English-Literature, Reading Processes, and Skills, Questions

(2) But a plain tale soon put them down, and quenched their religion entirely. Some gentlemen, hearing of the matter, went one fine morning, and caught the poor hen in the act of laying one of her miraculous eggs. They soon ascertained beyond doubt that the egg had been inscribed with some corrosive ink, and cruelly forced up again into the bird's body. At this explanation, those who had prayed, now laughed, and the world wagged as merrily as of yore. Which word could be substituted for "quenched" in paragraph 2 without changing the meaning of the passage? A extinguished B highlighted C fulfilled D satiated

A

(1) O wild West Wind, thou breath of Autumn's being, What figurative language device is used in line 1 of the poem? A Repetition B Apostrophe C Rhetorical question D Antithesis

B

Which of the following words most closely defines the prefix "-inter," as it is used in the word intermission? A continuous B between C interruption D beginning

B

Which of the following words contains a suffix meaning "in a manner of, or resembling"? A friendship B marriage C equality D picturesque

D

Which of the following would be the most effective in helping a student comprehend a reading passage? A reading the passage aloud B diagramming the sentences of the passage C identifying the literary genre of the passage D forming a mental image and associating it with the passage

D

An English class has recently finished reading a chapter of Ender's Game. Mrs. Weyenberg assigns the class an essay in which the students must respond to the story by analyzing the conflict between the main character, Ender, and a fellow character. She asks the students to explain the conflict, write about each character's emotions towards the other character, and tell how the situation could have been resolved without the use of violence. The teacher's assignment of this prompt best: A allows the teacher to check for reading comprehension among the students. B promotes the students' use of higher-order thinking skills in their writing. C develops the students' creative writing skills. D allows students to work on their prose writing.

B

Which of the following novels is an example of American Romanticism? A Wuthering Heights (1847) B The Scarlet Letter (1850) C Jane Eyre (1847) D Adventures of Huckleberry Finn (1884)

B

A teacher is providing instruction on root words. Which of the following is not a good example of root words to use with the class? A envision, evident, vision B portable, portal, transport C recede, concede, intercede D boyhood, childhood, neighborhood

D

Which literary genre is defined as "a story told to explain the natural or cultural history of a place or culture?" A parable B allegory C folktale D myth

D

Which of the following is contained in most poetry and drama? A meter B plot C dialogue D theme

D

An excerpt of Great Expectations by Charles Dickens (1) My sister, Mrs. Joe Gargery, was more than twenty years older than I, and had established a great reputation with herself and the neighbors because she had brought me up "by hand." Having at that time to find out for myself what the expression meant, and knowing her to have a hard and heavy hand, and to be much in the habit of laying it upon her husband as well as upon me, I supposed that Joe Gargery and I were both brought up by hand. In this passage what is the meaning of the phrase, "brought up by hand"? A The sister was physically abusive. B To applaud all the milestones in a child's life. C The sister lifted the narrator out of the gutter by his collar. D The sister raised the child.

A

In Mr. Berdinino's classroom, several English learners are reading a text that includes built in vocabulary support and guiding graphics. Which of the following reader variables is the teacher utilizing to assist these students with comprehension? A instructional support B genre of the text C prior knowledge D cultural context

A

Shakespeare's plays, such as, The Tempest, Twelfth Night, and Hamlet, are written in: A Early-Modern English. B Anglo-Saxon English. C Medieval English. D Modern English.

A

To what literary genre does Animal Farm (1945) belong? A fable B short story C legend D novel

A

Which of the following genres could specifically help a reader compare the purpose of dialogue to narration? A graphic novel B drama C poetry D children's story

A

A high school student writes a critique of a poem by analyzing the structure of the stanzas and the rhyme scheme used. Which of the following forms of literary criticism is the student applying to the poem? A archetypal B formalism C reader-response D psychological

B

Students are reading a persuasive text. Which of the following activities would be most appropriate to complete while reading this type of text? A Finding examples of imagery and figurative language. B Finding examples of facts and opinions in the text. C Outlining the text in correct sequential order. D Finding examples of first person pronouns.

B

Where in a nonfiction book would a student most likely find the author's purpose? A The Foreword B The Preface C The Afterword D The Back Cover

B

Which of the following activities will best help students identify various features of texts? A Edit the main body of a rough draft. B Create a scavenger hunt for students to find various features using different kinds of texts. C Read a text and discuss its features with a partner. D Write a short summary of a text after a class discussion about a text.

B

"Don't do it!" said Mr. Crunches looking about, as if he rather expected to see the loaf disappear under the efficacy of his wife's petitions. "I ain't a going to be blest out of house and home. I won't have my wittles blest off my table. Keep still!" Charles Dickens, from A Tale of Two Cities Which of the following words serves as a definition for the word "efficacy" as it is used in this excerpt? A surface B failures C effectiveness D supervision

C

A teacher notices several of her students are very reluctant to share or contribute to class discussions. These students never volunteer to give their thoughts or engage in debate with others. Which of the following strategies could the teacher implement to encourage these students to provide thoughtful comments during discussions? A provide students with a list of the most important quotes from the book to reference during the discussion B provide shy students with a partner to sit next to during the discussion in order to boost their confidence C providing students with the discussion questions beforehand, along with corresponding sentence stems to use D providing students with talking points for them to paraphrase and deliver during the class discussion

C

Which of the following strategies would assist students in choosing appropriate independent reading novels at the beginning of a unit? A creating a task menu B forming literature circles C conducting an interest survey D doing a shared reading

C

Before beginning a new unit, a teacher provides her class with a list of new vocabulary terms they will encounter. Other than defining the words as they are used and front loading lessons with new vocabulary, which activity would help students successfully identify and understand the words in context? A Writing and saying each word 10 times to help remember the spelling and pronunciation. B Creating word webs of each word showing synonyms, antonyms, and definitions. C Writing sentences that use the new words correctly. D Sorting words based on similarities in structure, meaning, or parts of speech.

D

In Europe, in the 1600s, the Black Plague struck, killing at least 70,000 of London's inhabitants. The Plague took hold quickly due to its virulent strain of bacteria (Y.pestis), proliferation of rats in cities, and poor human hygiene habits during this time period. While most scientists agree there is not imminent threat of another Black Plague in most of our lifetimes, the bacteria still exists in labs around the world for scientists to study. The passage references to the Black Plague and Y. pestis serve the reader by: A providing an essential definition. B explaining the problem and solution. C transitioning between time periods. D illustrating through cause and effect.

D

Mr. Jenkins's 8th-grade class is participating in their first socratic seminar. He assigned the students an article to read for homework the previous night and told everyone to come to class prepared to discuss what they read. During the discussion, Mr. Jenkins notices that only a few of the students are participating, and very little of the discussion relates back to the specific assigned reading. How could Mr. Jenkins promote more meaningful participation? A Read the article aloud together instead of assigning it for homework. B Require each student to speak five times in order to receive a passing grade. C Allow students an extra night to read and prepare. D Provide clear annotation expectations for the students to complete when reading the text.

D

While reading a historical fiction book about The Great Depression, a teacher asks students to look for text-to-self connections when analyzing characters in the story. Which of the following literary features is the teacher trying to promote among the students? A point-of-view B author's purpose C alliteration and symbolism D characterization

D

(4) There is still room for improvement, however. The baker's difficulties are not only encountered through the ingredients used in bread-making. In fact, these cause only a small part of his troubles. The baker not only has to be a baker and understand baking thoroughly, but he must also be a weather prophet. Weather conditions affect bread-making more than any other conditions which arise. There are very few bakeries having absolute control of their dough room. To have uniform bread each day it is necessary to have control of the dough room. There are very few who realize the importance of controlling these factors. I would like to leave this one message—"Watch Your Dough Room." Which organizational style best describes paragraph 4? A Cause and effect B Chronological C Compare and contrast D Spatial

A

SOME writers have so confounded society with government, as to leave little or no distinction between them; whereas they are not only different, but have different origins. Society is produced by our wants, and government by wickedness; the former promotes our happiness POSITIVELY by uniting our affections, the latter NEGATIVELY by restraining our vices. The one encourages intercourse, the other creates distinctions. The first is a patron, the last a punisher. Which of the following describes the function of the underlined sentence? A to offer a negative opinion on the writing community's treatment of the role government plays in society B to criticize those in governmental positions for mixing business with pleasure and neglecting their elected roles C to offer a positive opinion as it relates to the power of the people to unite in society around a common goal D to suggest that other writers look at the changing face of society and take action through activism

A

An example of evaluative comprehension is when a reader: A connects events to their own past experiences to build understanding. B analyzes the word choice of the author. C decodes a word for pronunciation. D recalls details.

B

I had seen little of Holmes lately. My marriage had drifted us away from each other. My own complete happiness, and the home-centred interests which rise up around the man who first finds himself master of his own establishment, were sufficient to absorb all my attention; while Holmes, who loathed every form of society with his whole Bohemian soul, remained in our lodgings in Baker Street, buried among his old books, and alternating from week to week between cocaine and ambition, the drowsiness of the drug, and the fierce energy of his own keen nature. -- Sir Arthur Conan Doyle, from The Adventures of Sherlock Holmes Which of the following is used in the excerpt to aide in the characterization of Sherlock Holmes? A an extended metaphor B a foil C metonym D allusion

B

To be, or not to be, that is the question, Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them? To die: to sleep; The student does not understand the references to "slings and arrows" and "sea of troubles." Which of the following describes the student utilizing the "using context clues" metacognitive strategy to understand the passage? A The student imagines Hamlet talking to himself, and uses this image to understand the passage. B The student uses the "to be, or not to be" of the first line, and the reference to dying in the last line of the excerpt, to understand the passage. C The student puts the passage into their own words to understand it. D The student remembers seeing a film version of the play, and uses this knowledge to understand the passage.

B

(3) My sister, Mrs. Joe, with black hair and eyes, had such a prevailing redness of skin that I sometimes used to wonder whether it was possible she washed herself with a nutmeg-grater instead of soap. She was tall and bony, and almost always wore a coarse apron, fastened over her figure behind with two loops, and having a square impregnable bib in front, that was stuck full of pins and needles. She made it a powerful merit in herself, and a strong reproach against Joe, that she wore this apron so much. Though I really see no reason why she should have worn it at all; or why, if she did wear it at all, she should not have taken it off, every day of her life. Which word could be substituted for "impregnable" in paragraph 3? A Foolhardy B Vulnerable C Unconquerable D Loose

C

The "s" in "cats" is an example of which of the following? A a free morpheme B a derivational suffix C an overt inflectional suffix D a prefix

C

Which of the following is an important component of choral reading? Select all answers that apply. A marking confusing words while listening to the text B participating in a whole-class discussion after reading the text C hearing the teacher model oral reading D reading aloud

C and D

"I am sorry, with all my heart, to find you so resolute. We have never had any quarrel to which I have been a party. But I have made the trial in homage to Christmas, and I'll keep my Christmas humour to the last. So a Merry Christmas, uncle!" "Good afternoon!" said Scrooge. His nephew left the room without an angry word, notwithstanding. He stopped at the outer door to bestow the greetings of the season on the clerk, who, cold as he was, was warmer than Scrooge; for he returned them cordially. --Charles Dickens, from A Christmas Carol Based on how it is used in the excerpt, which of the following phrases best describes the meaning of the underlined word (resolute)? A supremely confident B tragically downtrodden C repeatedly indecisive D stubbornly determined

D

(2) But as it happens, the mere rind of this earth-fruit which has, countless ages since, dropped, as it were, from the Bosom of God, the Eternal Fount of Life—the mere rind of this earth-fruit, I say, is so beautiful and so complex, that it is well worth our awful and reverent study. It has been well said, indeed, that the history of it, which we call geology, would be a magnificent epic poem, were there only any human interest in it; did it deal with creatures more like ourselves than stones, and bones, and the dead relics of plants and beasts. The author uses the word "awful" to mean: A terrible. B pleasant. C rank. D awe-inspiring.

D

A sixth-grade classroom teacher is planning a series of upcoming lessons on context clues. Which of the following statements describes important limitations about context clues that the teacher should take into account? A Context clues should not be used as a substitute for systematic vocabulary instruction, which is how most students should be learning new vocabulary words. B Context clues are not helpful for students who possess a large amount of background knowledge on the text's subject, and teaching them to rely on context clues can hinder growth. C Context clues cause students to stop within the text more often, meaning the teacher also needs to provide concurrent lessons on reading fluency. D Context clues are more likely to be written implicitly as opposed to explicitly, and implicit context clues assume students possess a certain level of background knowledge on the topics covered.

D

A teacher reads a non-fiction passage aloud to her class. She occasionally stops and asks questions that relate the text to concepts taught in the previous week. The students are using the skill known as: A analyzing. B evaluating. C summarizing. D synthesizing.

D

Shakespeare's youth fell in a time when the English people were importunate for dramatic entertainments. The court took offence easily at political allusions, and attempted to suppress them. But the people wanted them. Inn-yards, houses without roofs, and extemporaneous enclosures at country fairs, were the ready theatres of strolling players. The people had tasted this new joy; and, as we could not hope to suppress newspapers now,—no, not by the strongest party,—neither then could king, prelate, or puritan, alone or united, suppress an organ, which was ballad, epic, newspaper, caucus, lecture, punch, and library, at the same time. The author uses "extemporaneous" to mean: A empty B expensive C elaborate D makeshift

D

"See what a grade was seated on this brow, Hyperion's curls, the front of Jove himself, An eye like Mars' to threaten and command." From "Hamlet" by William Shakespeare, Act 3, Scene 4. What type of literary device is being used in this excerpt? A metaphor B allusion C alliteration D foreshadowing

B

Students in a sixth-grade science class are studying biomes across continents. What would be the most appropriate instructional strategy to help students recognize types of biomes, plants and animals in each biome, and vocabulary words associated with each? A Assign different biomes to the students and asking them to complete a concept map for each. B Have students take virtual field trips using video clips of biomes and complete a cloze activity using a graphic organizer. C Create a station for each biome and having students complete a gallery walk to view pictures of common plants and animals for each biome. D Ask students to complete a poll to determine whether they can appropriately identify the biome in which their school is located.

B

A high school English class has finished reading Grapes of Wrath by John Steinbeck. The teacher assigned a worksheet of discussion questions for students to complete in pairs. Which of the following discussion strategies could the teacher implement to check each individual student's comprehension of the text? A choice Menu B Socratic seminar C think-pair-share D gallery walk

B

There is cause to be thankful even for rebellion. It is an impressive teacher, though a stern and terrible one. In both characters it has come to us, and it was perhaps needed in both. It is an instructor never a day before its time, for it comes only when all other means of progress and enlightenment have failed. Whether the oppressed and despairing bondman, no longer able to repress his deep yearnings for manhood, or the tyrant, in his pride and impatience, takes the initiative, and strikes the blow for a firmer hold and a longer lease of oppression, the result is the same,—society is instructed, or may be. --Frederick Douglass, from Reconstruction Douglass says there "is cause to be thankful" for rebellions, even though he later describes them, metaphorically, as "stern and terrible" teachers. Which of the following best explains why he believes we should be thankful for rebellions? A Rebellions always work toward ending something unjust. B Rebellions are an avenue to change. C Rebellions bring communities together in the end. D Rebellions allow the resolution of conflict before it erupts into a war.

B

There was thunder in the air on the night I went to the deserted mansion atop Tempest Mountain to find the lurking fear. I was not alone, for foolhardiness was not then mixed with that love of the grotesque and the terrible which has made my career a series of quests for strange horrors in literature and in life. With me were two faithful and muscular men for whom I had sent when the time came; men long associated with me in my ghastly explorations because of their peculiar fitness. We had started quietly from the village because of the reporters who still lingered about after the eldritch panic of a month before—the nightmare creeping death. Later, I thought, they might aid me; but I did not want them then. Would to God I had let them share the search, that I might not have had to bear the secret alone so long; to bear it alone for fear the world would call me mad or go mad itself at the daemon implications of the thing. Now that I am telling it anyway, lest the brooding make me a maniac, I wish I had never concealed it. For I, and I only, know what manner of fear lurked on that spectral and desolate mountain. --from "The Lurking Fear" by H.P. Lovecraft Which of the following can be inferred about the narrator from the passage? A This is the last adventure the narrator will undertake. B This is not the first strange occurrence the narrator has seen. C The narrator is muscular. D The narrator is insane.

B

When presented with the unfamiliar vocabulary term "brouhaha" during a reading, a student attempts to define the word on his own. Which question should he ask himself that would most likely help him determine the meaning? A Do I know any words that sound like "brouhaha?" B Are there any nearby synonyms or antonyms used to help me define "brouhaha?" C Can I use "brouhaha" in a sentence? D Does "brouhaha" contain any roots or stems that I know?

B

Which of the following would best promote the increase of students' reading vocabulary? A have students read different perspectives of the same historical event B make time for students to engage in independent reading C provide students with books at, or near, their frustrational reading level D review students' journal entries with the student

B

Which word best fills in the blank and maintains the correct context of the sentence? Mary used many business ________ to make connections in the community and establish her new bakery. A kin B liaisons C adversaries D colleagues

B

I know Dublin somewhat better now, and I no longer think of it as a gay town—rather as a supremely tragic one. Turn the corner from any of the main thoroughfares, and you will soon find yourself in a foul alley of crowded tenements, in the midst of a misery and squalor that wring the heart. You will wonder to see women laughing together and children playing on the damp pavements. It is thin laughter and half-hearted play; and yet, even here, there is a certain air of carelessness and good-humour. It may be that these miserable people do not realise their misery. Cleanliness is perhaps as painful to a person reared in dirt as dirt is to a person reared in cleanliness; slum dwellers, I suppose, do not notice the slum odour; a few decades of slum life must inevitably destroy or, at least, deaden those niceties of smell and taste and feeling which play so large a part in the lives of the well-to-do. And it is fortunate that this is so. But one threads one's way along these squalid streets, shuddering at the thought of the vice and disease that must be bred there, and mourning, not so much for their unfortunate inhabitants, as for the blindness and inefficiency of the social order which permits them to exist. It can be inferred from the passage that the author believes which of the following about Irish people? A That they are unhappy with their lot. B That they are more sensitive than the well-to-do. C That they are less sensitive than the well-to-do.. D That they must struggle against their lot.

C

A teacher introduces some excerpts of plays by Christopher Marlowe, Ben Johnson, and Thomas Kyd in a unit covering the plays of Shakespeare. Which of the following would be the purpose of this exercise in building background knowledge? A Students would make connections between Shakespeare and their own lives by comparing and contrasting the plays from different authors. B Students would have a firmer basis to argue that Shakespeare is the best playwright in the English language. C Students would gain a greater understanding of Shakespeare's plays by placing Shakespeare in context with other English playwrights who wrote in his time. D Students would be able to better predict the outcomes of Shakespeare's play by reading other plays of his era.

C

A teacher writes the following sentence on the board. When Michael broke his right hand, he was thankful he was ambidextrous. The teacher challenges her students to use roots and affixes to make an inference as to the meaning of the underlined word. Which of the following student responses represents an understanding of these concepts? A "Since he broke his right hand, ambidextrous means able to use your left hand." B "I remember -ambi means both, so ambidextrous must mean two people together." C "I know dextrous means possessing skill which means ambidextrous is a talent." D "Using the word thankful as a context clue, ambidextrous is a feeling of gratitude."

C

A teacher's goal in a vocabulary lesson is to have the students learn some particularly challenging words that will be key to their understanding of a challenging whole class reading assignment. Which of the following activities best addresses the goal? A Provide students with the list of challenging vocabulary words, and ask them to look up and write down the definitions for homework. B Wait and remind the class to use context clues to determine word meaning during the assignment. C Provide a graphic organizer, such as a concept map, and ask students to complete one for each word. D Provide dictionaries to be used during class.

C

Shakespeare's youth fell in a time when the English people were importunate for dramatic entertainments. The court took offence easily at political allusions, and attempted to suppress them. But the people wanted them. Inn-yards, houses without roofs, and extemporaneous enclosures at country fairs, were the ready theatres of strolling players. The people had tasted this new joy; and, as we could not hope to suppress newspapers now,—no, not by the strongest party,—neither then could king, prelate, or puritan, alone or united, suppress an organ, which was ballad, epic, newspaper, caucus, lecture, punch, and library, at the same time. In the first line of the passage, the author uses "importunate" to mean: A alone B enraged C insistent D critical

C

The Director of Companies was our captain and our host. We four affectionately watched his back as he stood in the bows looking to seaward. On the whole river there was nothing that looked half so nautical. He resembled a pilot, which to a seaman is trustworthiness personified. -- from Heart of Darkness by Joseph Conrad Which of the following correctly defines "trustworthiness personified" in the context of this passage? A being of a superior rank or social class B pretending to be trustworthy C highly trusted D having great nautical skill

C

The degrading picture of womankind as depicted in the Old Testament is well known to anyone who has glanced through this storehouse of mythology. It would be well for the multitude of devout female adherents of all creeds to take the time, just a little of the time they give to the plight of the poor, benighted heathen and read some of the passages in the Old Testament dealing with their lot. The entire history of woman under the administration of these "heaven-made" laws is a record of her serviture and humility. It is inferred in the passage that the author would support which of the following? A Women spending more time helping the poor and less reading the Bible. B Women renouncing the church to become less servile and humble. C Women spending less time on helping others and more time reading the Bible. D Women studying the Bible as a moral guide.

C

Which of the following would encourage metacognitive thinking in students? A pairing students to edit each other's work B requiring students to study a novel that would typically be read in a higher grade C asking for a short assignment listing the student's personal biases about Shakespearean drama before reading a play by Shakespeare D editing a student's essay as if it were a journal article written by a professional

C

Passage 2: No doubt the idea of punishment originated in the feeling of resentment and hatred and vengeance that, to some extent at least, is incident to life. The dog is hit with a stick and turns and bites the stick. Animals repel attack and fight their enemies to death. The primitive man vented his hatred and vengeance on things animate and inanimate. In the tribes no injury was satisfied until some member of the offending tribe was killed. In more recent times family feuds have followed down the generations and were not forgotten until the last member of a family was destroyed. Biologically, anger and hatred follow fear and injury, and punishment follows these in turn. Individuals, communities and whole peoples hate and swear vengeance for an injury, real or fancied. Punishments, even to the extent of death, are inflicted where there can be no possible object except revenge. The word "object" in the last line of the second passage most nearly means: A to return B thing C to refute D aim

D

The ancients attributed intelligence, in its purest sense, to many animals, especially to the elephant and the horse. In one of the passages quoted, Pliny, the naturalist, after describing the ingenious method of the ants, in 'shoving with their shoulders' the larger bits of grain, says: 'There is in them in every deed, reason, memory, and care;' the expression breaks out from him like an irresistible conviction. Virgil also observes that they are 'mindful of the approaching winter;' and he refers to their order, and division of labor. If inquiry should be directed to that industry which accumulates not only beyond present, but even future necessities, it could be accounted for on no other supposition, than as a consequence of reasoning upon the necessity of preparing for the day of need. Which of the following describes the organization of this paragraph? A an assertion followed by an opposing perspective B various examples listed in order to support a vague assertion C a summary of events D a sentence describing the broader topic, followed by a detailed example that supports the initial idea

D

The aperture simply wasn't set wide enough to let in enough light to make the moonless forest visible to the movie camera. Which of the following phrases provides the context to decipher the meaning of the word "aperture" in the previous sentence? A "visible to the movie camera" B "moonless forest" C "simply wasn't set wide enough" D "to let in enough light"

D

"The sergeant asked the privates to risk their lives." Which of the following statements is an accurate commentary on this sentence? A The sergeant does not expect the privates to understand the pragmatic meaning of the statement. B The sergeant means the statement literally. C The sergeant is giving the privates a choice. D The word "asked" is being used here as a synonym of the word "required."

D

A class is studying the Harry Potter series. Which of the following questions would help the students most in synthesizing key concepts of the Harry Potter series? A How are good and evil compared and contrasted through the characters of Dumbledore and Voldemort? B Which book was the longest in the series? C What was the climax of Harry Potter and the Chamber of Secrets? D What was the address of the Dursley home?

A

The morphemes -ed, -er, -est, -ing, and -s are examples of: Select all answers that apply. A inflectional morphemes. B consonant blends. C digraphs. D affixes.

A and D

A teacher is preparing an instructional activity that will involve use of context clues to determine words' meanings. Which of the following strategies would be most appropriate when guiding students in analysis of a paragraph of text? A Select a text that is accompanied by an illustration of the main idea. B Select a text with many bold and italicized words. C Select a text that contains vocabulary words that support ideas in the text. D Select a text that is below students' grade level.

C

A sixth-grade teacher had decided to use literature circles with her class to work through a new fiction text they're reading. She will provide the groups with guided questions and discussion ideas to complete during and after their reading sections. Which question stem would encourage students to cite textual evidence to support a prediction for the next chapter of the reading? A Because the character said _____, I believe s/he will _____. B The main character did _____ because ______ happened first. C The word "_____" means ______. I know because in the text it says, "_____." D When ____ said _____, it reminded me of _____.

A

A teacher has presented her students with eight short paragraphs. As the students read each paragraph, they are asked to identify whether or not the paragraph is informative, persuasive, or entertaining. The teacher's goal in this lesson is most likely to expose students to which concept? A author's purpose B organizational structure C narrator point of view D main idea and summary

A

After the torchlight red on sweaty faces After the frosty silence in the gardens After the agony in stony places The shouting and the crying Prison and palace and reverberation Of thunder of spring over distant mountains He who was living is now dead We who were living are now dying With a little patience Which of the following aspects of the American modernist literary movement does this excerpt exemplify? A As technology and science progressed, people lost faith in society as a whole. B As America becomes more populated, we must not destroy its natural beauty. C As America expanded westward, settlers learned to tame the American wilderness. D As America diversified, new ideas challenged the society to grow and evolve.

A

An upper-elementary-grades teacher writes the morpheme audi on the board, says it correctly, and says that audi comes from the Latin word for "hear." The teacher asks students to call out words that begin with or have audi as part of their spelling. As they respond, the teacher makes the graphic organizer below. This activity develops students' vocabulary skills by showing the students: A how to use prefixes and suffixes to assist with spelling and defining words. B how to phonetically determine the meanings of unfamiliar words. C how to create a concept map to show a word's part of speech. D how to take an abstract concept and make it easy to understand.

A

Ms. Sanders is going to be more deliberate with her vocabulary instruction this coming school year. Which of the following would be the most effective approach to use in her plan for improving her student's long-term vocabulary? A choose vocabulary terms related to the content of her class B allow increased time for independent reading of above-grade-level texts C increase the frequency of vocabulary assessments D assign the class 10 college-level words to be learned each week

A

Ms. Smith is trying to help her student's distinguish between fact and opinion. She assigns an article and asks them to underline facts and circle opinions. What instruction could she give to help her students distinguish between the two? A A fact is something that could be proven true or false, even if the supporting evidence isn't included in the text. B The author will support facts with evidence from valid sources. C Both facts and opinions can be proven as true. D Opinions cannot be definitively proven as true or false, but are more persuasive than facts.

A

Students in a high school English class have recently finished reading a complex novel, and the teacher would like students to participate in a class discussion on the novel's themes. After having students take notes on the main points of the novel and locating key quotes, she has the students form a large circle in the center of the room. The teacher offers an open-ended question to start off the discussion and students start the discussion. The discussion proceeds organically with the students guiding the talking points and using quotes as evidence. This discussion strategy is known as: A Socratic seminar. B gallery walk. C concentric circles. D fishbowl discussion.

A

TRUE!—nervous—very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses—not destroyed—not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and observe how healthily—how calmly I can tell you the whole story. Which question would the teacher ask to encourage students to identify supporting details in the text? A In what ways does the narrator contradict himself when he says he is not mad? B Why does the Edgar Allan Poe repeat the word "mad" in this paragraph? C What do you expect to hear next from the narrator? D What does the word "hearken" mean?

A

The clerk in the tank involuntarily applauded. Becoming immediately sensible of the impropriety, he poked the fire, and extinguished the last frail spark for ever. --Charles Dickens, from A Christmas Carol Which of the following phrases best describes the meaning of the underlined word "impropriety"? A difficult task B improper behavior C opposing viewpoint D potential disaster

B

(1) The failure of every former attempt to reach the Nile source did not astonish me, as the expeditions had consisted of parties, which, when difficulties occur, generally end in difference of opinion and in retreat; I therefore determined to proceed alone, trusting in the guidance of a Divine Providence and the good fortune that sometimes attends a tenacity of purpose. (2) I weighed carefully the chances of the undertaking. (3) Before me, untrodden Africa; against me, the obstacles that had defeated the world since its creation; on my side, a somewhat tough constitution, perfect independence, a long experience in savage life, and both time and means, which I intended to devote to the object without limit. In the context of the second sentence, "weighed" most closely means: A weighted B considered C measured D swayed

B

A sixth-grade teacher has read several fictional short stories with her students. While reading the stories, the class discussed the development of the characters, major plot points, and thematic elements. The teacher assigns an activity for each student to rewrite one of the stories with a different protagonist and antagonist. This assignment will improve students' reading abilities by: A requiring students to self-monitor their reading to gain deeper understanding. B helping students see the impact of narrative perspective and point of view. C asking them to alter a narrative's tone and mood to better fit the theme. D encouraging them to use the plot chart to prewrite fictional writing pieces.

B

Before beginning an extended novel study of Adventures of Huckleberry Finn, a tenth-grade teacher wants to provide the class with enough appropriate background knowledge so that students will not struggle to understand the dialect and historical context relevant to the text. The teacher has four articles to review with the class before reading. Which grouping method would be the most effective and efficient way to cover this information using the least amount of class time? A Assign all four articles to students for homework, then discuss as a whole group the next day. B Use a jigsaw grouping strategy to assign articles to small groups for discussion together and with members of the other groups. C Assign one article to one-fourth of the class, and have each group present the most important information to the class the next day. D Read the articles one at a time and have students think-pair-share as they read.

B

In what order should a literary analysis be conducted? A Read the text, collect textual evidence, write or speak a summary of the analysis, choose an area to analyze. B Read the text, choose an area to analyze, collect textual evidence, write or speak a summary of the analysis. C Read the text, choose an area to analyze, write or speak a summary of the analysis, collect textual evidence. D Read the text, collect textual evidence, choose an area to analyze, write or speak a summary of the analysis.

B

Which of the following scenarios describes incidental vocabulary learning? A A student examines the prefix and suffix of a word in order to determine the word meaning. B A student visits his grandparents and listens as his grandfather reads interesting articles from the newspaper aloud. C A student looks up a multiple-meaning word in a dictionary and appropriately uses the word in a written response. D A student reads a grade-level text and considers the meaning of words within the text.

B

Works of literature by ancient Greek authors such as Homer, Plato, and Aristotle contain which set of common characteristics? A a celebration of individuality, democracy, and one's place in the natural world are the focus of these emotional stories and poems frequently told from the writer's point of view B an exploration of classical themes through stories of epic tragedy and philosophical dialogue, forming the foundations of Western higher education C a critique of modern theories and ideologies in which ideas associated with human nature, moral beliefs, and social movements are questioned D an examination of social and religious society authored by clerics and theologians who relied on oral histories and church beliefs to convey moral teachings

B

Ama is an ELL student who is tasked with a procedural writing assignment. She is supposed to take an expert stance to write the steps of a procedure she knows how to do really well. Which type of organization would work best for her writing assignment? A spatial order B chronological order C sequential order D order of importance

C

An English teacher is teaching a group of beginner English Language Learners (ELLs) common school vocabulary (pencil, book, chair) and useful phrases ("May I use the restroom?"). She has been pointing to the vocabulary words, saying them, and then having the students repeat them back orally and write them in their notebooks. The students seem to be getting words confused when they try to use them in the classroom environment. Which of the following support strategies would be most appropriate to help students internalize and use the vocabulary they are learning? A pair each student with a native-born English speaker to take part in pronunciation exercises B have students film themselves saying the vocabulary words and then have them write them C provide pictures of each vocabulary word and sentence stems for writing and speaking D have students take pictures of each school object and paste them in their notebooks

C

Eighth-grade students are working independently to analyze a poem. Which of the following strategies would best prepare students to analyze the poem? A labeling stanzas B rewriting to change tone C making inferences D defining vocabulary

C

Literature written by British authors during the renaissance period, such as Shakespeare, Christopher Marlowe, and Thomas More have which of the following features in common? A an emphasis on classical ideas and conservative political movements which believed human nature was constant, regardless of society's happenings B a collection of books and poems during the reign of Queen Victoria that focus on darker themes, class expectations, and the rise of scientific theory C an exploration of religious themes due to the reformation, authority figures, and social status in the midst of political and spiritual turmoil D a focus on the narrator's feelings and a reverence for beauty and the natural world while rejecting organized religion at the end of the 18th century

C

Mr. Blaschke wants to develop his students' fluency while reading. Which activity would best help him achieve this goal? A create a word wall to introduce students to new terms they may encounter in their reading B reviewing phonics and frequent morpheme pronunciations C read short excerpts of poetry, demonstrating how to pause and add proper inflection D have students read unfamiliar excerpts in front of the class

C

Which of the following activities would best help students practice the skill of summarizing information? A Read articles or excerpts and answer guided questions after reading. B Read articles or excerpts and fill in a Venn diagram with information from each. C Read articles or excerpts and write a title for each. D Read articles or excerpts and complete a chart of something new they learned while reading.

C

Which of the following statements best summarizes the major themes in African literature? A As cultures blend together, citizens aspire to achieve the American Dream. B The economic and social progress of the country is celebrated in the literature. C As society progresses, there is a social, spiritual, and emotional cost. D The progress made in African society is compared to that of other countries.

C

Which of the following types of literary criticism is being used when the source of Sir Betram's wealth from sugar plantations in the West Indies is analyzed in a discussion of the Jane Austen novel Mansfield Park? A feminist criticism B psychoanalytic criticism C post-colonial criticism D structuralism

C

A ninth-grade English class is studying personal narratives and memoirs. The teacher wrote several goals, or objectives she would like students to master in the course of the unit. Students will be able to define and recognize characteristics of a memoir. Students will understand how the point of view of a memoir (first person) impacts the reader's experience of the text. Students will be able to write their own memoirs from personal experience. Based on the reading, which of the following discussion questions best assesses student knowledge of objective 2? A What are the attributes or traits that make this text a memoir? B What are the key points in this section of Thomas Jefferson's memoir? C How would you compare Thomas Jefferson's life to your personal story? D How would this text be different if it weren't written in first person?

D

Which of the following is a correct definition of the think-pair-share strategy? A a collaborative learning strategy in which students walk around the classroom in small groups adding their ideas to posters on chart paper spread out in a track around the room B a collaborative learning strategy in which students work on a problem in one group, then are responsible for teaching the answers to the problem to a second group. C a collaborative learning strategy in which students form a pair of circles, discuss their ideas with the classmate they are facing, and then rotate if they are in the outer circle so they may discuss their ideas with another classmate D a collaborative learning strategy in which a student comes up with an idea, discusses the idea with another student, and shares thoughts on the topic with the class

D

Which type of literary theory would focus on an understanding of how traditional storytelling features impact the text and provide meaning to the audience? A biographical B formalism C historical D archetypal

D

"Oh! my dear Mr. Bennet," as Mrs. Bennet entered the room, "we have had a most delightful evening, a most excellent ball. I wish you had been there. Jane was so admired, nothing could be like it. Everybody said how well she looked; and Mr. Bingley thought her quite beautiful, and danced with her twice! Only think of that, my dear; he actually danced with her twice! and she was the only creature in the room that he asked a second time. First of all, he asked Miss Lucas. I was so vexed to see him stand up with her! But, however, he did not admire her at all; indeed, nobody can, you know; and he seemed quite struck with Jane as she was going down the dance. So he inquired who she was, and got introduced, and asked her for the two next. Then the two third he danced with Miss King, and the two fourth with Maria Lucas, and the two fifth with Jane again, and the two sixth with Lizzy, and the Boulanger—" "If he had had any compassion for me," cried her husband, Mr. Bennet, impatiently, "he would not have danced half so much! For God's sake, say no more of his partners. Oh that he had sprained his ankle in the first dance!" Based on the details present in the text, the reader can predict that Mrs. Bennet plans on: A continuing to match Jane with an appropriate suitor. B discontinuing talks with Mr. Bennet about their daughters. C discouraging Jane from talking or dancing with Mr. Bingley. D discouraging her daughters from dancing with suitors.

A

(1) In his lifetime Dr. Parkman was a well-known figure in the streets of Boston. His peculiar personal appearance and eccentric habits combined to make him something of a character. As he walked through the streets he presented a remarkable appearance. He was exceptionally tall, longer in the body than the legs; his lower jaw protruded some half an inch beyond the upper; he carried his body bent forward from the small of his back. He seemed to be always in a hurry; so impetuous was he that, if his horse did not travel fast enough to please him, he would get off its back, and, leaving the steed in the middle of the street, hasten on his way on foot. A just and generous man, he was extremely punctilious in matters of business, and uncompromising in his resentment of any form of falsehood or deceit. It was the force of his resentment in such a case that cost him his life. Which word could be substituted for "punctilious" without changing the meaning of the passage? A meticulous B early C demanding D messy

A

(2) The battle-field, on which a few hours previously Death had walked in a triumphant procession, and felled thousands and thousands of bleeding victims to the ground, was now entirely deserted. Night had thrown its pall over the horrors of this Calvary of Prussian glory: the howling storm alone sang a requiem to the unfortunate soldiers, who, with open wounds and features distorted with pain, lay in endless rows on the blood-stained ground. (3) At length the night of horror is over—the storm dies away—the thick veil of darkness is rent asunder, and the sun of a new day arises pale and sad; pale and sad he illuminates the battle-field, reeking with the blood of so many thousands. The word "pall" in the second paragraph most nearly means: A darkness B covering C layer D confusion

A

A high school teacher is conducting a lesson on using context clues while reading. In class, students read the following excerpt. Learning proper study habits in high school can help students accomplish their goals. Achieving the perfect GPA takes focus and dedication. Later on, collegiate work throws many students for a loop due to its increased levels of difficulty. The university setting requires more independence from students due to the decreased assistance from professors. Perhaps support systems and mentorships can be implemented to keep students on the right track. Which phrase from the excerpt will help the students determine the meaning of the underlined word? A "university setting" B "support systems" C "independence from students" D "increased levels of difficulty"

A

Although lamps burn along the silent streets, Even when moonlight silvers empty squares The dark holds countless lanes and close retreats; But when the night its sphereless mantle wears The open spaces yawn with gloom abysmal, The sombre mansions loom immense and dismal, The lanes are black as subterranean lairs. And soon the eye a strange new vision learns: The night remains for it as dark and dense, Yet clearly in this darkness it discerns As in the daylight with its natural sense; Perceives a shade in shadow not obscurely, Pursues a stir of black in blackness surely, Sees spectres also in the gloom intense. James Thomson, from The City of Dreadful Night Which of the following statements accurately portrays the author's description of what the eye sees in the second stanza? A The eye, initially seeing only darkness, eventually sees the shadows of ghosts present in the gloomy streets. B The eye, seeing only darkness, uses metaphors and similes to describe the gloomy atmosphere. C The eye, seeking out light everywhere it can, uses personification to describe the actions of the ghosts. D The movements of the shadows attract the eye, leading it to leave behind the darkness and only see the light.

A

Helen Keller was born in 1880 in Tuscumbia, Alabama into a modest household. Keller was born without any health issues, and her parents and siblings were overjoyed. Only 19 months old, she was left deaf and blind by illness. Keller's main teacher was Anne Sullivan. She taught Keller to read braille. Keller went on to publish 12 books and several articles. She is the first deaf-blind person to earn a bachelor's degree. Next time you think about what you can't do, think about Helen Keller. She overcame so much to accomplish what she did. She died on June 1, 1968. The student who wrote this essay would like to revise several sentences to improve the transitions. Which of the following sentences represents the best revision to the underlined sentence in the excerpt? A However, at 19 months, Keller contracted an illness that left her deaf and blind. B Newly deaf and blind, 19-month-old Keller didn't think she had a bright future ahead of her. C Then, the illness that left Keller deaf and blind at 19 months arrived suddenly. D After contracting an illness at 19 months, this left Keller unfortunately deaf and blind.

A

It will appear more philosophic to deplore the imperfection, than to deride the folly of human nature, when the fact that the superstitious sentiment is not only a result of mere barbarism or vulgar ignorance, to be expelled of course by civilisation and knowledge, but is indigenous in the life of every man, barbarous or civilised, pagan or Christian, is fully recognised. The enlightening influence of science, as far as it extends, is irresistible; and its progress within certain limits seems sure and almost omnipotent. But it is unfortunately limited in the extent of its influence, as well as uncertain in duration; while reason enjoys a feeble reign compared with ignorance and imagination. Which of the following statements is the most logical continuation of the passage? A Science may be effective in dispelling some superstitions, but it can only go so far and last for so long. B Only primitive cultures succumb to superstitious thinking. C The progress of science will eradicate all superstitious sentiments. D Science is as ineffective as religion in dispelling superstitious beliefs.

A

No, nor did he believe it even now. Though he looked the phantom through and through, and saw it standing before him; though he felt the chilling influence of its death-cold eyes; and marked the very texture of the folded kerchief bound about its head and chin, which wrapper he had not observed before; he was still incredulous, and fought against his senses. --Charles Dickens, from A Christmas Carol Which of the following phrases from the excerpt assists the reader with understanding the meaning of the word "incredulous"? A "fought against his senses" B "looked the phantom through and through" C "felt the chilling influence of its death-cold eyes" D "nor did he believe it even now"

A

Persons do not become a society by living in physical proximity, any more than a man ceases to be socially influenced by being so many feet or miles removed from others. A book or a letter may institute a more intimate association between human beings separated thousands of miles from each other than exists between dwellers under the same roof. Individuals do not even compose a social group because they all work for a common end. The parts of a machine work with a maximum of cooperation for a common result, but they do not form a community. If, however, they were all cognizant of the common end and all interested in it so that they regulated their specific activity in view of it, then they would form a community. But this would involve communication. Each would have to know what the other was about and would have to have some way of keeping the other informed as to his own purpose and progress. Consensus demands communication. Which of the following is the main organizational pattern present in the excerpt? A Problem and Solution B Description C Compare and Contrast D Chronological

A

Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, (5) And often is his gold complexion dimm'd, And every fair from fair sometime declines, By chance, or nature's changing course untrimm'd: But thy eternal summer shall not fade, Nor lose possession of that fair thou ow'st, (10) Nor shall death brag thou wander'st in his shade, When in eternal lines to time thou grow'st, So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee. In this sonnet, Shakespeare refers to "his gold" in line 6 and "his shade" in line 11 in order to A extend the comparison between the narrator's lover and the characteristics of a summer day, referred to as "his" B further discuss the positive qualities both the narrator and the partner bring to the relationship over time C discuss the ever changing facets of love over time due to the changing nature of people's attitudes D compare the characteristics of a summer day, referred to as "his" with the fall and winter seasons

A

The dawn of history for Peru was the sunset of her native culture. In a few short years what has come down to us as the Empire of the Incas was completely overthrown; the enslaved Indians were groaning under the weight of Spanish oppression; the demolition of her ancient monuments had already begun, and romance, tradition, and wonder had already thrown their subtle charms around the ruins. The old customs and usages were on the sudden dropped, a new culture was forced upon the unwilling natives, and prehistoric Peru, though distant but a few years in time, was as completely separated from historic Peru as is the culture of the Neolithic Age in Europe from that of the early historic period. The passage suggests which of the following about the early discoverers of Peru? A They were unconcerned with preserving Peru's native culture. B The inhabitants of Peru were enamoured with the Spanish discoverers. C Peru's inhabitants fought against the foreign invaders, to no avail. D They tried to preserve Peru's culture, but the demand for gold was too great.

A

The psychoneuroses are of many forms. To some people "nerves" means nervous prostration, breakdown, fatigue, weakness, insomnia, the blues, upset stomach, or unsteady heart,—all signs of so-called neurasthenia or nerve-weakness. To others the word "nerves" calls up memories of strange, emotional storms that seem to rise out of nowhere, to sweep the sky clear of everything else, and to pass as they came, leaving the victim and the family equally mystified as to their meaning. These strange alterations of personality are but one manifestation of hysteria, that myriad-faced disorder which is able to mimic so successfully the symptoms of almost every known disease, from tumors and fevers to paralysis and blindness. Which of the following can be inferred from this passage? A Hysteria is hard to diagnose. B Having unbidden emotional storms is normal. C Nerves and hysteria can alter a person's personality. D There is a strict definition of "nerves."

A

Which of the following should a teacher do before giving the first science textbook reading assignment to a class? A Go through the text with the class pointing out headings, pictures, key words, definitions, and other assistance available on the page. B Teach the material well beforehand, so students will understand what they are reading. C Prepare quiz questions to use the next day in class so she will know who did the reading. D Read the text out loud to her class so they get a feel for what they will be reading.

A

(1) No community has ever been more completely isolated than the first inhabitants of Sydney. (2) They were three thousand miles away from the nearest white men; before them lay a great ocean, visited only at rare intervals, and, for the greater part, unexplored; behind them was an unknown continent, a vast, untrodden waste, in which they formed but a speck. (3) They were almost completely shut out from intercourse with the civilized world, and few of them could have any hope of returning to their native land. (4) This made the colony all the more suitable as a place of punishment; for people shrank with horror at the idea of being banished to what seemed like a tomb for living men and women. The author probably uses the word "speck" in line 2 to mean: A an indelible stain. B an inconsequential amount. C a dust mote. D a permanent blemish.

B

(1) Now, in the same way that education develops and increases the power of the brain, so exercise has a similar effect on the body. When the muscles are strengthened, the beneficial effect is also participated in by the heart, lungs, and digestive organs, and thus the removal of worn-out material from the body is assisted. The effect of exercise is thus to remove used up products from the system, and so afford an opportunity for renewed material to take their place. There is nothing more important than exercise. (2) Ceaseless changes are constantly going on throughout the body, and any part which has fulfilled its object is no longer necessary for the requirements of the system, in fact it becomes injurious. Its removal has to take place by one of the various outlets, and it is by exercise that its expulsion is greatly assisted. In this way exercise differs altogether from the part played by food. The latter is the introduction of nourishment into the system for the renewal of its wants, while exercise is the principal agent by which debris is eliminated. Between paragraphs 1 and 2, how does the writer's approach shift? A Paragraph 1 describes how beneficial exercise can be, whereas paragraph 2 analyzes how injurious used-up material can be in an even manner. B Paragraph 1 analyzes why exercise is good for the body in a measured tone, whereas paragraph 2 warns of the harmful effect of used-up materials in your body on a more fretful tone. C Paragraph 1 compares learning to exercise in a chipper tone, and paragraph 2 maintains this positivity by describing cell regeneration. D Paragraph 1 describes how beneficial exercise can be, whereas paragraph 2 describes cell regeneration in an upbeat manner.

B

(1) That memorable Sunday of August 26th, 1883, came during a season of the year known as the dry monsoon, a name given the season of the periodical winds from the Indian Ocean. Batavia, and the surrounding country, greatly needed rain, for in this part of the world it seldom rains from April to October, although the air is very moist and damp. For this reason the beginning of the wet season is always welcomed. (2) When, therefore, the rumbling sounds of the approaching catastrophe of Krakatoa were heard in Batavia, the people, believing that the noises were due to peals of thunder, rejoiced, for all thought they heralded an earlier setting in of the wet monsoon. (3) But when the rumbling sounds increased and reports were heard like heavy artillery, it was clear that the sounds were the beginning of a volcanic eruption, a phenomenon with which they were only too well acquainted, but, as volcanic eruptions were far from being uncommon in Java, no one was very greatly frightened. From this passage you can infer that the author: A lived through the eruption of Krakatoa. B read first-hand accounts of survivors of the eruption. C owned a home that was destroyed by the eruption. D is an expert on volcanoes and earthquakes.

B

(1) The Prussians had reached Jena and Auerstadt confident of victory, and now had left the battle-field to carry the terrible tidings of their defeat, like a host of ominously croaking ravens, throughout Germany. (2) The battle-field, on which a few hours previously Death had walked in a triumphant procession, and felled thousands and thousands of bleeding victims to the ground, was now entirely deserted. Night had thrown its pall over the horrors of this Calvary of Prussian glory: the howling storm alone sang a requiem to the unfortunate soldiers, who, with open wounds and features distorted with pain, lay in endless rows on the blood-stained ground. (3) At length the night of horror is over—the storm dies away—the thick veil of darkness is rent asunder, and the sun of a new day arises pale and sad; pale and sad he illuminates the battle-field, reeking with the blood of so many thousands. It can be inferred from this passage that the author: A was a soldier. B is against the war. C has no definitive opinion about the war. D is unempathetic towards the Prussians.

B

(2) But it is not on this account alone that this cause has my sympathy and appeals to me. It has, besides, the irresistible attraction of truth and justice, which no open and liberal mind can deny. If our action as legislators must be inspired by the eternal sources of right, if the laws passed here must comply with the divine precept to give everybody his due, then we can not deny women the right to vote, because to do otherwise would be to prove false to all the precepts and achievements of democracy and liberty which have made this century what may be properly called the century of vindication. While arguing for women's right to vote, the author is assuming that: A most men disagree with him. B his audience values equal representation in a democracy. C women are as smart as men. D women's suffrage is inevitable.

B

(2) Ceaseless changes are constantly going on throughout the body, and any part which has fulfilled its object is no longer necessary for the requirements of the system, in fact it becomes injurious. Its removal has to take place by one of the various outlets, and it is by exercise that its expulsion is greatly assisted. In this way exercise differs altogether from the part played by food. The latter is the introduction of nourishment into the system for the renewal of its wants, while exercise is the principal agent by which debris is eliminated. The author uses the word "injurious" to mean: A harmless. B harmful. C obsolete. D nutritious.

B

1) Determining which foods are junk and which aren't can be confusing. Is fast food junk? What about high-calorie or convenience-store foods? Think of it this way: If the food has very few vitamins, minerals, (3) and other nutrients that you need to be healthy, it's probably junk. The main principle to remember is that food classified as junk will have a lot of sugar, fat, and/or salt. (5) The effects of junk food are no laughing matter. Junk food can lead to obesity, heart disease, and diabetes. But you may not realize how much it can immediately make you feel like, well, junk. The fat in (7) those foods can build up on your blood vessel walls, Dr. Harold Jayne explains, which "makes it harder for your blood vessels to circulate blood around your body." That buildup can quickly effect how (9) well you are able to perform during sports and other exercise. Which organizational structure is used in paragraph two of the passage? A order of importance B cause and effect C problem and solution D spatial order

B

A 6th-grade teacher is asking students to compare a pair of persuasive articles about global warming. She would like to incorporate at least one question from each level of reading comprehension. Which of the following questions would fall under the category of evaluative comprehension? A What are two details from each article? B Choose one article and explain the author's point of view. Then compare it with the point of view of the other article. Which do you agree with and why? C What was the most memorable piece of evidence from each article? D What do you think each author would say about the recent push to avoid using plastic straws?

B

A high school English teacher is working with a group of English Language Learners (ELLs) who are at the beginning levels of language acquisition. In order to best support the students in her class, which of the following pre-reading strategies should the teacher implement before the class reads an unfamiliar story? A Having students fill out a KWL chart (know, want to learn, learned) on the topic. B Pre-teaching difficult vocabulary words with pictures representing each word. C Pre-teaching the parts of a story, such as plot, characters, setting, and conflict. D Having students write the definitions for each vocabulary word in their notebooks.

B

A high school teacher has many English Language Learners (ELLs) of varying proficiency levels in his class. He would like to use a magazine article to help the students learn more vocabulary words. Which of the following strategies would help the teacher accomplish this task? A Having students read several articles and compare the author's word choice in each. B Having students look up unfamiliar vocabulary words as they read the article with a partner. C Having students label the expository text features within the article they are reading. D Having students use a word wall to identify unfamiliar vocabulary words within the article.

B

A third-grade class visits the library weekly. Approximately once a month, one student checks out her favorite book, along with other new books. She has now taken this book home for independent reading many times. How can the teacher best support this student's fluency development? A by requiring the student to check out other books instead B by allowing the student to continue periodically checking out and rereading the book she loves C by allowing the student to check out the book but also helping her choose books above her independent reading level in order to continue being challenged D by emailing the student's parents about encouraging her to read only new books

B

For a student just beginning to learn English, what would be the advantages of using visuals and having the student point to pictures or act out vocabulary words? A There are no advantages to using this strategy, since beginning students need to start speaking English right away. B This strategy allows a student who cannot yet speak English to learn vocabulary and gain confidence. C This strategy allows a student who cannot yet speak English practice with accents and proper pronunciation. D There are no advantages to using this strategy unless the student is a young child, since this strategy is only useful for young children.

B

Students in Ms. Jackson's high school English classroom are reading a magazine article entitled, "How to Save the World's Oceans," in pairs. While walking around, the teacher notices many students are not comprehending what they have read by the time they get to the bottom of the page. Which of the following sets of strategies could Ms. Jackson help students implement to improve their reading comprehension? A discussing and rewriting B rereading and annotating C questioning and researching D paraphrasing and repeating

B

The word "ambidextrous" contains which of the following? A a base word and an overt inflexional suffix B a base word and a prefix C a base word and a phoneme D a base word and a derivational suffix

B

Going up that river was like traveling back to the earliest beginnings of the world, when vegetation rioted on the earth and the big trees were kings. An empty stream, a great silence, an impenetrable forest. The air was warm, thick, heavy, sluggish. There was no joy in the brilliance of sunshine. The long stretches of the waterway ran on, deserted, into the gloom of overshadowed distances. On silvery sand-banks hippos and alligators sunned themselves side by side. The broadening waters flowed through a mob of wooded islands; you lost your way on that river as you would in a desert, and butted all day long against shoals, trying to find the channel, till you thought yourself bewitched and cut off for ever from everything you had known once—somewhere—far away—in another existence perhaps. How does the use of personification in the the first sentence of the excerpt contribute to the author's depiction of setting? A It demonstrates the intense beauty of undisturbed nature. B It conveys a presence of nature so overwhelming that it became threatening to the travelers. C It symbolizes the peace felt by the narrator at being free from the pressures of his life back home. D It compares traveling into the jungle to time travel.

B

Gold had been known to exist in the Transvaal before, but it was only in 1886 that it was realised that the deposits which lie some thirty miles south of the capital are of a very extraordinary and valuable nature. Such a discovery produced the inevitable effect. A great number of adventurers flocked into South Africa, some desirable and some very much the reverse. There were circumstances, however, which kept away the rowdy and desperado element who usually make for a newly-opened goldfield. It was not a class of mining which encouraged the individual adventurer. It was a field for elaborate machinery, which could only be provided by capital. Which of the following best describes the organization of this passage? A spatial B cause and effect C problem and solution D chronological

B

Here it is spring again and I still a young man! I am late at my singing. The sparrow with the black rain on his breast has been at his cadenzas for two weeks past: What is it that is dragging at my heart? The grass by the back door is stiff with sap. The old maples are opening their branches of brown and yellow moth-flowers. A moon hangs in the blue in the early afternoons over the marshes. I am late at my singing. -- by William Carlos Williams How is the literary device of personification used in this poem? A to demonstrate the author's understanding of spring B to call attention to inanimate objects in nature during spring C to illustrate the power of spring D to make a statement in support of environmentalism

B

Nature has so strongly marked the wild and the tame Hog with the same characters, that no hesitation arises in pronouncing the former to be the stock from whence we have derived the latter. In common, however, with all other free and domesticated animals, there is a prolongation of muzzle in the wild species, which is not to be found in those of our sties. Which of the following inferences about the hog can be made based on this passage? A Wild hogs are more aggressive than domesticated ones. B Wild hogs and tame hogs look very similar to one another. C Domesticated hogs are easy to tell apart from wild ones. D Wild hogs have a longer muzzle as they need to smell out their food.

B

Select the answer which correctly matches the following sentences with the corresponding literary device. 1. The cartoon cat in a biplane chased a cartoon rat riding a motorcycle. 2. The drunk yelled that he had rights under the "U.S. Constipation." 3. Seven swords swung at the sweltering swine. 4. The lecture on the history of glue was amazingly boring. A oxymoron, malapropism, anthropomorphism, alliteration B anthropomorphism, malapropism, alliteration, oxymoron C malapropism, oxymoron, alliteration, anthropomorphism D oxymoron, anthropomorphism, alliteration, malapropism

B

Her arrival had a deleterious effect on the dinner party; conversation halted and people soon began excusing themselves from the room. In this context, which best describes the meaning of "deleterious"? A shocking B improving C damaging D quickening

C

I cannot however say that I was sorry to exchange this miserable, muddy village for my comfortable house in town. Not but Lord Arthur Hill had something comical about his manner, which I thought amusing enough; yet there was no real fun nor humour in the Duc de Guiche, although he often laughed in much the same stiff and unnatural style as his shirt collars. He was not remarkably popular either with soldiers or officers, although he is undoubtedly a very handsome gentlemanlike Frenchman, and, as I have always heard, and been inclined to believe, a very brave one too. He was rather severe with the men and, I fancy, ill-tempered, and he was a decided fop, as I think I have before mentioned. -- Harriette Wilson from "The Memoirs of Harriette Wilson" By explaining how other men and women view the Duc de Guiche, the author shows: A how Duc de Guiche is in love with his own personality and accomplishments. B how Duc de Guiche earned the trust of all the men he has worked with in the military. C how Duc de Guiche is not admired by other men but viewed favorably by the ladies. D how Duc de Guiche is not admired by other women but viewed favorably by the men.

C

It has been seen that flames have been prominent sources of artificial light; and although of low luminous efficiency, they still have much to commend them from the standpoints of portability, convenience, and subdivisions. The materials which have been burned for light, whether solid or liquid, are rich in carbon, and the solid particles of carbon by virtue of their incandescence are responsible for the brightness of a flame. According to the information provided in the passage, which of the following inferences can be made? A The more carbon, the hotter the flame. B Artificial light is most effective with minimal carbon. C The more carbon, the brighter the light. D Artificial light is brightest when it burns the hottest.

C

(1) It is a common weakness of mankind to be caught by an idea and captivated by a phrase. (2) To rest therewith content and to neglect the carrying of the idea into practice is a weakness still more common. (3) It is this frequent failure of reformers to reduce their theories to practice, their tendency to dwell in the cloudland of the ideal rather than to test it in action, that has often made them distrusted and unpopular. What word could best be substituted for "carrying" in the second line of this passage? A measuring B overdoing C toting D conveying

D

Which of the following describes how the word "massive" is formed? A an overt inflectional suffix to a noun B a phoneme to a noun C a derivational suffix to a noun D a prefix to a base word

C

(2)The author, painter, or musician, if he be dissatisfied with his work, may alter and perfect it before giving it publicity, but an actor cannot rub out; he ought, therefore, in justice to his audience, to be sure of what he is going to place before it. Should a picture in an art gallery be carelessly painted we can pass on to another, or if a book fails to please us we can put it down. An escape from this kind of dullness is easily made, but in a theatre the auditor is imprisoned. If the acting is indifferent, he must endure it, at least for a time. He cannot withdraw without making himself conspicuous; so he remains, hoping that there may be some improvement as the play proceeds, or perhaps from consideration for the company he is in. It is this helpless condition that renders careless acting so offensive. What is the meaning of the phrase "rub out" according to this passage? A alter B kill C leave D erase

D

(5) Matthew had taken the scrawny little hand awkwardly in his; then and there he decided what to do. He could not tell this child with the glowing eyes that there had been a mistake; he would take her home and let Marilla do that. She couldn't be left at Bright River anyhow, no matter what mistake had been made, so all questions and explanations might as well be deferred until he was safely back at Green Gables. (6) "I'm sorry I was late," he said shyly. "Come along. The horse is over in the yard. Give me your bag." In the excerpt, it can be inferred that... A had Matthew not arrived, it would not have been the first time Anne has had slept outside. B Anne talks in a clear, sweet voice. C Marilla knew a girl was being sent instead of a boy. D Marilla is more assertive than Matthew.

D

A high school teacher wants to teach her students about particular aspects regarding dialect. Which of the following activities below would assist students in their cultural understanding of the dialect used in the excerpt? A Write a summary of the novel in the same dialect style as the book to understand it better. B Look up all the unfamiliar words in the dictionary and write down the definitions on notecards. C Read, analyze, and discuss other literary works written in the same time period as this one. D Research the linguistic history of the region in the same time period in which the novel is set.

D

It is a great characteristic of fungi in general that they are very rapid in growth, and rapid in decay. In a night a puffball will grow prodigiously, and in the same short period a mass of paste may be covered with mould. In a few hours a gelatinous mass of Reticularia will pass into a bladder of dust, or a Coprinus will be dripping into decay. Remembering this, mycophagists will take note that a fleshy fungus which may be good eating at noon may undergo such changes in a few hours as to be anything but good eating at night. Many instances have been recorded of the rapidity of growth in fungi; it may also be accepted as an axiom that they are, in many instances, equally as rapid in decay. By looking at clues in the passage, what might the word "mycophagists" mean in this context? A a chef who enjoys cooking with fungi. B a scientist who studies decay. C a scientist who studies mushrooms. D a person who enjoys eating mushrooms.

D

This is the land the sunset washes, These are the banks of the Yellow Sea; Where it rose, or whither it rushes, These are the western mystery! Night after night her purple traffic Strews the landing with opal bales; Merchantmen poise upon horizons, Dip, and vanish with fairy sails. What effect does Dickinson's use of semicolons have on the reader? A Dickinson uses semicolons to create a full stop as only one period can be used per poem. B Dickinson uses semicolons to speed up the reader's experience and provide organization. C Dickinson uses semicolons to create a list of descriptions within the two stanzas. D Dickinson uses semicolons to slow down the reader and give structure to the stanzas.

D

Torches flared murkily on the revels in the Maul, where the thieves of the east held carnival by night. In the Maul they could carouse and roar as they liked, for honest people shunned the quarters, and watchmen, well paid with stained coins, did not interfere with their sport. Along the crooked, unpaved streets with their heaps of refuse and sloppy puddles, drunken roisterers staggered, roaring. -- from The Tower of the Elephant by Robert E. Howard Which of the following phrases best provides the context for the reader to decipher the meaning of the word "roisterers?" A "for honest people shunned the quarters" B "with their heaps of refuse and sloppy puddles" C "well paid with stained coins" D "staggered, roaring"

D

Which of the following statements best describes the function of expository text features? A Expository text features, such as characters, plot, point of view, and tone, are embedded in informational texts to make information easier to process. B Expository text features, such as definitions, descriptions, comparisons, and classifications, are embedded in informational texts to make information easier to process. C Expository text features, such as similes, metaphors, repetition, and parallelism, are embedded in informational texts to make information easier to process. D Expository text features, such as captions, headings, charts, and graphs, are embedded in informational texts to make information easier to process.

D