NYC-Reading-D by RALLY! Education

E L P SAM ATION C U D E ! Y L L Y L L RA A R . 9 9 888.

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

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

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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)

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Reading and Writing • Level D

Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 The New York English Language Arts (ELA) Tests . . . . . . . . . . . . . . . . . . . NY ELA Reading/Writing Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 3 3 3 3

NY Performance Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

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Part 1: Practice with Shorter Passages . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Practice Set 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Practice Set 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Part 2: Independent Practice

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

A Letter from Grandmother . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Aiyana’s Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 The Lion Lies Down With the Lamb . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 A Hot Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 The Dragon’s Feast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 A Living Dragon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Exotic Pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Hershey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

The New York State Education Department has neither endorsed nor authorized this practice test booklet. ISBN 978-1-4204-5595-3 R 5595-3 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. 1110.MAQ RALLY! EDUCATION • 22 Railroad Avenue, Glen Head, NY 11545 • (888) 99-RALLY

Reading and Writing â&#x20AC;˘ Level D

Introduction The New York English Language Arts (ELA) Tests Test Success Series: Reading and Writing 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 Reading/Writing Tests The NY ELA Tests include a Reading/Writing section. In this section, students read several passages and answer short-response questions. Students then answer an extended-response question that requires using information from two passages. This section assesses how well students understand the passages and how well they complete the writing task.

Part 1

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Part 1 provides practice in answering short-response and extended-response questions. Students complete two practice sets. Each set contains two short passages. Each short passage is followed by a short-response question. Students then answer an extendedresponse question about both passages.

Part 2

Part 2 provides additional practice in answering short-response and extended-response questions. Students read several pairs of longer passages. Students answer short-response questions about each passage, and one extended-response question about each pair of passages.

Directions Test Success Series: Reading and Writing includes space for students to write their answers. Students may look back at the passages as often as they like. Students are scored on how well they answer the question, how clearly they express their ideas, and how correctly they use grammar, spelling, punctuation, and paragraphs. Students should plan and check their writing.

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Reading and Writing • Level D

Grade 4 NY Performance Indicators Correlated to RALLY!’s 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

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

Facts and Details Sequence Cause and Effect Compare and Contrast

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Reading and Writing â&#x20AC;˘ Level D

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

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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

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Reading and Writing • Level D

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

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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

Reading and Writing â&#x20AC;˘ Level D

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

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

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Reading and Writing • Level D

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

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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

Reading and Writing • Level D

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

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Reading and Writing • Level D

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

Reading and Writing • Level D

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.

Not Applicable

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PRACTICE WITH SHORTER PASSAGES

Part 1: Practice with Shorter Passages Practice Set 1 In 1777, the Continental Congress adopted the first American flag. Since then, the flag has changed many times. Throughout its many changes, the flag has always been a sign of hope and freedom for Americans. Many Americans feel that the flag should be respected. There are rules about how to care for the American flag. These rules tell Americans how to handle the flag, when to fly the flag, and so on. One of the most important rules is that the American flag should never touch the ground. It should not be flown in the rain, snow, or other bad weather. The flag should fly only during the day unless it is lit up at night. The flags of cities and states should not be raised above the American flag. American flags should also be cleaned and repaired when needed. People should never throw away an American flag. American flags stand for our country and we should try our best to treat them with respect.

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Complete the chart with three rules from the article about respecting the American flag.

Rules for Respecting the American Flag

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PRACTICE WITH SHORTER PASSAGES Cora and her family went to the Flag Day parade every year. Cora enjoyed watching the dancers, floats, and bands. At the parade, Cora saw one of the bands walking down the street. The first person in the band carried an American flag. Cora said she liked the American flag. She asked her parents if they could get a flag for their house. Cora’s parents thought she had a great idea. They explained to her that the flag was special and it had to be respected. Cora’s father said he would put a flag-pole in their yard. He and Cora could raise and lower the flag every day. Mother told Cora that the flag had to be put up and taken down every day because it should not stay up at night. Father told Cora that the flag should not be flown in bad weather, such as rain. Cora thought that taking care of an American flag would take some work, but she thought it would be worth it to show respect to her country. She couldn’t wait to put up an American flag of her own! 2

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Cora feels that taking care of an American flag will be worth the hard work. Why does Cora think it will be hard work? Why does she think it will still be worth the effort? Use details from the story to support your answer.

PRACTICE WITH SHORTER PASSAGES

Think about how the article and the story both describe how people take care of and respect the American flag. Why might someone respect and want to fly an American flag after reading these passages? Use details from both the article and the story to support your answer. In your answer, be sure to • tell why someone would respect an American flag after reading the passages • tell why someone might want to fly an American flag after reading the passages • use details from both the article and the story to support your answer

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Check your writing for correct spelling, grammar, capitalization, and punctuation.

PRACTICE WITH SHORTER PASSAGES

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Go On 16

PRACTICE WITH SHORTER PASSAGES

Practice Set 2 Martin wrote the final line of his story and put down his pen. It had taken him all day, but he had finally finished it. Martin wrote his story for a story-writing contest. The library in Martin’s town had a contest every year to find the best new story writer. Although he had never written a story before, Martin wanted to try this year. He saw a poster for the contest a few weeks earlier. This year, the library asked people to write about a topic that mattered to them. As soon as Martin saw the poster, he knew that he would write about caring for Earth. He had always wanted to show others how much he cared about keeping the world clean. Martin wrote about what the world would be like if all the trees were cut down. He used some facts in his story, and he also used his imagination. Martin couldn’t wait to enter his story into the contest. Maybe he would win. Maybe he would make others care about Earth, too.

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Below are two words that describe Martin. Circle the one word that best describes him.

caring

eager

Give two examples from the story to support your choice.

PRACTICE WITH SHORTER PASSAGES During the 1950s and 1960s, few Americans worried about the health of our planet. But the author Rachel Carson was different. She worked for most of her life to fight for clean air, land, and water. Rachel Carson worked as a scientist during the 1950s. She became well-known when she wrote books about the ocean. Many people enjoyed reading her informational writings. She became even more famous when she printed a book in 1962 called Silent Spring. In the book, she talked about how some materials harmed Earth. She talked about how some of these materials were harming birds. Rachel was very interested in making sure people took care of Earth. Her book made people think more about the world around them. The U.S. government even changed laws because of the book. Years after Silent Spring’s first printing, Americans still read the book. It is a reminder of the duty everyone has to keep the world clean. 2

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How do you think Rachel Carson felt when her book was printed? Why do you think she felt that way? Use details from the article to support your answer.

PRACTICE WITH SHORTER PASSAGES

The story and the article both describe how writing can affect how other people feel. Why might reading these passages make someone want to write about something he or she believes in? Use details from both the story and the article to support your answer. In your answer, be sure to • tell how reading the passages might make a reader want to write about a topic he or she cares about • use details from both the story and the article to support your answer Check your writing for correct spelling, grammar, capitalization, and punctuation.

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PRACTICE WITH SHORTER PASSAGES

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STOP 20

Part 2: Independent Practice Directions: Read each selection and answer the questions that follow it. Then use both selections to answer the last question. You may look back at the passages as often as you like.

A Letter from Grandmother Aiyana was studying for a test on the Toltec and Mayan Indians. Her grandmother had just recently written her a letter. In the letter her grandmother told her that the ancient Toltecs were their relatives. Where had she put the letter? Suddenly, she remembered. She opened an old diary and, swish, out fell her grandmother’s letter. She remembered that her grandmother had told her the story of the Toltec god, Quetzalcoatl. He was also known as Our Prince. Her heart beat fast as she began to read:

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

Dear Aiyanar our people’s society died. afte g lon on d live e hav ths my r Ou . lers ytel stor at Our people were gre Here is one of our great stories. erstood that the gods did not require und had o wh , nce Pri r Ou atl, alco etz Qu , god the s It wa t the arts, the calendar, and science to the ugh bro He e. wis y ver s wa He d. me har be to ple peo had to stop. And so it was done. His brother, ple peo g min har of e ctic pra the w kne he d An ecs. Tolt followers were angry. They thought the his and He . eed agr dis k, dar the of god a, ipoc catl Tez e up with a plan to get rid of Our Prince. cam y the so, d An s. crop ir the for rain t ugh bro e ctic pra d if they killed Our Prince, he would gain eve beli y The r. eve how , him kill to nt wa not did y The nced. What they decided to do was dishonor sile be not ld cou gs chin tea his n, The s. wer follo re mo ld be more painful than death. wou w, kne a ipoc catl Tez s, Thi gs. chin tea s atl’ alco etz Qu k Our Prince. They held before him tric to y wa a ted crea rs owe foll his and ca lipo cat And so Tez had grown. He fell into despair, he old how saw he it, into ed look atl alco etz Qu en a mirror. Wh to his rescue. They said they could e cam s mie ene his t Bu life. full a d live not had fearing he and he awaited a cure. make him young again. Quetzalcoatl was delighted, h juice. They told Quetzacoatl to drink. wit d fille cup a him to t ugh bro s mie ene his ht, One nig drank. His enemies left him alone. erly eag he and , him e sav ld wou this d eve beli atl Quetzaco way. He began to do things he never this feel him de ma e juic The ry. ang felt atl aco etz Soon, Qu would have, and performed many bad acts. is where the Toltecs lived. The ich wh a, Tul of city the t hou oug thr ead spr d wor In the morning, e. When Quetzacoatl saw the don had atl aco etz Qu at wh of ed am ash and d cke people were sho il he reached the east coast unt rs yea ny ma for red nde wa He . fled he d, love he faces of the people heavens. His ashes turned the from fire by up ned bur s wa he re The d. elan of Mexico, his hom morning star. into birds, and his heart, our people say, became the r heart to tell your children and I hope you enjoyed this story and will keep it in you grandchildren. Love, Grandma

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The chart below shows what happens in the story Aiyana's grandmother wrote about. Complete the chart with details from the story in the order in which they happen. WHAT HAPPENS IN THE STORY Tezcatlipoca wants to make sure people do not listen to Our Prince. He comes up with a plan.

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Our Prince sees the faces of the people he loves. He is so upset that he leaves. He wanders for many years.

After Our Prince drinks the juice, he does many bad things. How does Our Prince feel about the things he did? Use details from the story to support your answer.

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Aiyana’s Textbook After reading her grandmother’s letter, Aiyana was able to study for her test.

CHAPTER SIX MESOAMERICAN CIVILIZATIONS The Maya and Toltecs were great people, and will be remembered through the ages. The Toltecs ruled the Mayan civilization in central Mexico from the tenth to twelfth centuries A.D. The Toltecs were the last leading Mesoamericans, and inherited much from the Maya. The Maya lived in Central America. This area now includes Yucatán, Guatemala, Belize and southern Mexico (Chiapas and Tabasco). The Maya were true Stone Age people, but they did work with copper and gold.

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The Maya are probably the best known of all the Mesoamerican civilizations. Beginning in the Yucatán around 2600 B.C., their way of life hit its high point around A.D. 250. This took place in what is now southern Mexico, Guatemala, northern Belize and western Honduras. The Maya built on the ideas and inventions of earlier civilizations. Learning from these civilizations, the Maya created charts of the planets and stars. They even invented their own calendar, and a form of writing called hieroglyphics. The Maya were also known for their highly decorated temples and palaces all built without metal tools. They were also skilled farmers, and knew how to store rainwater underground. When it came to art, the Maya were equally good at weaving and pottery. They also cleared routes through jungles and swamps so that they could trade with distant peoples.

Describe what skills and knowledge the Maya people had. Use details from the article to support your answer.

The Maya and Toltec people had many things in common. Describe two things that the Maya and Toltec people had in common. Use details from the article in your answer.

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

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Planning Page You may PLAN your writing for question 5 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on Pages 27 and 28.

Answer

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Think about what you learned about the Toltec and Mayan Indians from the story and the article. What do you think life was like for the Toltec and Mayan Indians? What kind of work did they do? What were they interested in? Use details from both the story and the article to support your answer. In your answer, be sure to • • • •

explain what life was like for the Toltec and Mayan Indians describe what kind of work the Toltec and Mayan Indians did tell what the Toltec and Mayan Indians were interested in use details from both the story and the article to support your answer

Check your writing for correct spelling, grammar, capitalization, and punctuation.

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Go On 28

Directions: Read each selection and answer the questions that follow it. Then use both selections to answer the last question. You may look back at the passages as often as you like.

The Lion Lies Down With the Lamb What is a symbol? A symbol is a sign that stands for an idea. For example, a lion is a symbol for courage and strength. A lamb is a symbol for gentleness. Have you every heard of the saying, “The lion lies down with the lamb”? What this means is that the strong and the gentle can live together in peace. This idea would be shown with a picture of a lion lying next to a lamb. People use symbols in many different ways. Did you know each state has its own symbols? The symbols stand for the ideas of the people that live in that state. Here are some Texas symbols:

TEXAS SYMBOL

STATE

SYMBOLS

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

Mocking- This is the Texas state bird. The mockingbird became the Texas state bird in 1927. This bird has a beautiful song and is seen all bird over Texas.

Texas Longhorn

Chili

Bluebonnet

Sweet Onion

This is the Texas state large mammal. The Texas Longhorn became the Texas state large mammal in 1955. When Christopher Columbus came to America, he brought with him Spanish cattle. Spanish cattle and American cattle were bred, and the Texas Longhorn was born. Near the Fort Worth, Texas Stock Yards, seven huge statues of longhorns stand in praise of this beautiful animal. This is the Texas state dish. Chili became the Texas state dish in 1977. Chili is an Aztec Indian word that refers to the chili pepper.

This is the Texas state flower. The bluebonnet became the Texas state flower in 1901. There are many types of bluebonnets. Some are tall, some short, and some bluebonnets are even white! That’s why some say Texas has seven state flowers instead of one! This is the Texas state vegetable. The sweet onion became the Texas state vegetable in 1977. The reason the onions are sweet is because they contain very little “pyruvate.” This is the juice that makes people cry when they peel them.

The chart below summarizes information on the state symbols of Texas. Complete the chart using details from the article. Type of Symbol

State Symbol

Year it Became a State Symbol

State bird

Mockingbird

1927

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According to the article, a lion is a symbol for courage and strength. Give another example of an animal that is a symbol for something. Describe what the animal is a symbol for.

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A Hot Topic This is a letter to the editor of a magazine called “Everything You Want to Know About Texas.”

Dear Editor, Let me just say a word about onions. I am 50 years old and have tasted many onions in my time. Onions have never and will never be sweet. I don’t care what you do to them. You could add a pound of sugar to onions frying in a pan, and they will still be onions! Onions will always be those little harsh-tasting, slimy things I have to pull out of my fried peppers. Onions always pinch my tongue with their sharp taste. They make me cry when I slice them, and make me cry when they are jumping up and down in a hot pan full of butter.

E L P SAM ATION C U D E ! Y L Y L AL L R A R . Our other symbols are wonderful!.9 The9 mockingbird, for example, with its lovely song 8 and long, elegant tail, is 8 the 8 perfect bird symbol for Texas. Mockingbirds can be found

I don’t like any of the onion family: red onions, white onions, yellow onions, scallions, leeks, shallots—they are all full of that stingy juice that makes my eyes water and my nose run! A friend of mine told me that you can eat sweet onions like apples. Well, I tried that and nearly burned my mouth! My eyes turned red, and I started crying, and I thought my head was going to whistle like a teapot because it was so hot inside my mouth.

almost everywhere in Texas. There are as many as the state is big! My point is that the governor of Texas has got to be persuaded to take this vegetable off the “Symbols of Texas” list. There is no way this nasty, papery little monster should be given such high praise. I realize that some people like onions in chili, and chili is the Texas dish, but really! Why can’t we choose something cool and refreshing for our Texas state vegetable— like cucumbers? From, Alice, All Heated Up in San Antonio

Why does Alice write the letter? What is Alice's main point in the letter? Use details from the letter to support your answer.

Alice describes how she dislikes sweet onions. Give two reasons that Alice does not like sweet onions. Use details from the letter in your answer.

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

Planning Page You may PLAN your writing for question 10 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on Pages 34 and 35.

Answer

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

The article and the letter show how state symbols should represent the people of that state. What do you think would be a good symbol for New York State? Why do you think it would represent the people of New York State well? Do you think everyone would agree with you? Use details from both the article and the letter to support your answer. In your answer, be sure to • • • • •

describe something you think would be a good symbol for New York State explain why it would be a good symbol for New York State tell why it would represent the people of New York State well explain whether you think everyone would agree with you use details from both the article and the letter to support your answer

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Check your writing for correct spelling, grammar, capitalization, and punctuation.

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

Directions: Read each selection and answer the questions that follow it. Then use both selections to answer the last question. You may look back at the passages as often as you like.

The Dragon’s Feast On a small farm near the village there lived a poor farmer and his clever young son. The son was called Li Po. Li Po was a dutiful son who tried very hard to help his father. So when the dragon carried off their cow, Li Po decided to try to get it back. He followed the dragon’s smoky trail up the mountain and found him just about to barbecue the cow. “Wait,” yelled Li Po. “Please don’t eat our cow. My father needs her to give milk for our family.”

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“Well, what do you expect me to do? I am starving,” said the dragon. “I have to eat something.”

“You are such an amazing creature. You can fly through the air; you can breathe fire. It would be a great honor for us to feed you,” said Li Po. “Fine,” said the dragon. “Be quiet and let me eat this cow in peace.”

“No, a cow is not a magnificent enough meal for a dragon,” said Li Po. “If you come with me to the village we will have a great feast in your honor, and you will have plenty of delicious treats to eat.” The dragon was very pleased, and he agreed to the plan. Soon everyone in the village was cooking the finest food for their unusual guest. The dragon was so pleased by these tasty treats that he made a deal with the villagers. He would come only once a year, and they would honor him with a feast. They decided on New Year’s Day as the perfect time. The dragon told all of his friends, and soon all the dragons in China agreed that they would come only on New Year’s Day for their special feast. That is why, to this day, dragons are an important part of the Chinese New Year celebration.

11 This chart describes what happens in the legend “The Dragon’s Feast” after the dragon carries off the poor farmer’s cow. Fill in the empty boxes with what happens next in the legend.

1 The dragon takes the farmer’s cow.

3 Li Po convinces the dragon not to eat the cow.

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5 The dragon enjoys his meal and makes a deal with the villagers.

12 How was Li Po clever? What did Li Po do to protect his family from the dragon? Use information from the legend in your answer.

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A LIVING DRAGON! The Komodo monitor is a real-life dragon that is alive today! Everybody has read about dragons in fairy tales and legends. Knights are famous for rescuing princesses from firebreathing dragons. Not many people today think that dragons are real, but did you ever wonder where these legends came from? Sometimes legends are based on stories about real animals. On the island of Komodo in the country of Indonesia, there is an animal that may be the reason for dragon legends. This animal is the Komodo dragon, also called the Komodo monitor. The Komodo monitor is the largest living lizard in the world. It can weigh more than 300 pounds and reach a length of ten feet. That means that it is longer than a van!

E L P SAM ! Y L L A R N O I T A C U ED

The Komodo monitor looks more like a dinosaur than a real dragon. It does not have horns and wings, and it is not covered with colorful scales. Instead it is covered with thick, bumpy gray skin that looks like leather. Sometimes it has a few red spots. It does have a yellow forked tongue just like a snake, and like a snake, it is a reptile that lays eggs. Monitors are carnivores, or meateaters. They snack on goats, deer, and other mammals. They will even eat young monitors! Just like the dragons in storybooks, monitors are strong hunters.

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Though their hearing is not good, their sense of smell and their eyesight help them hunt for prey. They have large, curved claws and sharp, curved teeth that work like saws, tearing their food apart. Monitors are fast, too. They can run at speeds of fifteen miles an hour. When monitors decide to attack, nothing can stop them. Even though a Komodo monitor cannot breathe fire, it does have another deadly weapon. The germs that grow around its sharp teeth are very deadly. The monitorâ&#x20AC;&#x2122;s mouth is full of these deadly germs. One bite can cause an animal to become sick and die. The Komodo monitor is a fierce fighter. Yet it is unable to defend itself from its most dangerous enemy. Although it is illegal to kill monitors, they are almost an endangered species. People often hunt the deer that monitors eat, leaving them with less food. The hungry adult monitors then eat the young monitors, so there are fewer monitors left to grow into adults. Scientists are worried that these dragons are going to die out some day. Komodo dragons are similar to many animals that are in danger. They are not cute and cuddly. They are not friendly and lovable, so people do not really care about them. Still, they are a special part of our world. It would be sad to think of a world with no real dragons in it.

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

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

13 Why are Komodo dragons almost an endangered species? Use information from the article in your answer.

14 How does the author show that monitors are strong hunters? Use details from the article to support your answer.

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

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

Planning Page You may PLAN your writing for question 15 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on Pages 43 and 44.

Answer

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

Do you think that people should protect endangered animals that are not cute and cuddly? Why or why not? Use details from both the legend and the article to support your answer. In your answer, be sure to include • whether or not you think that endangered animals that are not cute should be protected • why you made that decision • details from both the legend and the article to support your answer

Check your writing for correct spelling, grammar, capitalization, and punctuation.

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Go On 44

Directions: Read each selection and answer the questions that follow it. Then use both selections to answer the last question. You may look back at the passages as often as you like.

Exotic Pets

Have you ever seen an exotic pet? An exotic pet is one that is not native to our country. People sometimes bring animals from other countries into the United States to sell as pets. Snakes, parrots, some lizards, monkeys, and ferrets are examples of exotic pets. Hedgehogs are another type of exotic pet. Hedgehogs were brought to the United States from Europe, Asia, Africa, and New Zealand. These little creatures, which usually weigh only a pound or two, are most often kept in aquariums. While some people think hedgehogs make great pets, others think they should be left to roam free in the wild. This is why it is illegal to keep a hedgehog as a pet in some areas of the United States.

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Hedgehogs are fairly easy to care for, but they do need special care that is different from the kind of care you would give a dog or cat. For starters, they need to live in a warm place. In the wild, hedgehogs hibernate, meaning they go into a deep sleep, when the weather gets cool. They might hibernate for several months and then wake again when the weather becomes warm. Pet hedgehogs should never be allowed to hibernate, however, so you need to keep them in a warm place, where it doesnâ&#x20AC;&#x2122;t get cool. If a pet hedgehog hibernates, it might die. In the wild, hedgehogs eat many, many insects. A single hedgehog can eat over two hundred bugs in one night! Wild hedgehogs also feast on snails, frogs, snakes, birds, eggs, and a variety of fruit and vegetables. Hedgehogs kept as pets should be fed some bugs, if possible, but most can get by on cat food and some fruit and vegetables.

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Hedgehogs kept as pets can live longer than those in the wild, but they need to stay active. A bored hedgehog will simply snuggle in the material on the bottom of its aquarium and snooze its life away. Most hedgehogs like to walk in a wheel and play with small toys. Some hedgehogs like to be held by people, but others don’t. If a hedgehog is taken out of its aquarium, it must be watched closely or it might escape. Many, many pet hedgehogs have been lost due to owners not paying close attention to them. Many vets do not know how to care for hedgehogs and other exotic pets. If you’re considering a pet that is more unusual than a dog, cat, or bird, make sure there is a vet in your area ready and able to care for it. 16 Fill in the chart below with three reasons for (pro) and three against (con) keeping exotic animals as pets. PRO

CON

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17 Complete the chart below with two reasons why someone might want to have a hedgehog as a pet and two reasons that someone might want to have a dog, cat, or bird as a pet.

Hedgehog

Dog, Cat, or Bird

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HERSHEY Madison nervously peered into the aquarium. She had never seen a hedgehog before. She spied the strange-looking creature snuggled in a ball in a corner on top of some pine shavings, its head tucked under its body, which was covered with prickly quills. Madison watched as her brother, Sean, gently lifted the hedgehog out of its aquarium. “Come on, Maddie,” Sean said. “Hold him. He’s nice.” “He’s scary,” Madison concluded. “He’s going to bite you.” “Nah,” Sean said, “Hershey’s tame. Besides, you have been begging for a pet for years.” “I never wanted a hedgehog for a pet,” Madison said. “I wanted a kitten or a puppy.”

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“Madison, you know we can’t have a dog or a cat in our apartment, and Uncle Jeff needs us to take care of Hershey while he’s away,” Madison’s mother explained. “Hershey is an exotic pet, which means that he’s special and not common.” Madison’s Uncle Jeff was a soldier who sometimes traveled to faraway places, where he stayed for many months. Madison liked Uncle Jeff, and she wanted to help him by taking good care of his pet—but this pet was so strange! Madison groaned when Sean nuzzled Hershey’s nose against his own. She worried Hershey might bite Sean’s nose, but he didn’t. In fact, he seemed to enjoy human contact. He relaxed his quills and let Sean turn him onto his back to rub his furry tummy. “Exotic pets are cool,” Sean concluded, but Madison wasn’t so sure.

After school the next day, Madison watched Sean play with Hershey. Sean certainly seemed to be having a good time. Sean put Hershey in his wheel, and Hershey moved quickly, making it spin around. When Hershey tired of the wheel, Sean took him out of his aquarium and placed him on the living room carpet. “Keep an eye on him, Maddie, while I get him a special treat,” Sean said. Madison sat on the floor with Hershey, but she didn’t know what she would do if he tried to get away because she was still afraid to touch him. He wasn’t like any pet that Madison had ever seen. Luckily for Madison, Hershey didn’t try to bolt but instead waddled over to Madison and sniffed her knee. His long nose tickled her skin, and she laughed. Sean returned holding what looked like a small ice cube in his hand. “What is that?” Madison asked.

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“I’m not going to tell you because you will scream for sure,” Sean replied. “I promise I won’t scream,” Madison whispered, but she really wasn’t certain. “It’s frozen insects—you know bugs,” Sean explained and gave the cube to Hershey, who munched away happily. “He likes it!” Madison exclaimed, thinking that Hershey’s frozen “bug cube” really wasn’t all that gross. “He likes to eat lots of different things, like cooked meat and fruit— and even veggies.” “Even I don’t like veggies,” Madison remarked. “But I like Hershey. He is really a great pet.”

18 What do you think Madison would most likely do if she was asked to take care of another exotic pet? Use details from the story “Hershey” to support your answer.

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

19 Why was Madison unsure about Hershey? Use details from the story to support your answer.

Planning Page You may PLAN your writing for question 20 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on Pages 52 and 53.

Answer

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

Do you think that people should keep exotic animals as pets? Why or why not? Use details from both the story and the article to support your answer. In your answer, be sure to include • whether people should or should not keep exotic animals as pets • your reason for this opinion • details from both the story and the article to support your answer

Check your writing for correct spelling, grammar, capitalization, and punctuation.

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STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B AMPLE T GIVEN FO S S I H T IS NO N O I S ERMIS

ISBN 978-1-4204-5595-3