NYC-Listening-E

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TER. S A M E .

ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I .

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

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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.

• •

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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-

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Listening • Level E

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8 8 8 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 978-1-4204-5550-2 R 5550-2 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. 1210.MAQ RALLY! EDUCATION • 22 Railroad Avenue, Glen Head, NY 11545 • (888) 99-RALLY

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Listening • Level E

Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The New York English Language Arts (ELA) Tests

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NY ELA Listening Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Listening Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Directions

..................................................4

NY Performance Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

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Listening Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 These pages contain note-taking pages and the multiple-choice and short-response questions for each of the passages.

Passage 1: Delicately Balanced Dinners: Nature’s Food Chain Passage 2: Mount Everest

. . . . . . . . . .11

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Passage 3: Having Your Cake and Making Your Butter, Too Passage 4: The Power of Patrick

. . . . . . . . . . . .21

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

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Listening • Level E

Introduction The New York English Language Arts (ELA) Tests NY ELA Test Success: Listening 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.

NY ELA Listening Tests The NY ELA Tests include a Listening section. In this section, students listen to a passage and answer multiple-choice and short-response comprehension questions. Students listen to a literary passage in grades 3, 4, and 6. Students listen to an informational passage in grades 5, 7, and 8. To answer the questions, students are required to use information from what they heard.

This section assesses listening skills, retention of details, and how well students understand what they heard.

Listening Practice

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This section provides practice for listening to informational passages that are read aloud and answering multiple-choice and short-response questions about the passages. This section provides four informational passages. Each passage is followed by 5 multiple-choice questions and 3 short-response questions.

Directions Students will be read each passage twice. Students will be encouraged to take careful notes during the second or both readings of the passage to assist them in answering the questions that follow. Students may refer to their notes while answering the questions.

The multiple-choice questions are worth 1 point each. Short-response questions are worth 2 points each. A scoring rubric is provided for the short-response questions.

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Listening • Level E

Grade 5 NY Performance Indicators Correlated to RALLY!’s Reading Comprehension Skills Standard 1: Students will read, write, listen, and speak for information and understanding.

R5-1-a: Locate and use school and public library resources, with some direction, to acquire information

Not Applicable

R5-1-b: Use the table of contents and indexes to locate information

1 Facts and Details 10 Draw Conclusions 11 Make Inferences

R5-1-c: Read to collect and interpret data, facts, and ideas from multiple sources

1 3 6 7

R5-1-d: Read the steps in a procedure in order to accomplish a task, such as completing a science experiment

1 Facts and Details 3 Sequence

R5-1-e: Skim material to gain an overview of content or locate specific information

1 Facts and Details 2 Main Idea

R5-1-f: Use text features, such as headings, captions, and titles, to understand and interpret informational texts

1 Facts and Details 10 Draw Conclusions 11 Make Inferences

R5-1-g: Recognize organizational formats to assist in comprehension of informational texts

3 Sequence 10 Draw Conclusions 13 Literary Forms and Sources

R5-1-h: Identify missing information and irrelevant information

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

R5-1-i: Distinguish between fact and opinion

8 Distinguish Fact from Opinion

R5-1-j: Identify information that is implied rather than stated

10 Draw Conclusions 11 Make Inferences

Facts and Details Sequence Cause and Effect Compare and Contrast

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Listening • Level E

R5-1-k: Compare and contrast information on one topic from multiple sources

7 Compare and Contrast

R5-1-l: Recognize how new information is related to prior knowledge or experience

1 Facts and Details 7 Compare and Contrast 14 Prior Knowledge

R5-1-m: Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information

1 Facts and Details 2 Main Idea

R5-1-n: Make inferences and draw conclusions, on the basis of information from the text, with assistance

10 Draw Conclusions 11 Make Inferences

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Standard 2: Students will read, write, listen, and speak for literary response and expression.

R5-2-a: Read, view, and interpret literary texts from a variety of genres

1 Facts and Details 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

R5-2-b: Define characteristics of different genres

13 Literary Forms and Sources

R5-2-c: Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods

Not Applicable

R5-2-d: Not Applicable Read aloud from a variety of genres; for example, read the lines of a play or recite a poem R5-2-d1: Use inflection and intonation appropriate to text read and audience

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Not Applicable

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Listening • Level E

R5-2-e: Recognize that the same story can be told in different genres, such as novels, poems, or plays, with assistance

10 Draw Conclusions 11 Make Inferences 13 Literary Forms and Sources

R5-2-f: Identify literary elements, such as setting, plot, and character, of different genres

4 Language and Vocabulary 5 Character, Plot, and Setting 6 Cause and Effect 10 Draw Conclusions

R5-2-g: Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning

4 Language and Vocabulary 7 Compare and Contrast

R5-2-h: Recognize how different authors treat similar themes

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

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R5-2-i: Identify the ways in which characters change and develop throughout a story

5 Character, Plot, and Setting 6 Cause and Effect 7 Compare and Contrast 9 Prediction 10 Draw Conclusions 11 Make Inferences

R5-2-j: Compare characters in literature to people in own lives

5 Character, Plot, and Setting 7 Compare and Contrast 14 Prior Knowledge

R5-2-k: Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary

4 Language and Vocabulary

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

R5-3-a1: Evaluate information, ideas, opinions, and themes in texts by identifying a central idea and supporting details

1 Facts and Details 2 Main Idea 5 Character, Plot, and Setting 6 Cause and Effect 7 Compare and Contrast 9 Prediction 10 Draw Conclusions 11 Make Inferences

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Listening • Level E

R5-3-a2: Evaluate information, ideas, opinions, and themes in texts by identifying details that are primary and those that are less important

1 Facts and Details 10 Draw Conclusions 11 Make Inferences

R5-3-a3: Evaluate information, ideas, opinions, and themes in texts by identifying statements of fact, opinion, and exaggeration

8 Distinguish Fact from Opinion 10 Draw Conclusions 11 Make Inferences 12 Point of View and Purpose

R5-3-a4: Evaluate information, ideas, opinions, and themes in texts by identifying missing or unclear information

10 Draw Conclusions 11 Make Inferences 14 Prior Knowledge

R5-3-b: Use established criteria to analyze the quality of information in text

10 Draw Conclusions 11 Make Inferences

R5-3-c: Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text

7 Compare and Contrast 12 Point of View and Purpose

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Listening • Level E

Common Core Standards Correlated to RALLY!’s Reading Comprehension Skills College and Career Readiness Anchor Standards for Reading The standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details 1.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Skill 1: Facts and Details Skill 10: Draw Conclusions Skill 11: Make Inferences

2.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Skill Skill Skill Skill

1: 2: 4: 5:

Facts and Details Main Idea Language and Vocabulary Character, Plot, and Setting

3.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Skill Skill Skill Skill

5: 6: 7: 9:

Character, Plot, and Setting Cause and Effect Compare and Contrast Prediction

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Craft and Structure 4.

Skill 4: Language and Vocabulary Interpret words and phrases as they are used in a text, Skill 14: Prior Knowledge including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5.

Skill 3: Sequence Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6.

Assess how point of view or purpose shapes the content and style of a text.

Skill 12: Point of View and Purpose Skill 13: Literary Forms and Sources

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Listening • Level E

Integration of Knowledge and Ideas 7.

Not Applicable Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Skill Skill Skill Skill Skill

9.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Skill 7: Compare and Contrast Skill 12: Point of View and Purpose

1: 2: 6: 7: 8:

Facts and Details Main Idea Cause and Effect Compare and Contrast Fact and Opinion

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Range of Reading and Level of Text Complexity

10.

Read and comprehend complex literary and informational texts independently and proficiently.

10

Not Applicable

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Listening Practice PASSAGE 1: DELICATELY BALANCED DINNERS: NATURE’S FOOD CHAIN

D

irections In this part of the test, you are going to listen to an article called “Delicately Balanced Dinners: Nature’s Food Chain.” Then you will answer some questions about the article.

You will listen to the article twice. The first time you hear the article, listen carefully but do not take notes. As you listen to the article the second time, you may want to take notes. Use the space below and on the next page for your notes. You may use these notes to answer the questions that follow. Your notes on these pages will NOT count toward your final score.

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Here is a word you will need to know as you listen to the article: • decompose – to decay

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Notes

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1

Which statement from the article expresses an opinion?

A “They support the entire chain by creating their own food.”

B “It is interesting to think about how delicate food chains are.”

C “The food chain allows energy to move between living things.”

D “Living things that cannot make their own food belong on the second level and above.”

2

The living things that sit at the very top of the food chain and break down dead animals are called— A plants.

B consumers.

C decomposers.

D producers.

3

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According to the article, consumers are—

A living things that cannot make their own food.

B living things that make their own food.

C living things that break down dead animals.

D no longer living organisms.

4

What is the main purpose of the article?

A To compare plants and animals B To explain what food chains are C To describe what animals eat D To show that food is important

5

Which statement from the article expresses the main idea of the article?

A "All people need energy to live."

B "The food chain allows energy to move between living things."

C "Most people think that humans are at the top of the chain."

D "There is a natural balance, which can sometimes be upset."

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6

Complete the chart below by describing how each type of organism gets its food.

Type of Organism

How it Gets Food

producer

consumer

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decomposer

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14

What is energy? Use details from the article in your answer.

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8

Explain why the food chain is so important. Use details from the article in your answer.

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PASSAGE 2: MOUNT EVEREST

D

irections In this part of the test, you are going to listen to an article called “Mount Everest.” Then you will answer some questions about the article.

You will listen to the article twice. The first time you hear the article, listen carefully but do not take notes. As you listen to the article the second time, you may want to take notes. Use the space below and on the next page for your notes. You may use these notes to answer the questions that follow. Your notes on these pages will NOT count toward your final score.

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Notes

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1

Which description best explains how the name for Mount Everest in Tibet and the name for Mount Everest in Nepal are alike?

A They both tell how high the mountain is.

B They both make Everest sound big and grand.

C They both have the same meaning.

D They both describe how dangerous Everest is.

2

Why are so many people interested in Mount Everest?

A It is climbed more than any other mountain.

B It is colder than any other place on Earth.

C It is the highest mountain in the world.

D It is on the border of two countries.

3

Which of these would most likely be a problem for climbers on Mount Everest?

A Frostbite B Fever C Flu D Headache

4

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Where is Mount Everest located?

A In Asia B In Europe C In North America D In South America

5

Which statement from the article shows that climbing Mount Everest is dangerous?

A "Many people have tried to climb to the top of Mount Everest."

B "Most attempts are made during the months of April and May." C "Some climbers have been successful in reaching the peak."

D "Some have died trying to conquer the mountain."

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7

Why is reaching the top of Mount Everest considered a “remarkable achievement”? Use details from the article to support your answer.

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The author says that Mount Everest is more than 29,000 feet high. The author then says that this is "almost five and a half miles high!" Why do you think the author describes how high the mountain is in miles? Use details from the article to support your answer.

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8

Describe the dangers of climbing Mount Everest. Use details from the article to support your answer.

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STOP 20

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PASSAGE 3: HAVING YOUR CAKE AND MAKING YOUR BUTTER, TOO

D

irections In this part of the test, you are going to listen to an article called “Having Your Cake and Making Your Butter, Too.” Then you will answer some questions about the article.

You will listen to the article twice. The first time you hear the article, listen carefully but do not take notes. As you listen to the article the second time, you may want to take notes. Use the space below and on the next page for your notes. You may use these notes to answer the questions that follow. Your notes on these pages will NOT count toward your final score.

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Here are words you will need to know as you listen to the article: • skim – to remove the top off of something • churn – to mix

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Notes

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1

What is this article mostly about?

A Different types of butter churns B Cooking in early America C Baking a cake D How butter was made

2

What was a butter churn used for?

A Stirring cream to make butter B Making frosting for a cake C Milking cows D Adding flavor to the butter

3

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What was the first step in making butter?

A Putting cream in the butter churn B Milking the cows

C Skimming cream off the top of the milk D Washing the butter with cold water

4

In what order does the author present the information on how butter is made?

A From the most important step to the least important step B From the easiest step to the hardest step C From the most interesting step to the least interesting step D From the first step to the last step

5

What is the author's main purpose in the article?

A To encourage people to make their own butter B To explain to people how butter was made in the past C To show that people should be thankful for what they have D To teach people how to make their own butter

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6

Complete the chart with the missing steps in the process of making butter.

Fresh milk is stored in a cool place.

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Fat from the cream collects to make butter.

7

24

Do you think that making butter is difficult? Use details from the article to support your answer.

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8

Imagine that you are going to bake a cake tonight. Would making your own butter be better or worse than buying it from the store? Use details from the article to support your answer.

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PASSAGE 4: THE POWER OF PATRICK

D

irections In this part of the test, you are going to listen to an article called “The Power of Patrick.” Then you will answer some questions about the article.

You will listen to the article twice. The first time you hear the article, listen carefully but do not take notes. As you listen to the article the second time, you may want to take notes. Use the space below and on the next page for your notes. You may use these notes to answer the questions that follow. Your notes on these pages will NOT count toward your final score.

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Here is a word you will need to know as you listen to the article: • guardian – someone who protects you from harm

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Notes

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1

This article is mainly about— A how Patrick was kidnapped and taken to Ireland.

B how Patrick got rid of all the snakes in Ireland.

C how Patrick ruled Ireland.

D how the people of Ireland admired Patrick.

2

Read this sentence from the passage: “When he was still a young boy, he was kidnapped and taken to Ireland.” What is the definition of “kidnapped” in this sentence?

A Tricked B Chased C Captured D Harmed

3

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Why was Patrick’s drum special?

A It made an ugly sound that drove all the snakes out of Ireland.

B It drew the snakes toward the people of Ireland.

C It entertained the country.

D It made a nice rhythm.

4

Which detail is least important in the article?

A Patrick was a leader in Ireland.

B Patrick once had a job herding pigs.

C Patrick is said to have driven the snakes out of Ireland.

D Patrick is remembered on Saint Patrick's Day.

5

Based on information in the article, which word best describes Patrick?

A Cheerful B Lucky C Clever D Strong

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6

According to “The Power of Patrick,” what were two tools Patrick made to deal with the snakes? Use details from the article to support your answer.

1.

2.

7

Describe how Patrick tricked the wicked old snake. Use details from the article in your answer.

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8

Do you think the stories about Patrick are true? Use details from the article to support your answer.

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STOP 30

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TER. S A M KLINE ANY WAY. C A L B NOT A ODUCED IN S I T I HTED. TO BE REPR G I R Y IS COP THIS BOOK K O O PLE B IVEN FOR M A S S OT G THI N S I ISSION M R E P

ISBN 978-1-4204-5550-2