Crosswalk
Coach
PLUS
for the Common Core State Standards
English
Language
Arts
Grade 8
Practice Tests
Answer Keys
Crosswalk Coach PLUS for the Common Core State Standards, English Language Arts, Grade 8, Practice Tests, Answer Keys
T303NAK
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are the sole owners and developers of the Common Core State Standards, ©Copyright 2010. All rights reserved.
Contents
Lexile Measures Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
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3
Lexile Measures Chart
Practice Test 1
Passage Title
Lexile Measure
Part 1
Pegasus in Pound
not prose
Coyote and Eagle Steal the Sun and Moon
1030L
Space Junk
1040L
Our Ever-Changing Climate
1180L
Our Carbon Dioxide Problem
1110L
Part 2
A Seat at the Counter
950L
Part 3
The Gray Hare
930L
Practice Test 2
Passage Title
Lexile Measure
Part 1
The Miller, His Son, and Their Donkey
not prose
The Reluctant Guest
950L
The Canoe Trip
940L
Cyclical Cicadas
1040L
Harriet Tubman: Civil War Spy
1050L
Part 2
1060L
Part 3
4
The Thylacine
1040L
The Dodo Bird
1110L
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Another Thanksgiving Dinner
The response does not
analyze or inaccurately
analyzes the text, showing
little to no comprehension of
ideas from the text(s).
The response is
underdeveloped and
therefore inappropriate to
the task, purpose, and/or
audience.
The response demonstrates
a lack of coherence, clarity
and cohesion.
The response style is
inappropriate, with little to
no awareness of the norms
of the discipline; includes
little to no precise language.
The response demonstrates
little to no command of the
conventions of standard
English, with frequent and
varied errors in grammar
and usage that often impede
understanding.
Reading:
Comprehension
of Key Ideas and
Details
Writing:
Development of
Ideas
Writing:
Organization
Writing:
Clarity of
Language
Writing:
Knowledge of
Language and
Conventions
0
1
The response demonstrates
limited command of the
conventions of standard
English, with multiple
distracting errors in
grammar and usage
that sometimes impede
understanding.
The response style is limited
in its effectiveness, with
limited awareness of the
norms of the discipline; uses
little description, sensory
details, linking or transitional
words, words to indicate
tone, or domain-specific
vocabulary.
The response demonstrates
limited coherence, clarity,
and/or cohesion, making
the progression of ideas
somewhat unclear.
The response is addressed
with minimal development
of the claim, topic and/
or narrative elements,
through limited reasoning,
details, text-based evidence
and/or description; the
development is limited in its
appropriateness to the task,
purpose, and/or audience.
The response minimally
analyzes the text and
cites some textual
evidence, showing limited
comprehension of ideas
from the text(s).
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The response demonstrates
inconsistent command
of the conventions of
standard English. There are
a few patterns of errors in
grammar and usage that
may occasionally impede
understanding.
The response establishes
and maintains a mostly
effective style, attends to
the norms and conventions
of the discipline; uses some
precise language, including
descriptive words and
phrases, sensory details,
linking and transitional
words, words to indicate
tone and/or domain-specific
vocabulary.
The response demonstrates
some coherence, clarity,
and/or cohesion, and
includes an introduction,
conclusion, and logically
grouped ideas, making
the progression of ideas
discernible but not obvious.
The response is addressed
with development of
the claim, topic and/or
narrative elements through
some reasoning, details,
text-based evidence,
and/or description; the
development is somewhat
appropriate to the task,
purpose, and audience.
The response for the most
part accurately analyzes
the text explicitly or
inferentially and cites textual
evidence, showing a basic
comprehension of ideas
from the text(s).
2
The response demonstrates
command of the
conventions of standard
English consistent with
edited writing. There may
be a few distracting errors
in grammar and usage, but
meaning is clear.
The response establishes
and maintains an effective
style; attends to the norms
and conventions of the
discipline; uses mostly
precise language, including
descriptive words and
phrases, sensory details,
linking and transitional
words, words to indicate
tone, and/or domain-specific
vocabulary.
The response demonstrates
a great deal of coherence,
clarity, and cohesion, and
includes an introduction,
conclusion, and a logical
progression of ideas.
The response is addressed
with effective development
of the claim, topic and/or
narrative elements through
clear reasoning, details,
text-based evidence,
and/or description; the
development is largely
appropriate to the task,
purpose, and audience.
The response accurately
analyzes the text explicitly
and inferentially and cites
textual evidence to support
the analysis, showing
extensive comprehension of
ideas from the text(s).
3
The response demonstrates
command of the
conventions of standard
English consistent with
effectively edited writing,
with few minor errors
in grammar and usage;
meaning is clear throughout.
The response establishes
and maintains an effective
style; attends to the norms
and conventions of the
discipline; uses precise
language consistently,
including descriptive
words and phrases,
sensory details, linking and
transitional words, words
to indicate tone, and/or
domain- specific vocabulary.
The response demonstrates
purposeful coherence,
clarity, and cohesion
and includes a strong
introduction, conclusion,
and a logical, well-executed
progression of ideas.
The response is addressed
with comprehensive
development of the claim,
topic and/or narrative
elements through clear
and convincing reasoning,
details, text-based evidence,
and/or description;
development is consistently
appropriate to the task,
purpose, and audience.
The response accurately
analyzes the text explicitly
and inferentially and cites
convincing textual evidence
to support the analysis,
showing full comprehension
of complex ideas from the
text(s).
4
Writing Rubric
5
Practice Test 1
6
Item
Key
Common Core
State Standard
Skill
Lesson(s)
1
Part A: C
Part B: B
RL.8.1, RL.8.2
Text Evidence, Setting
2
2
Part A: C
Part B: B
RL.8.1, RL.8.2
Text Evidence, Theme
2, 3, 4
3
Part A: D
Part B: B
RL.8.1, RL.8.6
Text Evidence,
Character
3
4
Part A: A
Part B: D
RL.8.1, RL.8.4, L.8.5.a
Text Evidence, Figurative
Language
6
5
Part A: B
Part B: See answer
on page 8.
RL.8.1, RL.8.2
Text Evidence, Theme
2, 3, 4
6
A4, B5, C2
RL.8.4, L.8.4, L.8.6
Context Clues, General
Academic Vocabulary
6, 31
7
Part A: C
Part B: A
RL.8.1, RL.8.2
Text Evidence, Plot
2
8
A1; B5; C6
RL.8.3
Plot
2
9
Part A: D
Part B: C
RL.8.1
Text Evidence, Make
Inferences
7
10
Part A: C
Part B: D
RL.8.1, RL.8.3
Text Evidence,
Character
3
11
Part A: C
Part B: D
RL.8.1, RL.8.2
Text Evidence, Theme
2, 3, 4
12
A3, B6, C1, D7
RL.8.4, L.8.5.a
Figurative Language
6
13
A1, 4; B3; C2, 5
RL.8.3
Character
3
14
Part A: C
Part B: E
RI.8.1, RI.8.2
Text Evidence,
Supporting Details
8, 9
15
Part A: A
Part B: D
RI.8.1, RI.8.3
Text Evidence,
Connections
8, 12
16
Part A: B
Part B: A
RI.8.1, RI.8.4, L.8.4
Text Evidence, Context
Clues
8, 31
17
Part A: C
Part B: A
RI.8.1, RI.8.5
Text Evidence, Structure
8, 9
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Answer Key
Answer Keys (continued)
Key
Common Core
State Standard
Skill
Lesson(s)
18
Part A: D
Part B: D
RI.8.1, RI.8.6
Text Evidence, Author’s
Point of View
8, 11
19
See answer on page 9.
RI.8.2
Main Idea
9
20
A1, B7, C5, D4
RI.8.4, L.8.4
Technical Meanings,
Context Clues
31
21
Part A: C
Part B: B
RI.8.1, RI.8.9
Text Evidence, Compare
and Contrast
8, 12
22
Part A: B
Part B: B
RI.8.1, RI.8.6
Text Evidence, Author’s
Point of View
8, 11
23
Part A: A
Part B: B
RI.8.1, RI.8.8, RI.8.9
Text Evidence,
Conflicting Evidence
8, 11
24
Part A: D
Part B: C
RI.8.1, RI.8.8, RI.8.9
Text Evidence, Evaluate
Claims
8, 10
25
See answer on page 10.
RI.8.2
Main Idea
9
26
A2, B4, C5
RI.8.4, L.8.4
Technical Meanings,
Context Clues
31
Part 2
See answer on page 10.
W.8.2.a–f, W.8.4, W.8.5,
W.8.9, L.8.1, L.8.2, L.8.3
Literary Analysis, Use
Conventions
17
Part 3
See answer on page 10.
W.8.3.a–e, W.8.4, W.8.5,
L.8.1, L.8.2, L.8.3
Narrative Writing, Use
Conventions
19
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Item
7
Answer Explanations
1. C The poet describes a “gaunt and grim” belfry,
and he describes the village waking to all its “toil
and care.” The poet describes Pegasus breathing
in the odors of dying leaves. These references
support the view that the village is a grim place.
B Stanza 3 includes the reference to the “gaunt
and grim” belfry.
2. C From his description of Pegasus, the poet is
clearly awed by the fabulous beast. The villagers,
however, impound the animal and do not even
bother to feed it. Such actions suggest that they
did not appreciate Pegasus. There is no evidence
that the villagers were afraid or proud of Pegasus,
nor did they try to trick him.
B Stanzas 5 and 8 describe the impounding and
neglect of Pegasus, supporting the idea that the
villagers did not appreciate him.
3. D The poet’s awe of Pegasus contrasts sharply
with the villagers’ workaday attitudes toward the
stray. This difference between the way things are
(Pegasus’s majesty as portrayed by the poet) and
the way things seem to be (Pegasus is just a stray
horse) is the source of the ironic humor.
B When Longfellow refers to the “wisdom” of
the “wise men” who put Pegasus in pound, he is
poking fun at them, using irony to state that they
are not wise at all.
4. A A simile is a comparison between two unlike
things that uses the word like or as to make the
comparison. The simile here is the comparison of
apples to burning coals.
D The answer choice “like living coals, the apples /
Burned” contains the simile.
5. B From their treatment of Pegasus, it is clear that
the villagers did not appreciate the supernatural
horse during his brief visit. Afterward, they
appreciated the spring left by his hooves, but there
is no indication in the poem that they attributed
this spring to Pegasus. There is no support in
the poem to justify the other conclusions. Circled
stanzas should include 5, 8, and 12.
6. A4, B5, C2 Each term has only one correct
meaning listed on the right and can be inferred
from the context of the sentences.
8
7. C Coyote is described as half-starved and
unable to hunt well. Also, Coyote “was always
scheming about something.” Coyote is looking at
Eagle as an easy way to get a lot of food.
A Paragraph 1 provides the details that can be
used to support the answer in Part A.
8. A1; B5; C6 There are many cause-and-effect
relationships in the story. Eagle is able to fly, as a
result, Coyote tries to keep up and has to climb
mountains. Coyote suggests they find light, and
Eagle thinks they can find it by heading west.
Coyote wants to carry the box, and in the end,
Eagle gives it to him with a warning.
9. D The Kachinas are described as dancers who
are asking for another good harvest. People
traditionally appeal to gods and spirits for such
blessings, so one can infer that the Kachinas are
intermediaries between Earth and the world of
spirits and gods.
C The detail that the Kachinas asked the gods
for another good harvest is the one that allows
readers to make this inference.
10. C Coyote has been portrayed as sly and
suspicious. He clearly has an ulterior motive for
asking to carry the box so often. The evidence
in the story is that he suspects Eagle of hiding
something good for himself in the box. We can
infer that Coyote thinks Eagle is trying to trick him.
D Paragraph 14 contains the evidence that is
most useful for making the inference in Part A.
11. C This myth states that letting the sun and moon
escape was a disservice to humanity. So the
main idea, or theme, is that natural forces are too
powerful for normal creatures to control. The myth
does not attempt to justify theft or suggest that
Coyote made a great achievement.
D The unexpected results of opening the box—
the onset of winter and cold weather—suggest
that natural forces are too powerful for ordinary
creatures to tamper with.
12. A3, B6, C1, D7 Each idiomatic expression has
only one meaning listed on the right and can be
inferred from the context of the story events.
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Practice Test 1
Answer Keys (continued)
13. A1, 4; B3; C2, 5 Each behavior of Coyote’s
exhibits one of his main traits. His insistence
on carrying the box and his willingness to hike
over mountains and swim across rivers show
persistence. His opening the box to find out what
Eagle is hiding shows his suspicious nature.
Becoming Eagle’s partner and creeping around
the village show he is sly.
14. C While all four spacecrafts are mentioned in
paragraph 1, the text clearly states a U.S. Iridium
communications satellite was destroyed when
struck by a “long-abandoned Soviet Cosmos
spacecraft.”
E Sentence 6, the last sentence in the
paragraph, notes that the communications satellite
was destroyed.
19. The final sentence in the paragraph—This swirling
junkyard poses an ongoing threat to spacecraft,
the communication satellites we depend on, and
other human endeavors in space—states the main
idea of the passage. This sentence sums up what
the article is mostly about.
20. A1, B7, C5, D4 Each term has only one correct
meaning listed on the right and can be inferred
from the context of the sentences.
21. C The articles agree on the level of carbon
dioxide in the atmosphere, the extent of recent
increases, and the level generally regarded as
safe. They disagree on the source of recent
increases.
15. A Paragraph 2 mainly distinguishes between
our ideal view of space, as empty and beautiful,
with the reality of an ever-increasing amount of
dangerous orbiting space junk.
D Sentence 1 presents the common view
of space as an “unspoiled wilderness” while
sentence 4 itemizes the contents of our “giant
cloud of space junk.”
16. B The meaning of sanguine is “optimistic.”
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A The context clues in the passage suggest that
the early sanguine view of space junk was too rosy
contrasted with the much bleaker assessment
prevalent today.
B In paragraph 4 of article 1, the author writes
“these natural sources” (i.e., volcanoes, forest
fires, and animals exhaling) are probably the
sources of the recent carbon dioxide buildup.
Paragraph 3 of article 2 attributes the buildup to
the burning of fossil fuels.
22. B The author of article 2 would agree that the
Medieval Warming Period was not caused by a
greenhouse effect. The greenhouse effect is only a
factor in a global warm-up, and the author notes
that the MWP was not a global warm-up. For this
reason, choice A is eliminated. There were no
fossil fuels in use in medieval times, eliminating
choice D. We can assume the author does not
agree with choice C as article 2 provides no
discussion or evidence for this.
17. C The article’s organization follows a problemand-solution pattern with the first four paragraphs
describing the problem of space junk and the
three final paragraphs suggesting possible
solutions. Paragraph 5 is the pivot point.
23. A The author of article 1 ignores an important
finding of the Institute for Astronomy, namely that
the recent increases in solar activity are not a
cause for global warming. By ignoring this finding,
the author implies that solar activity is the cause.
A The rhetorical question, “What can be done
about space junk?” alerts readers that the article
is pivoting from problems to solutions. The other
sentences in the paragraph add details that
describe one possible solution.
18. D The author makes clear that solving the
problem of space junk will never be easy,
eliminating choice A, but also suggests possible
solutions, so does not view it as “an impossible
dream,” eliminating choice B. The author urges
nations to do something about it now, eliminating
choice C. So the best answer is D.
D Sentence D, which notes that solving the
problem will take research and funding, supports
the answer in Part A.
B Choice B, the survival of the five thousandyear-old Andean glaciers, is proof that the MWP
did not affect South America and so was not
global in nature and, therefore, could not have
been caused by a greenhouse effect.
B Paragraph 6 of article 2 states this conclusion
of the Institute for Astronomy and supports the
answer to Part A.
24. D Passage 1 claims there is no consensus
among scientists about the cause of global
warming while passage 2 claims there is
consensus.
9
Answer Keys (continued)
C In paragraph 5 of passage 1 the author writes,
“Not all scientists agree that our current warm-up
is due to natural causes. Some say it’s due to our
use of fossil fuels, which give off CO2. There is no
consensus …” In paragraph 7 of passage 2 the
author writes, “Scientists today agree that rising
carbon dioxide levels cause warmer temperatures,”
and then provides facts to support this claim.
25. The fourth sentence in the paragraph—“Most of
the CO2 entering the atmosphere today, however,
comes from the burning of fossil fuels—oil, coal,
and gas” states a main idea of article 2.
26. A2, B4, C5 Each term has only one meaning
listed on the right and can be inferred from the
context of the sentences.
Part 2 Answers will vary. Students should write
an analysis of Joseph’s character as depicted in
“A Seat at the Counter.” Students should include
a statement about Joseph’s character and traits
and text evidence from the passage to support
that statement, as well as examples of dialogue or
incidents that reveal Joseph’s character. Correct
spelling, grammar, and punctuation should
be used.
Part 3 Answers will vary. Students should write
a narrative continuing the story of the gray hare
and his experiences with his friends when he
leaves the lair once more. Students are expected
to write in a style similar to the passage, include
a sequence of events that unfolds naturally and
logically, use descriptive and sensory details, and
follow the rules for correct grammar.
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10
Practice Test 2
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Answer Key
Item
Key
Common Core
State Standard
Skill
Lesson(s)
1
Part A: B
Part B: C
RL.8.1, RL.8.3, RL.8.9
Text Evidence,
Character
3
2
See answer on page 13.
RL.8.2
Theme
3, 4
3
A5, B4, C2, D3
RL.8.1
Plot and Setting
2
4
Part A: D
Part B: A
RL.8.1, RL.8.3, RL.8.9
Text Evidence,
Character and Plot
2
5
Part A: B, C, E
Part B: B
RL.8.1, RL.8.4, L6
Text Evidence,
Connotation
31, 33
6
Part A: B
Part B: C
RL.8.1, RL.8.4, L.8.4,
L.8.6
Text Evidence, Word
Meaning
31
7
A3, B4, C6, D2
RL.8.4, L.8.4, L.8.6
Context Clues, General
Academic Vocabulary
31
8
Part A: C
Part B: A
RL.8.1, RL.8.4, L.8.5
Text Evidence, Figurative
Language
31
9
Part A: B
Part B: C
RL.8.1, RL.8.3
Text Evidence,
Character
2, 3
10
See answer on page 13.
RL.8.5
Structure
1
11
Part A: C
Part B: B
RL.8.3
Character, Plot
2, 3
12
See answer on page 13.
RL.8.1, RL.8.3
Text Evidence, Plot
2
13
A3, B1, C5
RL.8.4, L.8.4, L.8.6
Context Clues, General
Academic Vocabulary
31
14
Part A: B
Part B: D
RI.8.1, RI.8.2
Text Evidence, Main
Idea
4
15
Part A: C
Part B: C
RI.8.1, RI.8.2
Text Evidence, Main
Idea/Supporting Details
4
16
See answer on page 14.
RI.8.1
Text Evidence
8
17
Part A: B
Part B: D
RI.8.1, RI.8.4, L.8.6
Text Evidence, DomainSpecific Vocabulary
31
18
See answer on page 14.
RI.8.6
Author’s Point of View
11
11
Answer Keys (continued)
Key
Common Core
State Standard
Skill
Lesson(s)
19
Part A: D
Part B: B
RI.8.1
Text Evidence, Make
Inferences
8
20
Part A: A
Part B: B
RI.8.1, RI.8.5
Text Evidence, Structure
13
21
See answer on page 14.
RI.8.1, RI.8.8
Text Evidence, Claims
8
22
A3, B6, C2
RI.8.4, L.8.4, L.8.6
General Academic
Vocabulary
31
23
3, 5, 4, 1, 7, 6, 2
RI.8.2
Summary
10
24
Part A: B
Part B: C
RI.8.1, RI.8.2
Text Evidence, Main
Idea
9
25
Part A: C
Part B: B
RI.8.1, RI.8.6
Text Evidence, Author’s
Purpose
11
26
Part A: A
Part B: B
RI.8.1, RI.8.4, L.8.4,
L.8.6
Text Evidence, Context
Clues
31
Part 2
See answer on page 14.
W.8.2.a–f, W.8.4, W.8.5,
W.8.9, L.8.1, L.8.2, L.8.3
Literary Analysis, Use
Conventions
19
Part 3
See answer on page 14.
W.8.2.a–f, W.8.4, W.8.5,
W.8.9, L.8.1, L.8.2, L.8.3
Research Writing, Use
Conventions
18
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Item
12
Answer Explanations
Practice Test 2
9. Part A: B. Amanda and Gabe both become
more accepting of their older relatives.
1. Part A: B The miller tries to please everyone who
makes a comment to him.
Part B: C The miller tells his son he believes he
has to do what the others want him to do.
2. Claim 2 is correct. The miller will probably not
try to please everyone again. He realizes that it is
impossible since people have different needs and
opinions. Trying to do so has cost him his donkey
and some of his income. Students should circle
the following sentences: “I have tried to please
everyone! I have pleased no one, including myself!”
3. A5, B4, C2, D3 The Maids call them “unintelligent
geese” because they wonder why they walk
when they can ride. The Clerks do not question
the Mayor’s opinion too. The Goodies assume
the Miller’s son is tired and made to walk. The
Old Men believe the Miller's son should show the
older generation respect and let his father ride the
donkey.
4. Part A: D The donkey fell off the bridge and into
the river.
Part B: A The miller listened to the mayor and
tried to carry the donkey. But the donkey got
scared and fell over the bridge into the deep water.
5. Part A: B, C, E Trudges, plodding, and hike are
all synonyms for walk.
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Part B: B The word pair trudges and plodding
have the same connotation of walking slowly and
wth difficulty or fatigue.
6. Part A: B Admonitions means “warnings.”
Part B: C The Maids tell the Miller the following
adomonishment, or warning, “You’ll get a teasing
at the fair, silly old man!”
Part B: C In passage 1, Amanda writes “I know
I said Aunt Bev is eccentric, but I’m beginning
to consider that she might be awesome, too.”
In passage 2, Gabe “looked admiringly at his
grandfather. ‘That answers the question about
your stamina,’ he said.”
10.Statements B and F should appear in the left
column and statements C and E in the right
column. These statements refer to details that
the characters face in the passages that are
different. Statements A and D should appear in
the center column because they describe both the
characters in “The Reluctant Guest” and in “The
Canoe Trip.”
11. Part A: C The canoe hit the log and Gabe and
his grandfather fell out.
Part B: B They were listening to the birds,
looking at the water, and getting into the rhythm
of the paddling, and became inattentive to what
might be in the water.
12. Claim 2 is correct. The other two claims are
not supported by sentences in the passage. The
sentences that support Claim 2 are: “I can hardly
believe it, but my aunt talked me into going to a
yoga class, and it wasn’t a total disaster. Actually,
it was kind of awesome”; “Yes, board games at a
table, not on the computer. And they're not totally
horrible like I assumed they would be, and I was
not extremely bored.”
13. A3, B1, C5 Each term has only one correct
meaning listed on the right and can be inferred
from the context of the sentences.
14. Part A: B Cicadas have a special type of
life cycle.
7. A3, B4, C6, D2 Each term has only one correct
meaning listed on the right and can be inferred
from the context of the sentences.
8. Part A: C The icing on the cake is an idiom.
15. Part A: C Cicadas emerge in broods for
self-protection.
Part B: A The idiom means that something
is already good, like cake tastes good. Icing is
something extra that enhances the already
good cake.
Part B: D Cicadas only come above ground
about every seventeen years. After they mate, the
adults die. The nymphs burrow into the ground.
Part B: C A brood can have up to a trillion
cicadas. There are more cicadas than predators
can eat, so some of them will be safe.
13
Answer Keys (continued)
17. Part A: B Molt means “to lose an outer layer.”
Part B: D “During those years, the cicada
nymphs molt several times, shedding their
exoskeletons, or hard outer shells, when they
become too small.” This sentence provides the
definition of molting within it. Answer choices B
and C are related to molting, but do not provide
the full meaning of the word.
18. The generalization that cicadas are a tasty treat in
many parts of the world today is supported by the
following sentence in paragraph 8: “Now, people
in Thailand, Australia, Japan, and the United
States enjoy them.”
19. Part A: D Cicadas appear during the warm
summer months like May, June, July, and August,
not in colder months such as February, November,
and December.
24. Part A: B The main idea of the passage is
Tubman’s work as a spy.
25. Part A: C The author wrote this passage to give
information about the work Harriet Tubman did as
a spy.
Part B: B “The detail rushing to escape”
indicates that the owners were in a hurry and left
the slaves behind.
Part 2 Answers will vary. Students should
write an analysis of how the author of “Another
Thanksgiving Dinner” uses one or two story
elements to make a claim about our relationship
to others. Students should include a thesis
statement, text evidence from the passage to
support that statement, as well as an analysis of
the characters, setting, conflict, and/or theme
in the passage. Correct spelling, grammar, and
punctuation should be used.
Part 3 Answers will vary. Students should use
both passages to write an analysis of the factors
that contributed to the extinction of the thylacine
and the dodo, as well as discuss whether any
attempt was made to rescue either animal.
Students should include a thesis statement and
text evidence from the passage to support that
statement. Students should synthesize information
from both passages to generate and support their
ideas. Correct spelling, grammar, and punctuation
should be used.
Part B: B “If you live almost anywhere in North
America during the warm summer months, you
may hear a loud, maybe deafening, racket.”
Part B: B The Union needed to get more
information about the region, so they worked
with Tubman and the volunteers to map the areas
marshes and rivers.
21. Part A: Claim 1 Harriet Tubman had a talent for
military strategy.
Part B: Answers may vary. Students should
underline two of the following: “Her regiment
became highly competent;” “Her assistance
aided in the defeat and capture of the city of
Jacksonville;” “General Saxton reportedly told
Secretary of War Stanton that ‘This is the only
military command in American history wherein
a woman, black or white, led the raid and
under whose inspiration it was originated and
conducted.’”
22. A3, B6, C2 Each term has only one correct
meaning listed on the right and can be inferred
from the context of the sentences.
23. 3, 5, 4, 1, 7, 6, 2 This order indicates the correct
sequence of events in the passage.
14
Part B: B The author cites several examples
of Tubman’s work as a spy, including setting up
a spy network, helping Colonel Montgomery
defeat Jacksonville, and participating in the raid
on the Combahee River. Although D also provides
information about Tubman, it does not address
the author’s purpose of informing about Tubman’s
work as a spy.
26. Part A: A Abandoned means the same thing
as deserted.
20. Part A: A The paragraph has a problem-andsolution structure.
Part B: C The passage states that she was a
spy, describes the spy network she established,
and outlines work she did as a spy.
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16. B, F These two statements are true and describe
the life cycle of the cicadas. They are supported
by information in the passage that states that the
nymphs molt several times and climb trees or
stalks when they emerge from underground to
molt one final time.
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