Embedded Files
Grade 6
Grade 6
Passage
Passage
"Friends"
This passage was not used because debate competitions are not widespread in different regions, and many students would be unfamiliar with the concept of entering a debate competition, having different teams, and debating a set topic.
Hua’s friend, Marlo, moved far away last year. He and Marlo have done a good job of communicating with one another since she moved. This is an email Hua sent to Marlo about an important event in his life.
Dear Marlo,
How has your week been? Have you started on the debate team at your new school? If you have, I’ll be interested to know how everything is going with debate practice there.
This has been a challenging week for me. You know how hard I’ve been working all month to prepare for the debate competition. The topic is “Should mobile devices be allowed in schools?” We both know that students often use their mobile phones in school. Even when phones are not supposed to be taken out during class, students are sometimes wasting class time sending texts. That’s part of the support I used when I debated.
Of course, for the debate, I have to be able to answer the question with a Yes and support. I also have to be able to answer the question with a No and support. I know you remember that from the time when we were both on the debate team at school.
During the competition last week, I was on the Yes team. I had all of my support ready, and I made very good points. The other team did a good job, but didn’t have the amount of support I had. There was one member of our team who didn’t do such a good job with speaking, though, and our team lost. We were all so disappointed. We thought we were headed for the championship round, but that hope was dashed. Our hopes for the championship round were over.
I know that all people can have a day when they don’t do their best, and I’m trying to accept that idea about my teammate. It’s not easy, but I’m trying. I’m trying to remember when I’ve had a day like that. Who knows? Maybe I might have a day like that in the future, and I know I would want my teammates to understand. I remember when you and I used to talk about our debate competitions, and you would make the point that we all have good days and bad days. I’m remembering those conversations more and more as I write to you.
I think next week will be a better week. Please let me know how everything is going there. I always enjoy hearing from you.
Your friend,
Hua
Questions
Questions
1.
Which statement from the passage shows that Hua is trying to make changes in his expectations of others?
a. “You know how hard I’ve been working all month . . . ”
b. “I know you remember that from the time . . . ”
c. “I’m trying to accept that idea about my teammate.”
d. “Please let me know how everything is going there.”
2.
Which statement would be the most important for a student to include in a summary of the passage?
a. Hua has a difficult time in a competition.
b. Hua discusses the two positions for a topic.
c. Hua asks Marlo about practice at her new school.
d. Hua mentions wasting class time while using a phone.
3.
How does Hua feel by the time he is writing the end of the letter?
a. curious
b. hopeful
c. serious
d. powerful
4.
Read this paragraph from the story.
We were all so disappointed. We thought we were headed for the championship round, but that hope was dashed. Our hopes for the championship round were over.
What is the most likely reason the author chooses to use the word dashed in the second sentence?
a. to show a very fast way of moving
b. to show the action of breaking an item
c. to show that a person is in a big hurry
d. to show strong feelings of disappointment
5.
How does Hua support the statement that the week has been a challenging one?
a. by explaining events at the debate competition
b. by showing that the members of his team are talented
c. by telling his friend how much he misses talking to her
d. by pointing out the problems with sending text messages
Rationale
Rationale
1. [6R1]
This question is asking students to cite textual evidence to support an analysis of what the text says implicitly and to make logical inferences. To show mastery of the skill, the student must first carefully focus on the question and then consider details in the literary text that support this analysis: Hua is trying to make changes in his expectations of others. To correctly answer the question, the student must first focus on the part of the question related to Hua changing his expectations of others. Within this literary text, there is no dialogue from Hua in which he explicitly states the following: “I have changed my expectation of others.” In addition, there is no narration explicitly stating that Hua has changed his expectation of others. This lack of explicit content requires analysis by the student. The student must evaluate the answer choices to determine that only one, an excerpt from the next-to-the-last paragraph, provides details to support the analysis that Hua is trying to make changes in his expectations of others. While the other answer choices also include excerpts from the passage, the other excerpts do not support the analysis.
[correct answer: c.]
2. [6R2]
This question asks students to summarize a literary text. While skill in summarizing is also assessed at earlier levels, texts and answer choices at this level are more complex and require appropriate critical-thinking skills for the level. A summary is a brief statement, in a student’s own words––or in assessment, in the words of a correct answer choice––to show only the most important, the most salient details of a text. To able to demonstrate mastery of the skill, the student must be able to determine which details from the text are and are not essential when creating a summary. While all of the statements in the answer choices provide details from the text, only one of the answer choices provides the detail that would be the most important (as called for in the question) to include in a summary. As the student makes this determination, the student is demonstrating an understanding of summary requirements, as well as an understanding and analysis of the passage.
[correct answer: a.]
3. [6R3]
This question asks students to describe the way characters change as the plot of a literary text moves toward resolution. To demonstrate mastery of this skill, the student must be able to synthesize details from the text to draw a reasonable conclusion, based on evidence in the passage, about the way a character is feeling. To correctly answer the question, the student must recognize details indicating that Hua is making an effort toward understanding and that he thinks the following week will be a better week. These details show hope for improvement, so the logical conclusion, based on evidence provided by details in the passage, is that Hua feels hopeful.
[correct answer: b.]
4. [6R4]
This question asks students to determine the meaning of a multiple-meaning word in a text and to analyze the impact of the word on the mood of the text. To demonstrate mastery, the student must consider the arc of the text and determine where and why in the text the word has been used. To correctly answer the question, the student must reread the paragraph from the text, a paragraph which is provided in the question. Then the student must consider where this paragraph appears in the passage, while utilizing context and the progression of passage events to determine the meaning of the word. While each of the answer choices could be a correct definition for the word dashed, only one answer choice makes sense and is correct within the context of the paragraph and the entire passage. In making this determination, the student is showing analysis of the mood created by use of the word.
[correct answer: d.]
5. [6R8]
This question asks students to trace and evaluate the development of an argument and specific claims in a text, determining relevant support and evidence. The student can show mastery of the skill by determining which piece of evidence supports the claim stated in the question. To correctly answer the question, the student must first recognize the claim in the question: the week has been a challenging one. The student must then evaluate each answer choice to determine which answer choice provides support for this claim: by explaining events at the debate competition.
[correct answer: a.]
Grade 7
Grade 7
Passage
Passage
"Theremin"
This passage was not used due to the mention of aliens and cultural references such as the Beach Boys, which will likely not be familiar to students of all backgrounds. Note that the introduction of a rare instrument like the theremin was not itself an issue; rather the use of unfamiliar content to anchor students’ understanding to the newly introduced content is why this passage was not used.
The year is 1955. An alien spaceship slowly comes in for a landing. The audience watches in awe as the whiny, strange, creepy, eerie, scary music plays in the background. While the alien spaceship is definitely unusual, there’s something else very unusual here, though the audience can’t see just what this is. The musician playing the musical instrument producing the creepy sound isn’t even touching the instrument! The instrument is a theremin.
The Invention of the Theremin
In the Soviet Union in 1920, Leon Theremin invented this unique electronic musical instrument. Even as a young man, Theremin was interested in music and physics, a branch of science that includes the study of sound and electricity. When he was in college, Theremin learned about electrical engineering, the study of and work with the technology of electricity. As he worked to fix a radio, a novel idea, something completely new, came to him. He thought of an electronic musical instrument.
After creating this unique instrument, Theremin traveled throughout Europe and the United States playing his music in concerts.
Theremin’s musical instrument created the music for early science fiction movies. A theremin instrument was even used in the recording of a famous song by an American musical group: the Beach Boys. The name of the Beach Boys’ song was “Good Vibrations”!
How the Theremin Produces Sound
When Theremin built his “aetherphone,” the name he first gave to his invention, he created it as a wooden box standing on four legs. It had two antennae. One was located at the top of the box, and the other was located on the side; the one on the side had a loop in the shape of the letter P. These antennae produced electromagnetic fields. There were tubes inside the box.
The musician did not touch the instrument. Instead, the musician moved hands toward and away from the antennae. By understanding the movements and doing them properly, a musician could change the pitch, how high or how low the sound sounded. The musician could also change the volume, how loud or how soft the sound sounded.
Why the Theremin Is Not Popular Now
In 1929, Theremin signed a contract for his instrument to be sold to others. Some thought the instrument would sell very well, but that did not happen. There were three main reasons for the lack of sales. First, the instrument was very expensive, so it was difficult to afford. In addition, the instrument was not as easy to play as some had led people to believe that it would be. The third reason was a huge one. The Wall Street Crash occurred in 1929, just one month after the Theremin came out to be sold; the economy in the United States suffered greatly. The Wall Street Crash was one of the causes of the Great Depression, a time of great economic suffering across the world. A musical instrument like a Theremin would have been considered a luxury.
Even though the Theremin did not sell in a big way, it still remains a unique musical instrument today.
Questions
Questions
1.
Read the following conclusion, which is not included in the passage.
Conclusion:
The music created by the Theremin was perfect for science fiction movies.
What evidence in the passage shows that this is a reasonable conclusion?
a. “whiny, strange, creepy, eerie, scary music plays in the background.”
b. “invented this unique electronic musical instrument.”
c. “even used in the recording of a famous song . . . ”
d. “signed a contract for his instrument to be sold . . . ”
2.
Which statement would be the most important to include in a summary of the passage?
a. The theremin has been heard in concerts.
b. The theremin can be played without being touched.
c. The inventor of the theremin learned about electricity in college.
d. The inventor of the theremin played the instrument around the world.
3.
What causes the variety of sounds when someone is playing the theremin?
a. turning tubes in the instrument
b. frequent change of position of the instrument
c. movement closer to or farther from the instrument
d. removing and replacing an antenna on the instrument
4.
As used in the passage, which two words have almost the same meaning?
a. novel, unique
b. pitch, volume
c. slowly, whiny
d. afford, expensive
5.
The author claims that there were reasons for the lack of sales of the Theremin after it was released for sale during the 1920s. Which of the following does not state a way the author supports this claim?
a. The Wall Street Crash occurred.
b. The Great Depression was ending.
c. The instrument was very expensive.
d. The instrument was difficult to play.
Rationale
Rationale
1. [7R1]
This question asks students to understand an analysis of what the text says implicitly and to then cite textual evidence to support the analysis. While this skill is also assessed at earlier levels, the passages and questions at this level are more complex and require appropriate critical-thinking skills for the level. At this grade level, the student can show mastery of the skill by first reading the implicit conclusion stated in the question, a conclusion which the student is informed is not explicitly stated in the passage, and then citing evidence of reasonableness from among the answer choices. To answer the question correctly, the student must carefully read and understand the implicit conclusion and then make logical inferences through citing textual evidence stated in the passage that supports the conclusion.
[correct answer: a.]
2. [7R2]
This question is asking students to understand and analyze a text in order to summarize it. While summarizing skills are also assessed at earlier levels, the passages and answer choices at this level are more complex than those at earlier levels, and appropriate critical-thinking skills for the grade level are assessed. To show mastery of the skill, the student must be able to formulate the text’s central idea and then distinguish among pieces of content that are and are not important to include, as relevant to the central idea. To answer the question correctly, the student would need to be able to prioritize the statements in the answer choices in order to be able to determine which would be the most important to include in a summary of the entire informational text. While some of the statements provide interesting information from the text, the most important statement to include in a summary relates to the theremin being played without being touched. The central idea of the text could be understood without inclusion of any of the other answer choices; however, it could not be understood without the understanding that the theremin can be played without being touched.
[correct answer: b.]
3. [7R3]
This question is asking students to analyze the ways in which ideas relate to one another and are developed in an informational passage. While this skill is also assessed at earlier levels, the passages and questions at this level are more complex, and they require appropriate critical-thinking skills for the level. To show mastery of the skill at this grade level, the student must identify the relationship between an effect and its cause. To answer the question correctly, the student must recognize the effect stated in the question: creating a variety of sounds. The student must then be able to identify the cause of this effect: movement closer to or farther from the instrument.
[correct answer: c.]
4. [7R4]
This question is asking the student to determine the meaning of a word as it is used in an informational text. While this skill is also assessed at earlier levels, the passages and questions at this level are more complex, and they require appropriate critical-thinking skills for the level. The student can show mastery of this skill at this grade level by identifying and analyzing meaning for two words from the passage that have almost the same meaning. To answer the question correctly, the student must utilize context: nearby words, phrases, and sentences to determine the meaning of the word unique. In addition, the student must utilize context to understand the appropriate meaning in the passage for the multiple-meaning word novel.
[correct answer: a.]
5. [7R8]
This question is asking the student to trace and evaluate the development of an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient. At this grade level, the student can show mastery of the skill by recognizing specific claims and their support in an informational text. The student must be able discern whether evidence is relevant or irrelevant to support a specific claim. To answer the question correctly, the student would need to be able to recognize the claim reiterated in the question: there were reasons for the lack of sales of the Theremin after it was released for sale during the 1920s. The student would then need to carefully read the question to figure out that evidence/reasoning not supporting the claim is required for the response. All of the answer choices except one do support the claim. The student must be able to analyze the claim and then determine which answer choice/piece of evidence does not provide support for the claim.
[correct answer: b.]
Grade 8
Grade 8
Passage
Passage
"Night and Light"
Bright city lights filled Hikaru and Akio’s room. Even when they pulled down the shades, there were city lights that shone inside. And the sounds of the city, all the honks and beeps and conversations near his window were things Hikaru wished he could change.
Still, there were bright points to living in a big city. Hikaru could walk to school. Anything the family needed could be found just steps away from the apartment building. And there were always friends nearby. Even so, Hikaru longed for a dark, quiet environment. He turned to his brother, Akio. “If I could move anywhere I wanted to, I’d choose Sky Village.”
“Where?” asked Akio. “I’ve never heard of it.”
“I read about it,” said Hikaru. “It’s a town in Arizona. Some say it’s the darkest town in the United States. And it’s quiet. Cars don’t honk, and city sounds don’t drive you wild.” As if right on cue, a series of car honks filled the night air.
“That’s funny,” said Akio.
“What’s funny?” asked Hikaru.
“You know what your name means, right?” Akio laughed so hard that tears flowed from his eyes.
Hikaru sighed. “Yes, I know.”
“Light! Ha! Your name means ‘light.’ Talk about opposites!”
“I appreciate that,” said Hikaru, “but just for a night or two, I’d like to see what it’s like to be in quiet, dark Sky Village.”
“Why is it so dark and quiet there, anyway?” asked Akio.
“Only about 100 people live there,” said Hikaru. “They’re almost all scientists. They have observatories in their homes. They use the observatories to view stars and planets. It has to be really dark for them to get a good view. I’d like to be an astronomer one day. I could look through a telescope to see all of those wonderful things that are so far away.”
Akio could see how serious his brother was. “Maybe you’ll be able to visit,” he said.
“Probably not for a long time,” said Hikaru. “Arizona is far away. But it’s a good dream.”
The next day, Akio spoke to their mom, who was taking science classes at a local university. He told her about Hikaru’s dream of one day visiting Sky Village.
The following month, at a holiday gathering, Mom handed a letter to Hikaru. She had a smile on her face that could light up the entire planet.
Hikaru read aloud: “Hikaru, we are pleased to inform you that this summer, you will switch homes for three nights with the grandchild of a resident of Sky Village. He wants to have the experience of bright lights and city life.” If Mom’s smile could have lit up the planet, Hikaru’s could have lit up the entire universe.
“How did this happen?” he asked.
“Akio told me about your Sky Village dream,” said Mom. “I spoke to an astronomy professor at my university. I told her about your dream, and she said she had friends in Sky Village. She talked to her friends, and it turns out that one of them has a grandchild who really wants to experience city living, so it all worked out.”
“Thank you, Mom!” shouted Hikaru. He was on the way to living his dream.
Questions
Questions
1.
Read the following conclusion about Hikaru’s outlook, a conclusion that is not stated in the passage:
Conclusion:
Hikaru believes that there are some advantages to living in a big city.
What evidence from the passage best supports this conclusion?
a. “Anything the family needed could be found just steps away from the apartment building.”
b. “As if right on cue, a series of car honks filled the night air.”
c. “‘They’re almost all scientists. They have observatories in their homes.’”
d. “Arizona is far away.”
2.
Which statement would be the least important to include in a summary of the story?
a. Hikaru is interested in astronomy.
b. Hikaru’s mom surprises him with a trip.
c. Hikaru wants to visit a place in another state.
d. Hikaru’s brother laughs about the meaning of his name.
3.
In the story, Akio tells Mom about Hikaru’s dream. How does this work to move the story action forward?
a. Mom plans a surprise for Hikaru.
b. Mom helps Hikaru enjoy the city more.
c. Akio talks to Hikaru about a special place.
d. Akio and Hikaru share a laugh about a joke.
4.
Read these sentences from the story.
It has to be really dark for them to get a good view. I’d like to be an astronomer one day. I could look through a telescope to see all of those wonderful things that are so far away.
Which words in these sentences best help the reader understand the meaning of telescope?
a. “has to be”
b. “I’d like to”
c. “look through”
d. “wonderful things”
5.
What is the evidence that Hikaru uses to support his desire to visit Sky Village?
a. He states that he wants a dark, quiet environment.
b. He states that he wants to become an astronomer one day.
c. He states that he wants to follow in his mother’s footsteps and study science in a university.
d. He states that he wants to visit his cousin.
Rationale
Rationale
1. [8R1]
This question asks students to cite textual evidence to strongly support an analysis of what the text says implicitly. This requires that the student first understand the text and then make logical inferences based on the content of the text. While there are similar standards at earlier levels, the texts and answer choices are more complex at this level and require deeper analysis. In addition, the standard at this level specifies “strongly support . . . ” The student can show mastery of the skill by first reading the implicit conclusion stated in the question. This is a conclusion about a character’s beliefs. The student is informed in the question that the conclusion is not explicitly stated in the passage. To answer the question correctly, the student must carefully read and analyze the implicit conclusion and then make logical inferences through considering the main character’s statements and determining which statement provides strong textual evidence to support the conclusion.
[correct answer: a.]
2. [8R2]
This question asks students to summarize a text. While summarizing skills are also addressed in standards at earlier grade levels, at this level, texts are more complex than those at earlier levels, and the skill requires deeper analysis. To show mastery of the skill, the student must be able to determine a central idea in order to discern details and prioritize them in determining the least important detail to include in a summary. To answer the question correctly, the student must be able to recognize that the central idea of the literary text revolves around Hikaru’s interest in astronomy and his opportunity to visit another state when his mother surprises him. While his brother does laugh about the meaning of his name, this detail is not extremely important in developing the theme of the literary text. The student’s ability to prioritize the details and determine which is the least important will lead the student to the correct answer.
[correct answer: d.]
3. [8R3]
This question is asking the student to determine the way in which dialogue propels the action of the literary text. To show mastery of the skill, the student must be able to determine and analyze story events and dialogue, particularly in the portion of the text referenced in the question. To answer the question correctly, the student must consider not only the referenced dialogue, but must also analyze the purpose of the dialogue in the text.
[correct answer: a.]
4. [8R4]
This question is asking the student to identify the context that best helps in determining the meaning of a content-specific word. While this skill is also assessed at earlier levels, at this level, passages and questions are more complex. To answer the question correctly, the student must carefully read the passage excerpt provided in the question. The student must then evaluate the phrases provided in the answer choices. All of the phrases in the answer choices appear in the passage; however, the student must determine which phrase provides the most helpful context in determining word meaning.
[correct answer: c.]
5. [8R8]
This question is asking the student to trace the main character’s argument and evaluate whether the argument is consistent with the claim being made. While similar skills are assessed at earlier levels, at this grade level, texts and questions are more complex than those at earlier levels, and students are required to utilize deeper levels of analysis than those required at earlier levels. To show mastery of the skill, the student must evaluate the validity of the evidence presented in each answer choice and whether the distractors are consistent with the claim being made. The student must recognize that the question is calling for evidence that supports Hikaru’s desire to visit Sky Village, and in turn conclude that there is only one answer choice that Hikaru utilizes to support his desire.
[correct answer: a.]
Grade 9
Grade 9
Passage
Passage
"Recovery of Endangered and Threatened Species"
There are many animal species that have disappeared from Earth. This sometimes happens due to natural causes, but it can also happen due to human intervention. For example, humans might damage a habitat, such as happens in the rainforest as humans make profit while damaging the environment as they cut down trees and clear land for profit. Humans might pollute a habitat, for example, through toxins coming from a factory. In cases such as these, humans can make a difference and improve the outcome for animal species.
Endangered and Threatened Species
An animal species is said to be endangered if there is a danger that it will become extinct across the entire––or a substantial part––of its range, the area where it is found throughout its lifetime. When an animal becomes extinct, this means that it no longer exists. So, if there is a danger in the entire area where the animal lives or roams that it will soon no longer exist, it is endangered.
How does a threatened species differ from an endangered species? A species is threatened if it will likely become endangered in the “foreseeable future.” So, the term threatened shows a step in the path of becoming extinct.
Protecting Endangered and Threatened Species
How are endangered and threatened species protected? In the United States, there is a law, the Endangered Species Act, which was enacted for the purpose of protecting endangered and threatened species, as well as their environments.
After it has been decided that a species is endangered, protections and safeguards under the law spring into action. It is no longer legal to harm, trap, capture, chase, or bother the species. Anyone who does so is breaking the law and can suffer the consequences for doing so.
Recovery of Endangered and Threatened Species
How is it determined that a species is recovered––and is no longer endangered or threatened? If a species no longer needs the safeguards against harming, trapping, capturing, chasing, or bothering under the Endangered Species Act, the species is said to be recovered. So, how is this decided? Experts review and consider the information available in order to make this decision.
Why It Matters
Why should people care whether an endangered or threatened species is recovered? Species do not exist in isolation. Each animal species has an impact on others. For example, if a fish species becomes extinct, other sea creatures, as well as humans, who utilize this species for food will no longer have it available.
Why Species Recovery Can Be Difficult
Many, many threats have become obstacles to the survival of endangered and threatened species, including pollution, changing climate, disease, habitat destruction by humans, and competition from other species that enter the environment of an endangered or threatened species. Experts examine all of these threats and work to determine to handle them in the best interest of animal species.
Hope for Recovering Endangered and Threatened Species
There are many specific actions taken by governmental organizations to recover endangered and threatened species. Recovery plans are carefully formulated and implemented. Funds are given for species conservation. Violations of the law are monitored and investigated.
The black-footed ferret provides an example of an endangered species. It is one of the most endangered species in North America. Some progress has been made due to protections, and it is hoped that these protections will result in an increase in the number of black ferrets in North America. Due primarily to loss of habitat and disease, only 300 black ferrets are reported to exist in North America. Experts hope that protections will result in an increase to 3,000. If that number is reached, the species will be deemed to be recovered. Until then, the protections remain in place.
Questions
Questions
1.
Which question would best help the reader conduct deeper research to learn more about the topic of the passage?
a. What kind of fish are in polluted habitats?
b. Are people allowed to trap a threatened species?
c. Which species that once were threatened are now recovered?
d. How many laws have been enacted to help threatened species?
2.
Read the following paragraph from the passage.
The black-footed ferret provides an example of an endangered species. It is one of the most endangered species in North America. Some progress has been made due to protections, and it is hoped that these protections will result in an increase in the number of black ferrets in North America. Due primarily to loss of habitat and disease, only 300 black ferrets are reported to exist in North America. Experts hope that protections will result in an increase to 3,000. If that number is reached, the species will be deemed to be recovered. Until then, the protections remain in place.
How is the central idea of the passage best reinforced by this paragraph?
a. by explaining where an endangered species is located
b. by showing the impact of disease on an endangered species
c. by discussing reasons for a lack of safety for an endangered species
d. by providing an example to show the why endangered species need protection
3.
Which best identifies the way the author has organized the passage?
a. by telling causes of habitat destruction
b. by describing habitats of endangered species
c. by comparing and contrasting endangered species with species that are thriving
d. by providing an overview of problems related to endangered species and explaining solutions
4.
Read this paragraph from the passage.
An animal species is said to be endangered if there is a danger that it will become extinct across the entire––or a substantial part––of its range, the area where it is found throughout its lifetime. When an animal becomes extinct, this means that it no longer exists. So, if there is a danger in the entire area where the animal lives or roams that it will soon no longer exist, it is endangered.
Which word from the paragraph has the closest meaning to the meaning of range?
a. danger
b. area
c lifetime
d. exists
5.
The author makes the claim that people should care whether an endangered or threatened species is recovered. Which of the following statements does the author provide to support this claim?
a. “A species is threatened if it will likely become endangered in the ‘foreseeable future.’”
b. “After it has been decided that a species is endangered, protections and safeguards under the law spring into action.”
c. “Experts review and consider the information available in order to make this decision.”
d. “Species do not exist in isolation.”
Rationale
Rationale
1. [9R1]
This item asks students to develop questions for deeper understanding and further exploration. The student can show mastery of the skill by understanding the content of the informational passage and then analyzing the information in order to recognize a question that would help a reader in conducting deeper research. To respond correctly, the student must synthesize the information from the passage and carefully consider each answer choice. The passage focuses on recovery of endangered and threatened species, so in order to learn more about this topic, it would be reasonable that a student would utilize the following question to conduct deeper research to learn more about the passage. Which species that once were threatened are now recovered?
[correct answer: c.]
2. [9R2]
This question is asking the student to determine a central idea in a text and analyze its development, noting how the central idea is shaped and refined by specific details. At this grade level, the student can show mastery of the skill by initially synthesizing information from an informational text overall and then focusing on a specific paragraph to determine the paragraph’s central idea. The student must then determine the central idea in a paragraph and analyze its development. To correctly answer the question, the student must carefully read the paragraph from the passage, a paragraph that is provided in the question. The student must then determine the central idea of the paragraph and choose from among the answer choices while analyzing which answer choice best reinforces the central idea of the paragraph.
[correct answer: d.]
3. [9R3]
This question is asking the student to analyze the development of and relationship among ideas in an informational text. The student can show mastery of this skill is by determining the author’s method of organization for the passage. To answer the question correctly, the student must be able understand the information provided in the text and then analyze this information to determine the method of organization: providing an overview of problems related to endangered species and explaining solutions.
[correct answer: d.]
4. [9R4]
This question is asking the student to determine the meaning of a multiple-meaning word in an informational text and examine a technical term. The student can show mastery of this skill at this level by identifying a synonym for the assessed technical word in a passage. To answer the question correctly, the student would need to carefully read the referenced paragraph from the text, understand the relationship of the paragraph to the passage, and then note the context provided for the technical word within the passage. Each answer choice is a word from the passage, so the student would need to do more than select another word that appears in the passage; the student would need to utilize context to determine which of the answer choices has a meaning that is the closest to the meaning of the word range, which would be area.
[correct answer: b.]
5. [9R8]
This question is asking the student to recognize an argument and specific claim, as well as support, in an informational text by examining supporting evidence. The student can show mastery of the skill by understanding the claim and evaluating support. To correctly respond to the question, the student must carefully read the claim stated in the question. Then the student must read and evaluate each of the statements from the passage in order to determine which statement offers evidence provided by the author as support for the claim.
[correct answer: d.]
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