightless.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

These thoughts crowded Jesse’s head as his teacher, Ms. Price, wrote notes on the blackboard. He knew that he should write them down, but it was only a science lesson. Jesse didn’t dislike science, but he didn’t think that knowing about rocks and minerals would help him become an astronaut someday.

After class, Ms. Price questioned Jesse as to why he hadn’t been paying attention during class. Jesse told her that he was sorry, and explained that he was just really excited about the trip to the space center. Ms. Price knew that Jesse wanted to be an astronaut when he grew up and tried to explain that it was important for him to pay attention in science class. Jesse didn’t seem to believe her. Ms. Price hoped that the visit to the space center would change his mind.

When the school bus pulled into the parking lot of the Johnson Space Center the next day, Jesse was sitting on the edge of his seat. He couldn’t wait to go inside. Ms. Price told the class Testing the Lunar Roving Vehicle at the that they might even be lucky Johnson Space Center enough to meet some of the Photo courtesy of NASA astronauts who worked there. The class took a tour of the building. The tour guide showed them some space suits and pictures that astronauts had taken in outer space.

For lunch, they ate food that astronauts would really eat. Jesse was surprised to see that it was a lot like regular food. The tour guide told the students that sometimes the food is dehydrated, or has the water taken out of it, so that it lasts longer. The guide added water to some dried eggs and asked if anyone wanted to take a bite. Jesse quickly raised his hand. They tasted like the eggs he had eaten for breakfast, only more watery.

After lunch, Ms. Price told everyone that she had a big surprise for them. Two astronauts who worked at the space center, Mr. Riley and Ms. Summers, were going to talk to them and answer all of their questions about space travel. The astronauts told the students about the exciting experiences that they had had in space. Ms. Price raised her hand to ask a question, and Jesse thought it was funny to see a teacher do this.

Ms. Price asked the astronauts if they had to study science to become astronauts. Ms. Summers said that understanding science was a very important part of becoming an astronaut. She said that sometimes astronauts did tests in the shuttle to see how things from Earth, such as rocks or plants, were affected by the changes in space. Mr. Riley told the class that many people make a mistake in thinking that the only job an astronaut has is to fly a spaceship. He explained that science is the main reason why people went into space in the first place. He said that a lot of the tests that are done in space help us to better understand life on Earth.

Jesse had never known that astronauts tested plants and rocks. He realized that there was a lot more to becoming an astronaut than he had first thought.

The next day, Ms. Price saw Jesse taking notes. After class, Ms. Price asked him if he had enjoyed the class trip. Jesse said she had been right about the importance of science. Jesse thanked Ms. Price and then hurried to math class. After all, he might need to know about fractions in space one day.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Astronaut Edwin Aldrin takes core samples from the lunar surface Photo courtesy of NASA

ÂŠ RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

What is paragraph 2 mostly about?

What is paragraph 7 mainly about?

A How Jesse daydreams about flying into space

A Jesse realizing that he needs to take more notes

B Why Ms. Price thinks science is so important

B The astronauts explaining why they need science

C Why Jesse should take notes in all his classes

C Jesse paying close attention during science class

D How Jesse thinks astronauts don’t use science

D The astronauts’ exciting experiences out in space

Astronauts probably dehydrate their food to make it last longer because—

How does Jesse most likely feel after listening to the astronauts?

A they cannot bring water on the ship

A Disappointed by the stories that they told

B they cannot buy more food in space

B Upset that he did not get to ask a question

C they like the way that the food tastes

C Surprised that the astronauts use science

D they want to bring some back home

D Tired from a long day at the space center

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

What is the most likely reason Ms. Price thinks that the trip will change Jesse’s mind about science? A She knows that the students will meet the astronauts. B She knows the students must use science on the trip. C She knows there will be a science quiz on the trip. D She knows that the astronauts need to know science.

Which sentence in the story best shows the reader that Jesse feels differently about science? A After all, he might need to know about fractions in space one day. B Jesse said she had been right about the importance of science. C He knew that he should write them down, but it was only a science lesson.

What is this story mainly about? A What students dream about in class B What astronauts study out in space C Why astronauts need to use science D Why you should take notes in class

D After class, Ms. Price asked him if he had enjoyed the class trip.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Go On 34

ÂŠ RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

Read this selection. Then answer the questions that follow it.

Great Groundhog Day 1

Have you ever seen a groundhog? These animals look like big, round, heavy squirrels. They don’t scurry around or run up and down trees as squirrels do, though. Groundhogs stay on the ground. They enjoy walking around in grassy fields, and at night, they sleep in burrows, or holes dug deep into the ground.

Some people think groundhogs are funny and friendly. Other people think they are harmful to plants and lawns. However, groundhogs are most famous because of a special day: February 2, known as Groundhog Day.

Groundhog Day is one of the most unusual days of the year. On this day, many people wait for a special groundhog to climb out of his burrow. This groundhog is supposed to be able to show people what the weather will be like.

Sometimes, the groundhog comes out of its burrow and does not see its shadow. This is supposed to mean that winter will soon end. If the groundhog does see its shadow, though, it may get scared and race back into his burrow. This is supposed to show that winter’s cold will last for six more weeks.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Nobody knows for sure whether a groundhog really can tell the weather. Most people think it probably cannot, but that does not take away the fun of Groundhog Day! People throughout the United States enjoy this lighthearted holiday. Nowhere is Groundhog Day more loved than in Punxsutawney, a small town in Pennsylvania.

In that town, every February, hundreds of people gather on a hill called Gobbler’s Knob. They wait for the appearance of a special groundhog, Phil, who lives in a burrow nearby. When he finally comes up to see them, everyone cheers and claps. Special watchers keep an eye on Phil and tell the crowd if he noticed his shadow or not.

Phil is the most popular groundhog around. All over the country, people know him. Sometimes Phil, and the people who care for him, do funny things to delight the crowd. Phil has been written about in newspapers and filmed for television. In 1986, he was even taken to visit with President Ronald Reagan.

Nobody is sure exactly how this silly day began. It may have started a very long time ago when many people were farmers. These farmers waited all winter for spring to arrive so that they could begin their planting. During these long winters, they looked for hope that the cold weather would soon go away.

Some people think Groundhog Day began as a joke. Farmers knew that winter was not ready to end. In many parts of the country, winter is only half over by early February. The farmers made up the groundhog story to cheer themselves up. They wanted a funny story to laugh about while winter’s snow still lay on their fields.

The groundhog story spread across the country. Many people enjoyed the idea, and it helped pass the time until spring arrived. Today, dozens of groundhog fairs take place to honor many famous furry groundhogs. Many of these groundhogs have humorous names, like Dunkirk Dave, Wiarton Willie, and Buckeye Chuck. These names show where they live and make people laugh.

Even though groundhogs probably cannot really tell the weather, Groundhog Day is still a fun break from the cold of winter. People all over the country enjoy coming together, meeting friends, and having fun while they wait for their favorite groundhogs to visit them.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Look at the following diagram of information from the article.

Reasons for Groundhog Day

Bringing cheer in winter

Hoping for spring

Which information belongs in the empty box? A Meeting with friends B Feeding some animals C Finding new burrows

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

D Planting some seeds

What happens when a groundhog sees its shadow? A The weather gets warmer.

B The groundhog may get scared.

C The farmers begin their planting. D The groundhog climbs a tree.

Who was most important in starting Groundhog Day? A Farmers B Groundhogs C Ronald Reagan D Dunkirk Dave

ÂŠ RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

What do people do right after Phil the groundhog leaves his burrow?

Which sentence from the article is an example of an opinion?

A Look for his shadow

A Groundhogs stay on the ground.

B Tell him to go back in

B Groundhog Day is one of the most unusual days of the year.

C Clap and cheer for him D Try to make him laugh

The reader can tell that groundhogs—

C Phil has been written about in newspapers and filmed for television. D In many parts of the country, winter is only half over by early February.

A know a lot about the weather B want to make winter go faster C live below the ground

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

D enjoy playing with squirrels

STOP 38

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . E RE GHTED B I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I TH S NOT I N O I ISS PERM

ISBN 978-1-4204-5523-6