NYS-Listening-D

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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 OT G THIS 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

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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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•

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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

Price 25-pack: $184 Higher-Order NY Thinking & Grammar Reading Level C (Gr 3) Level D (Gr 4) Level E (Gr 5) Level F (Gr 6) Level G (Gr 7) Level H (Gr 8)

$184 5521-2 5524-3 5527-4 5530-4 5533-5 5536-6

$184 5569-4 5572-4 5575-5 5578-6 5581-6 5584-7

NY Reading NY & Writing Listening $184 5593-9 5596-0 5599-1 5602-8 5605-9 5608-0

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Listening • Level D

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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 978-1-4204-5547-2 R 5547-2 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 D

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

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

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NY Performance Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

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Listening Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 These pages contain note-taking pages and the multiple-choice and short-response questions for each of the passages.

Passage 1: Nick’s Time Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Passage 2: Worth Every Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Passage 3: Morgan’s Sunflowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Passage 4: Margaret and Herbie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

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Listening • Level D

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 literary passages that are read aloud and answering multiple-choice and short-response questions about the passages. This section provides four literary 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 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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Listening • 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

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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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Listening • 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

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Listening • 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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Listening • 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

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Listening • 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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Listening • 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

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Listening • 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.

12

Not Applicable

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Listening Practice PASSAGE 1: NICK’S TIME TRAVEL

D

irections In this part of the test, you are going to listen to a story called “Nick’s Time Travel.” Then you will answer some questions about the story.

You will listen to the story twice. The first time you hear the story, listen carefully but do not take notes. As you listen to the story 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 story: • Brachiosaurus – a type of dinosaur

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Notes

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1

Why does Nick go with Martin in the time machine?

A To use the control panel B To see if it really works C To see a real dinosaur D To go back many years

2

Why did Nick become nervous?

A He thought that he saw a Brachiosaurus.

B He thought that they were going to Pluto.

C He thought that Martin’s father would be angry.

D He thought that they might really travel back in time.

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Which detail shows that the passage is fiction?

A It has two characters.

B It describes dinosaurs.

C It includes facts.

D It involves time travel.

4

How does Nick feel when he sees the dinosaur?

A Surprised B Confused C Lucky D Scared

5

Which event in the story occurs last?

A Nick asks Martin to take him to see the dinosaurs.

B Nick sees a Brachiosaurus.

C Martin decides to go to the Jurassic Period.

D Martin tells Nick that he has traveled into the future.

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7

At first, why didn’t Nick believe that Martin had traveled through time?

Use details from the story to support your answer.

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The chart below shows part of what happens in the story. Complete the chart with events from the story in the order in which they occur.

WHAT HAPPENS IN THE STORY

Nick does not believe that Martin can travel through time.

Nick believes that the time machine does work.

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What is the Jurassic Period, and why did Martin and Nick want to go there in the time machine? Use details from the story in your answer.

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PASSAGE 2: WORTH EVERY STEP

D

irections In this part of the test, you are going to listen to a story called “Worth Every Step.” Then you will answer some questions about the story.

You will listen to the story twice. The first time you hear the story, listen carefully but do not take notes. As you listen to the story 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 story: • trudged – walked slowly • regret – to feel sorry about

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Notes

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1

Who is the narrator, or storyteller, in this story?

A Sylvia B Counselor Rebecca C Counselor Cindy D Someone not in the story

2

In the story, what lesson does Sylvia learn?

A Hiking can be fun.

B It’s a good idea to try new things.

C Good things are worth working for.

D Your counselor knows best.

3

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When the story begins, Sylvia’s least favorite camp activity is— A hiking.

B swimming.

C arts and crafts.

D stories around the campfire.

4

The story is set— A by a river.

B in the mountains.

C in a desert.

D at a beach.

5

Which detail from the story is a fact?

A The view from the top of the mountain was amazing.

B The hike up the mountain was difficult.

C Counselor Rebecca led the group up the mountain.

D Counselor Rebecca was kind to Sylvia.

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6

Give two reasons that Sylvia decided to hike up the mountain. Use details from the story in your answer.

1.

2.

7

The story says that Sylvia had "a bird’s-eye view." Explain what this phrase means. Use details from the story to support your answer.

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8

Why do you think the title of the passage is “Worth Every Step”? Use details from the story to support your answer.

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PASSAGE 3: MORGAN’S SUNFLOWERS

D

irections In this part of the test, you are going to listen to a story called “Morgan’s Sunflowers.” Then you will answer some questions about the story.

You will listen to the story twice. The first time you hear the story, listen carefully but do not take notes. As you listen to the story 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

How are Morgan’s sunflowers different from the sunflowers on the seed packet?

A They are softer.

B They do not have seeds.

C They are not as tall.

D They do not bloom.

2

Why did Morgan want her flowers to bloom?

A So she could feed their seeds to the birds in winter B So she could have a pretty garden C So her friends could play with them D So she could win a sunflower competition

3

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Which sentence best states the lesson learned in this passage?

A Everybody loves sunflowers.

B Smaller can be just as good.

C Sunflowers are fun to grow.

D It’s okay to ask for help.

4

Which detail about the sunflowers is least important in the story?

A They do not bloom for a long time.

B They are shorter than expected.

C They are beautiful when they bloom.

D They have yellow flowers.

5

What is the most likely setting of the story?

A Morgan's backyard B Morgan's school C A park near Morgan's house D A forest near Morgan's house

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6

Complete the chart below by describing how Morgan tries to help the sunflower plants grow.

Things that Affect How Plants Grow

What Morgan Does

Sunlight

Water

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Why did Morgan choose one of the sunniest spots to plant the sunflowers?

Use details from the story to support your answer.

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How do Morgan’s feelings about the sunflowers change throughout the story?

Use details from the story in your answer.

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PASSAGE 4: MARGARET AND HERBIE

D

irections In this part of the test, you are going to listen to a story called “Margaret and Herbie.” Then you will answer some questions about the story.

You will listen to the story twice. The first time you hear the story, listen carefully but do not take notes. As you listen to the story 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 story: • rinse – to wash

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Notes

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1

Which sentence best states the lesson Margaret learns in this story?

A Fathers know best.

B Washing a dog is hard work.

C Dogs can run very fast.

D Taking care of a dog is fun.

2

What does Herbie do when Margaret reaches for the hose to rinse him?

A Wags his tail B Splashes her with water C Licks shampoo from her hand D Jumps out of the tub

3

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Which word best describes Margaret?

A Lazy B Eager C Curious D Careless

4

What is the setting of this story?

A A street B A park C A backyard D A school

5

What does Margaret most likely do next?

A Take Herbie for a walk B Call her father C Hang up the sheets D Wash Herbie again

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7

If Margaret wanted to wash Herbie again, what do you think she would do differently? Use details from the story to support your answer.

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Describe how the sheets became muddy. Use details from the story to support your answer.

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8

Explain why Margaret’s mother didn’t want Margaret to give Herbie a bath.

Was she right? Use details from the story to support your answer.

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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 978-1-4204-5547-2