Reading Practice Test Book
10P01R
Grade 10 SBA–HSGQE
HSGQE Retest
Alaska Department of Education
& Early Development
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PAGE 2
For an item that is not multiple-choice, you must respond to what is
requested, write in English, and make sure that your responses are
readable. No credit will be given to any response that
•
•
•
•
•
•
•
is too short to score
consists of “I don’t know”
indicates refusal to respond to the item
consists of copying the item
does not address the item or topic
is not legible
is written in a language other than English. (If part of the response is in
English, that part will be scored.)
PAGE 3
READING PRACTICE TEST
SAMPLE QUESTIONS
Directions
Use the passage to do Samples A and B.
SAMPLE PASSAGE
Fireweed: Alaska’s Famous Wildflower
Fireweed is the most famous wildflower in the Pacific Northwest. It has the
ability to grow back rapidly after an area of land has been cleared or burned by fire.
In fact, fireweed is usually the first plant to reappear after a wildfire. It can grow to
be over seven feet tall. Its blossoms decorate open spaces with blazes of hot pink
and purple. When the fireweed plant is young, the stems can be prepared and eaten.
The leaves can be added to salads. The blossoms are used to make jelly and syrup.
Bees love the nectar from the fireweed’s blossom, which becomes delicious honey
for humans to enjoy.
Sample A
According to the passage, which part of the fireweed plant is used to
produce syrup?
A
root
B
stem
C
leaves
D
blossoms
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PAGE 4
READING PRACTICE TEST
Sample B
What are two reasons fireweed is an appropriate name for this plant?
Use details from the passage in your response. This item is
worth 2 points.
STOP
PAGE 5
READING PRACTICE TEST
Directions
Read the passage about the construction of the Brooklyn Bridge. Then, answer the
questions that follow.
The Brooklyn Bridge
The people of Brooklyn and Manhattan
had looked forward to the day for fourteen
years. On May 24, 1883, tens of thousands
of people gathered at the site of the Brooklyn
Bridge to witness its opening. Hundreds of
ships and boats floated in the East River, which
the bridge now spanned. The mayor of New
York City, President Chester Arthur, and other
dignitaries took part in one of the grandest
celebrations New Yorkers had ever witnessed.
Bells, whistles, and cheers rang out as speeches
and ceremonies marked the opening of the
“Eighth Wonder of the World.” That evening,
fireworks exploded for an hour, launched from
the towers of the new bridge, ending with the
sight and sound of five hundred rockets fired in
unison.
John Roebling was born in Germany
where he studied engineering before moving
to the United States in 1831. John had already
established himself as a bridge builder
and brilliant engineer when he sat down to
design what became known as the Brooklyn
Bridge. His specialty was suspension bridges,
structures in which the roadway hangs from
thick cables fastened to high towers at either
end, allowing ships and boats to pass beneath.
Since this bridge would be the longest
suspension bridge ever built, it took several
years before John could convince businessmen,
investors, and politicians that it could be
done. Tragically, John died before the actual
work on the bridge started, so it remained for
Washington to fulfill John’s vision.
As Washington Roebling watched the
fireworks from his window in Brooklyn, he
must have reflected on how it all came about.
When Washington was fifteen, he and his
father, John, rode a ferry from New York to
Brooklyn, just as thousands of others did every
day. Ice chunks filled the East River during
that cold winter of 1852, and as John Roebling
observed the slow progress of the ferry, he
conceived the idea of building a bridge there.
John specialized in building bridges, so he
knew that this bridge would be not only the
most difficult to build in his career but also the
greatest bridge ever built.
Washington, born in 1837, also studied
engineering and then became his father’s
assistant. He had served as a colonel in the
Civil War, where he met his commanding
officer’s sister, Emily. They were married after
the war, and in 1869 he became chief engineer
of the Brooklyn Bridge.
Work was ready to begin. The two large
bridge towers had to rest on solid surfaces
beneath the sand and mud at the river bottom.
To reach this bedrock, men would have to
dig through the mud, under the water. To
protect the workers, Washington had huge,
bottomless, wooden boxes, called caissons,
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PAGE 6
READING PRACTICE TEST
bridge, discussing the problems and decisions
with Washington and relaying his directives to
the workers on the bridge. Emily played a vital
part in the construction process, and, in a time
when women were not involved in businesses
such as construction, she earned the trust and
admiration of everyone connected with the
building of the bridge.
built at a nearby shipyard. The boat builders
made the caissons waterproof. A caisson was
then launched into the river, towed by barge
to the tower site, and sunk. Steam engines
forced compressed air into the caisson, pushing
out the water. As workers inside the caisson
dug through the mud and sand below them,
others on the top of the caisson were gradually
building the stone tower. As the tower became
taller, it grew heavier, and the caisson sank
further into the riverbed. When it reached
bedrock, the men stopped work and filled
the caisson with concrete, providing a solid
foundation for the tower.
As the towers rose above the water, people
could finally see the work on the bridge.
They must have been in awe of the 25-story
towers; most buildings of the time were no
more than five stories high. In fact, halfway
through construction, thousands of people
on land and on boats assembled to watch as
master mechanic E. F. Farrington, clad in linen
suit and straw hat, made the first trip between
the two towers. To the cheers of the watchers
below, he crossed the East River seated in a
swing attached to the first wire strung between
the towers. A short time later, a footbridge
was constructed so workers and tourists could
walk from one side to the other. The high and
narrow, swaying bridge proved to be too much
excitement for many of the tourists, and it was
eventually closed to the public.
Working inside the caissons was not only
hard work, it was dangerous. The air inside
was under great pressure, and when the men
finished work and climbed outside to normal
air pressure, some became ill. At the time, no
one realized that the human body needs time
to adjust to drastic changes in air pressure.
Quickly returning to normal air pressure from
high pressure, such as in deep water, causes
gas bubbles to form in the bloodstream, a
painful condition often called the bends. Many
workers on the Brooklyn Bridge suffered from
the bends, or caisson disease as they called it,
including Washington Roebling. In fact, he
was in and out of the caissons so much that he
eventually became incapacitated. After this,
he was confined to his home, forced to watch
construction of the bridge through powerful
binoculars from his bedroom window.
Building the Brooklyn Bridge was a
remarkable feat, and for fifty years it was
known as the “World’s Greatest Bridge.” It
was the first time that steel was used on such
an extensive scale, making the bridge strong
and durable. John’s design not only served
to make it solid and safe, but also beautiful.
The suspender cables and diagonal steel ropes
created a beautiful mesh that resembled lace.
To finish it off, some of the very first electric
lamps lighted the bridge at night.
Once again, another Roebling had to step
in and see that work on the bridge continued.
Emily Roebling had been by Washington’s
side during the construction, and she had
learned much about bridge building from
listening to Washington and his father John.
She became Washington’s contact with the
assistant engineers and contractors on the
From the time Washington was confined
to his home, he never again went to the bridge
site. His health gradually improved over the
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PAGE 7
READING PRACTICE TEST
years, and he returned to the family business,
making steel wire for bridges.
extensively and earned a law degree when she
was fifty-five years old.
Emily continued to do amazing things
for the time in which she lived. She traveled
Today the Roeblings’ creation stands as a
monument to both engineering and the human
imagination.
1
2
This passage was written mainly to
A
compare and contrast the work of two men.
B
tell about one man’s accomplishments.
C
convince people to learn more about bridge building.
D
explain how the Brooklyn Bridge was designed and built.
According to the passage, caisson disease was caused by
A
caissons not being watertight.
B
workers working too long in the caissons.
C
workers going to the surface too quickly.
D
air not being pumped to the workers.
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PAGE 8
READING PRACTICE TEST
3
4
5
According to the passage, what does the word incapacitated mean?
A
unable to work
B
confused
C
immune to disease
D
isolated
Which is the best summary of the fifth paragraph?
A
Air was pumped into the caissons to get the water out.
B
Caissons were sunk in the river to let workers dig to the bedrock.
C
Boat builders made sure the caissons were watertight.
D
Towers were built on top of the caissons to protect the workers.
The main reason for including information about Roebling’s ferry ride is to
A
introduce Washington to the reader.
B
explain that John’s specialty was building suspension bridges.
C
show how John got the idea to build the bridge.
D
tell why Washington was watching the celebrations from his home.
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PAGE 9
READING PRACTICE TEST
6
7
8
How does the author organize the information in the passage?
A
chronologically
B
by order of importance
C
cause and effect
D
problem-solution
Which statement best supports the main theme of the passage?
A
“. . . for fifty years it was known as the ‘World’s Greatest Bridge.’ ”
B
“Working inside the caissons was not only hard work, it was dangerous.”
C
“. . . E. F. Farrington . . . made the first trip between the two towers.”
D
“From the time Washington was confined to his home, he never again went to the bridge site.”
Emily Roebling played an important role in the bridge’s history by
A
making sure workers were treated for caisson disease.
B
ensuring the temporary footbridge was safe.
C
taking charge of the bridge’s construction.
D
installing some of the first electric lights on the bridge.
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PAGE 10
READING PRACTICE TEST
Directions
Read the poem. Then, answer the questions that follow.
I Tramp A Perpetual Journey
by Walt Whitman
I tramp a perpetual journey, (come listen all!)
My signs are a rain-proof coat, good shoes, and a staff cut from the woods,
No friend of mine takes his ease in my chair,
I have no chair, no church, no philosophy,
I lead no man to a dinner-table, library, exchange,
But each man and each woman of you I lead upon a knoll,
My left hand hooking you round the waist,
My right hand pointing to landscapes of continents and the public road.
Not I, not any one else can travel that road for you,
You must travel it for yourself.
It is not far, it is within reach,
Perhaps you have been on it since you were born and did not know,
Perhaps it is everywhere on water and on land.
Shoulder your duds1 dear son, and I will mine, and let us hasten forth,
Wonderful cities and free nations we shall fetch as we go.
If you tire, give me both burdens, and rest the chuff 2 of your hand on my hip,
And in due time you shall repay the same service to me,
For after we start we never lie by again.
This day before dawn I ascended a hill and look’d at the crowded heaven,
And I said to my spirit When we become the enfolders of those orbs, and the pleasure
and knowledge of every thing in them, shall we be fill’d and satisfied then?
And my spirit said, No, we but level that lift 3 to pass and continue beyond.
1
2
3
duds: clothes
chuff: probably the palm
level that lift: reach that height
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PAGE 11
READING PRACTICE TEST
9
10
11
The poet most likely wrote this poem to
A
instruct travelers about the best equipment.
B
illustrate a belief in the goodness of people.
C
convince others to enjoy the wonders of life.
D
show the exhaustion of an endless journey.
Which word is a synonym for perpetual as it is used in the poem?
A
continual
B
desperate
C
satisfying
D
wearying
The speaker points “to landscapes of continents and the public road” in order to symbolize
A
the reason for his fears.
B
the vast possibilities of life.
C
his request for company.
D
the route to the nearest town.
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READING PRACTICE TEST
12
13
Which best indicates why the speaker wishes to hurry away?
A
to greet the dawn
B
to meet friends along the road
C
to seek pleasure and knowledge
D
to spend a lifetime helping others
When the speaker refers to “the crowded heaven,” the speaker is seeing
A
the sky at sunset.
B
the sky during a sunrise.
C
a cloud-filled sky.
D
a star-filled sky.
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PAGE 13
READING PRACTICE TEST
14
What is the speaker’s attitude toward life? Use three examples from the poem to support your
response. This item is worth 4 points.
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PAGE 14
READING PRACTICE TEST
Directions
Read the passage about some inventors and their inventions. Then, answer the
questions that follow.
Inventors Who Made a Difference
Women in the United States have been
inventing at least since 1715, when Sybilla
Masters developed a new method for cleaning
and curing corn. Mrs. Samuel Slater invented
a new way of spinning cotton thread in
1793. In 1845, Sarah O. Mather invented a
submarine telescope and lamp that allowed
ships to survey the water below them. Women
have made many contributions to science,
manufacturing, business, and society. Among
these amazing women are the first AfricanAmerican woman millionaire (Madame C. J.
Walker), a computer programming pioneer
(Grace Hopper), and an office innovator (Bette
Nesmith Graham).
Madame C. J. Walker
Sarah Breedlove Walker went from being
a poor child of former slaves to becoming the
first African-American woman millionaire.
Sarah, known professionally as Madame C. J.
Walker, successfully produced a line of hair
care products intended especially for AfricanAmerican women.
Sarah was born in 1867 in Louisiana. Both
of her parents died when she was young, and
her married sister moved her to Vicksburg,
Mississippi. Later, Sarah married Moses
McWilliams. When he died five years after
their marriage, she was left with a two-yearold daughter, no job, and no education. She
became a washerwoman.
In 1887, Sarah decided that conditions
would be better for her and her daughter,
A’Lelia, in St. Louis, Missouri, because
St. Louis had a flourishing African-American
community. Once again, Sarah found work
washing clothes and, occasionally, as a
domestic servant. Life was better, but still
difficult. Sarah managed to send A’Lelia to
public school and, in time, saved enough
money to send her to a private college.
By the time Sarah was in her thirties, her
hair had begun to fall out, probably from too
much work, stress, or poor nutrition. Hair loss
was a problem for many women. Sarah tried
the existing products on the market, but none
of them helped her. Then she had an idea for
her own product. She sent to Africa for some
of the ingredients. When she had followed the
recipe and applied the mixture to her scalp, her
hair grew back within a few weeks. Sarah tried
it on her friends and when it helped them, she
decided to sell it.
Since Sarah’s biggest competitor was
headquartered in St. Louis, she decided to
move to Denver to start her business. Arriving
with only $1.50 in her pocket, Sarah first took
a job as a cook. With the money she saved,
she began to perfect three hair-care products
designed for African-American women. They
were an immediate success, and she began to
advertise in a local paper.
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READING PRACTICE TEST
In time, Sarah’s close friend, Charles
Joseph Walker, moved to Denver, and they
married. Sarah changed her name to
Mrs. C. J. Walker. Charles had experience
in the mail-order business and helped Sarah
expand her advertising. Sarah traveled for
a year and a half, establishing sales offices
across the country. As the business grew, Sarah
decided to move her company operations
to Pittsburgh, closer to the more populous
areas of the country. A’Lelia came to help
her mother, and in 1911 the two opened a
training school for the company’s sales agents,
a concept far ahead of its time. By this time,
after moving headquarters to Indianapolis,
Sarah’s company had 950 agents, all making
above-average income.
Sarah extended her business internationally,
and at A’Lelia’s urgings, moved the
headquarters to Harlem, the African-American
center of New York City. By 1918, Madame
C. J. Walker was a household name and had
become the first African-American woman
millionaire. Sarah built herself a mansion and
lived a life very different from the days of her
childhood. She died in 1919, having become
an inspiration to women everywhere.
Grace Hopper
Like Madame C. J. Walker, the phrase
“it can’t be done” was not in Grace Murray
Hopper’s vocabulary. In 1952, she devised
a method to make a computer understand
English-like words, paving the way for the
computer languages that now run our banks,
businesses, and government.
Grace was born in 1906. As a child, she
built everything from ships to dollhouse
furniture. She did well at science and
math, and eventually earned Masters and
Doctorate degrees in mathematics from Yale
University. In 1931, she became a professor
of mathematics at Vassar College. Her greatgrandfather had been an admiral in the U.S.
Navy, and when World War II began, Grace
joined the navy herself.
In 1944, the navy gave Grace the job
of learning to program and then write the
programming manual for the huge Mark I, the
first digital computer. The Mark I was the size
of a large room, primitive by today’s standards
but considered a miracle machine at the time.
After the war, Grace went to work for a
company that was building UNIVAC I, the
first commercial computer. Information fed
to early computers was in mathematical code:
a combination of zeros and ones. This made
the programming process very slow. Then,
in 1952, Grace developed what she called
a computer compiler, a program that would
translate programmers’ languages into more
basic languages that the computer could
understand and then instruct the computer to
program itself. Next, she developed a new
language, using words instead of numbers,
called Flow-matic. This innovation led
to COBOL (Common Business-Oriented
Language). Grace continued to work with
computers, and among other things, pioneered
computer weather forecasting. Grace always
felt that computers would some day be
commonplace and easy to use, and she helped
make that happen. Grace died in 1992, the
recipient of 37 honorary degrees and 30
professional awards.
Bette Nesmith Graham
Bette Nesmith Graham, born in 1924,
also had an idea that simplified her work and
affected many people. While trying to improve
her life as a secretary, Bette came up with the
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READING PRACTICE TEST
idea for a product that made her a fortune—she
developed Liquid Paper.
Bette was an executive secretary for a
large bank. When she tried to erase her typing
errors on the new electric typewriters, Bette
discovered that the typewriter ribbon caused
the eraser to smear ink on the page. Mistakes
in her job were unacceptable, so she was
determined to find a way to hide them, as
retyping took too long.
Bette also worked as a part-time artist to
make extra money. Artists correct mistakes
by painting over them, so Bette decided to try
“painting” over her typing errors. She took
some tempera paint and a miniature paintbrush
to work with her and tried painting over the
mistakes. It worked! The other secretaries
learned about Bette’s new method, and begged
her to share her paint.
After a few years, Bette began selling her
concoction to other secretaries. She mixed up
batches of her product at home, placed it in
small bottles, and labeled it “Mistake Out.”
Bette used her kitchen and garage and had
her son, Michael, and his friends to help her.
People began urging her to market Mistake
Out to the public. Before she could do this,
Bette knew that it needed improving as it took
too long to dry. She could not afford to hire a
chemist, so she set out to do the job herself.
She did research at the library, sought the
advice of a chemistry teacher, and had a paintmanufacturing company employee show her
how to grind and mix paints. As Bette could
not afford attorney’s fees, she figured out how
to apply for a registered trademark and patent,
as well.
Bette renamed her product Liquid Paper
and started marketing it. In 1962, she married
Robert Graham, who joined her company.
Once an article about Bette’s product appeared
in a national office-supply magazine, her
business took off. By 1975, Bette’s company
was selling its product in 31 countries. Within
twenty years of her first idea for Liquid Paper,
Bette sold the company for $47.5 million
dollars. Before she died in 1980, Bette set up
two charitable foundations to help women
through research and education.
These three women, along with many
others, used their talents and strengths to
change people’s lives. The revolutionary ideas
that these women gave to the world have
become part of everyday life. Madame
C. J. Walker’s business ideas, Grace Hopper’s
advancements in computers, and Bette
Nesmith Graham’s timesaving Liquid Paper
are now thought of as common conveniences.
Their lasting contributions are inspirations to
the women of today, as well as the inventors
of tomorrow. These three inventors truly have
made a difference in our daily lives.
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PAGE 17
READING PRACTICE TEST
15
16
The author’s purpose is most likely to
A
persuade readers to become inventors.
B
show the processes used by female inventors.
C
explain the accomplishments of some female inventors.
D
inform readers of the possibilities for inventions.
Read these sentences from the passage.
Next, she developed a new language, using words instead of numbers, called Flow-matic. This
innovation led to COBOL (Common Business-Oriented Language).
Which is a synonym for innovation?
A
improvement
B
computer
C
inconvenience
D
opportunity
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READING PRACTICE TEST
17
18
As used in the passage, what does the word concoction mean?
A
machine
B
treat
C
mixture
D
idea
Which is an implied main idea of the passage?
A
Each of these women saw a problem and found a way to solve it.
B
Women have excellent technical and mechanical skills.
C
One has to be on a tight budget to be a successful inventor.
D
Being an inventor is generally more difficult for a female.
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PAGE 19
READING PRACTICE TEST
Directions
Read the passage about a special place in Alaska. Then, answer the questions that
follow.
The Alaska Raptor Center
that hunt for food. To hunt successfully, they
need keen eyesight, strong feet with sharp
talons, and a sharp, hooked beak. If these birds
cannot hunt, they cannot survive in the wild.
The visitors step through the door of the
Alaska Raptor Center, not sure of what to
expect. All of a sudden, a huge screeching
breaks out behind them. Turning, they see a
short-eared owl perched in the corner.
The Alaska Raptor Center rehabilitates
some two hundred raptors a year. Veterinarians
treat their injuries and the diseases they catch.
Then trainers work with the birds, helping
them to fly again, to find food, and to socialize.
With these goals accomplished, the trainers
release the birds back into the wild.
“Don’t mind him,” one of the volunteers
calls out. “That’s only Asio. He’s our office
manager. He meets and greets people. He yells
like that when he’s hungry.”
Soon, all calms down as the guide beckons
the twenty visitors to sit down and someone
takes Asio to his dinner. The show is about to
begin, and the actors—the birds themselves—
are not nervous. After all, the raptors at the
Alaska Raptor Center educate over 40,000
visitors a year. And they’ve been doing it for
years.
Not all of the raptors that arrive at the
Alaska Raptor Center can be released,
however. Some go to live in zoos and aviaries.
A small number become Raptors-in-Residence
at the Alaska Raptor Center.
Raptors-in-Residence educate visitors
who come to the Alaska Raptor Center. They
reveal the physical attributes of their particular
breed by showing off their wingspan. They
interact and respond to people throughout the
presentation. Hoot, an old barred owl, treats
lucky visitors to her “Who cooks for you? Who
cooks for you all?” call.
In 1980, two people started the Alaska
Raptor Center when they found an injured
bald eagle in a backyard in Sitka, a village on
beautiful Baranof Island. Sitka is some ninetyfive miles as the raptor flies from Juneau,
Alaska’s capital. For three years eagles were
treated in the homes of these two people. In
1983, the operation moved to a local college
campus. Today, the Alaska Raptor Center has
several permanent staff members, a beautiful
17-acre site, and a new state-of-the-art flight
training facility.
Some Raptors-in-Residence become
ambassadors, flying on airlines with trainers
to classrooms all across the country. These
emissaries give schoolchildren an up-close,
personal experience with raptors.
The purpose of the Alaska Raptor Center
is to rehabilitate eagles, owls, hawks, falcons,
and ravens and to educate the public about
raptors. Raptors are birds of prey—meat-eaters
Each Raptor-in-Residence has its own
story. Volta, the Chief Ambassador, a mature
bald eagle, has become the single most
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READING PRACTICE TEST
important bird at the Center. With his sixfoot wingspan and dignified snowy head, he
impresses all who see him. And he is in hot
demand, making numerous trips to classrooms
every year. “Volta has more frequent flyer
miles than I do!” joked Alaska Raptor Center
Executive Director Elizabeth Whealy. Some
visitors have heard of him beforehand and
come especially to see him.
In 1992 rescuers brought Volta to the
Alaska Raptor Center. He had flown into
a power line on the Sitka waterway. Volta
had been electrocuted, had suffered from a
concussion, and had bone fracture injuries.
One of the bones in his shoulder, a bone crucial
for flight, was all but destroyed from the
accident. Consequently, Volta cannot survive
in the wild; he cannot be released. However,
Volta’s life has taken on new meaning. Now
he educates young and old alike about raptors,
and may help ensure the health of countless
birds.
Injured and sick raptors arrive at the Alaska
Raptor Center for many reasons. Some raptors
come as a result of human contact. These birds
may have been hurt unwittingly or taken away
at a young age from their environment. Hoot,
the old barred owl, came to the Center after
loggers cut down her nest tree. Her injured
wing never healed properly. Hoot’s experience
lets people know that better ways are needed
to mark nest trees so those trees can be left
standing.
Raptors taken too young from their nest
have different problems. Children took Asio
from his nest when he was just a chick.
Although the children cared for him, they
did not know how to feed him properly.
Without the right nutrients, his bones became
deformed. Furthermore, he imprinted on his
human friends. He became attached to them
and learned from them. Birds in the wild
attach to their parents and learn the behaviors
necessary to live in the wild. Asio eventually
became a Raptor-in-Residence. Thinking his
parents had abandoned him, children picked up
Kily, a Harlan’s red-tailed hawk, and took him
home. He, too, imprinted on humans. Because
Kily was in good health, the Center released
him twice. But because he did not learn how
to hunt from his parents and had been fed
by humans, he became a nuisance, begging
people for food rather than looking for his
own. One falconer tried to teach him to hunt,
but Kily couldn’t learn. He, too, joined the
raptor teachers. Today he helps educate people
to leave birds in their nests or to wait to see
whether parents return to their young.
Other raptors come for other reasons. A
team of biologists found the red-tailed hawk
Esperanza while on a research mission. Her
right wing had been broken and her elbows
severely bruised in an unknown collision.
Arthritis keeps her on the ground. A larger
brother or sister probably pushed Duke, a
golden eagle, out of their nest when they were
chicks. First-born golden eagle chicks typically
assert their strength over younger siblings,
and Duke’s sibling was no exception. With
one of his eyes injured, Duke cannot see well
enough to hunt. Teeka, a Western screech owl,
fractured her wing when she hit a car in Sitka.
Because the break was so severe, her wing had
to be removed. All three have become part of
the Alaska Raptor Center family.
Despite these sad stories, many birds
are released back into the wild. Sitka police
found Mattie, a bald eagle, lying on her back
in a parking lot. Her right wing was injured
and her left shoulder was sensitive to touch.
She could not fly well enough to perch or to
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PAGE 21
READING PRACTICE TEST
new facility, rehabilitators can test a raptor’s
flying ability by placing obstacles in its path.
The rain forest conditions help birds learn or
relearn to fish for salmon in a waterfall and
pond. Visitors to this new facility observe firsthand what raptors need for survival and how
the Alaskan Raptor Center helps birds return to
and live successfully in the wild.
participate in courtship rituals. With treatment
and four weeks of rehabilitation, Mattie was
able to fly from the ground to a perch, and a
month later, she traveled to Montana for flight
conditioning. The training was successful, and
the Alaska Raptor Center returned Mattie to
the wild. Wings, a young bald eagle, arrived
thin and weak. Veterinarians could not find
any injuries, but Wings appeared depressed. A
few days after treatment, she perked up, began
eating, put on weight, and felt better. She, too,
received flight training in Montana and was
released successfully back to the wild.
Today, the Alaskan Raptor Center has a
new flight-training center. This state-of-theart facility allows trainers to better diagnose
and rehabilitate raptors. The facility encloses a
coastal rainforest area similar to one the raptors
live in. This new housing has made the birds
feel more at home. Best of all, the building
allows trainers to better prepare birds for their
eventual release. Bald eagles must be strong
fliers, not just good hunters. They must also be
able to protect their territory, avoid collisions,
and participate in courtship rituals. Trainers
help raptors overcome their injuries. In the
19
A visitor leaving the Alaska Raptor Center
feels uplifted by the experience. Contact
with bald eagles, owls, ravens, and falcons
inspires awe and renews hope. The Alaska
Raptor Center makes it possible for these
majestic birds and people to come together in
meaningful ways and to restore birds to their
natural homes.
Which theme does this passage best illustrate?
A
nature against society
B
society helping nature
C
survival of the fittest
D
growth and initiation
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PAGE 22
READING PRACTICE TEST
20
21
22
23
Which statement best summarizes the paragraph that begins, “In 1980, two people started the
Alaska Raptor Center . . . ”?
A
Sitka is a scenic but somewhat isolated location.
B
Raptors have individual personalities, almost like humans.
C
The Alaska Raptor Center has a long history of treating bald eagles in Sitka.
D
From humble beginnings, the Alaska Raptor Center has grown into a modern facility.
Based on the information in the passage, the reader can infer that Volta got his name from
A
the philosopher Voltaire.
B
his high energy levels.
C
his electric personality.
D
the power line accident.
Why was Wings brought to the Alaska Raptor Center?
A
She appeared to not be feeling well.
B
Her nest tree was cut down by loggers.
C
Her wing was injured.
D
She was found in a parking lot.
In the last paragraph, how does the author support the conclusion that a visit to the Alaska
Raptor Center leaves visitors feeling uplifted?
A
The author describes the lovely surroundings of Sitka.
B
The author elaborates on how veterinarians and trainers save birds.
C
The author focuses on how birds are educating people.
D
The author quotes experts in the field of raptor behavior.
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PAGE 23
READING PRACTICE TEST
Directions
Read the passage about building ships. Then, answer the questions that follow.
A Master Shipbuilder
Anton considered himself a master
shipbuilder, having used his talents to construct
many vessels, from fishing schooners to
yachts. No one could understand exactly how
he crafted the beautiful ships that delighted his
admirers. The ships he built took so long to
construct that they were nicknamed “patience
projects.” Even then, some of the ships he
had made were more challenging than others.
Anton used no blueprints to build his ships.
Instead, he started with a photograph. Then,
he made precise measurements of each part
of the ship he could see in the photograph. He
selected the finest materials and made most of
the tools for his projects by hand.
Obtaining the materials to build the ships
was no small task as he had to travel from
his small village into the city. There he found
stores with large inventories and places where
he could meet with other shipbuilders who
knew the trade and were eager to share their
secrets. Each time Anton traveled to the city,
he met with Nicolai and other retired sailors
who entertained themselves by building ships,
none of which would ever sail. Nicolai was
a master of shipbuilding also, and in some
ways even more skilled than Anton. Anton
planned to visit with Nicolai exclusively
the next time he was in the city. Nicolai had
just constructed a whaling vessel, and Anton
wanted to photograph it before Nicolai secured
it in place. Perhaps Nicolai could also add to
the wealth of knowledge that he had given to
Anton.
Over the last several years, Nicolai had
advised Anton about shipbuilding techniques.
Nicolai had devised a special way to arrange
the rigging and raise the masts of the ship. He
had shared that secret with Anton, and had
directed him to a special craft store so that he
could purchase hinges and other parts that were
often difficult to locate.
In the city, Anton visited at length with
Nicolai. Together they examined Nicolai’s
latest project, walking around to inspect it from
all sides. Anton took his photograph and made
a list of materials necessary for constructing
his own ship, one that would match Nicolai’s
whaling vessel, and one they could display
together at next year’s shipbuilding fair.
After his visit with Nicolai and a trip to
the city’s shops, Anton returned to his village.
He had bought fine pieces of cherry wood
that he would use for the construction of his
whaling vessel. He had found and purchased
long, thin slivers of wood, called skewers,
which would make good masts. He had on
hand plenty of clay to form the illusion of
the ocean; adhesives to glue the ship in place
inside the bottle; and black, coarse thread,
which he would attach to the masts and sails.
The right kind of thread, Anton knew, was
an absolute essential for raising the masts.
Of course, that step—pulling gently on the
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PAGE 24
READING PRACTICE TEST
that the waves appeared to have white crests of
foam.
skewers and unfurling the white paper he used
for sails—was several months away. For the
present, Anton had plenty to do to begin his
next project.
Anton anticipated the task ahead of him.
First, he would study the photograph to
determine the precise shape of the hull and
sails. Then he would draw a replica, taking into
account the size and shape of the bottle. The
ship had to fit inside the bottle, yet not be too
tall. If the ship were too tall, the rigging would
not stand upright. If the ship were too small,
the rigging would look awkward and crude.
It was autumn when Anton started his
project, but he worked well into winter, when
on stormy days, many of the ships in the
village’s harbor were pelted by the rain and
rocked by the wind. Anton built his miniature
ship outside the bottle, taking care to sand and
polish the hull that was so narrow it could slip
through the bottle’s neck. He had often built a
ship completely inside the bottle, taking care to
use his long, tiny tools and tweezers to adjust
the pieces as he slipped them in place. This
time, however, he would complete his boat on
his workbench, and then ease it into its resting
place inside the bottle.
When the day arrived for him to begin the
ship’s placement, he rolled the blue and green
clay into long, snake-like pieces. Anton used
a pair of tweezers to put the clay in place. As
he laid the pieces of clay in the bottom of the
bottle, he smoothed the blue and green clay
strips together so that they looked like the
color of the sea. He made a long indentation
in the center of the clay where his boat would
rest. Then he used another special tool and
pushed up parts of the clay to form waves.
Next, he painted the tops of the waves white so
Clay placement was critical. Anton
remembered what Nicolai had told him about
the oils in the clay. “Use alcohol to wipe the
clay before you insert it in the bottle,” Nicolai
had instructed. “Be sure that the oils from
the clay don’t touch the sides of the bottle, or
you will have to clean the inside of the glass.
Remember, throughout the process you must
keep the glass clean.” “Yes,” Anton thought to
himself as he looked at his handiwork, “The
clay looks very much like the ocean I knew so
well when I was sailing.”
When Anton’s whaling vessel was
finished, he attached the thread to the masts
and he rolled up the sails. The long, black
threads hung off the end of the whaling vessel
like dark fishing lines. Anton could already
envision the finished product. To keep the glass
clean while securing the ship would require
patience, but Anton took meticulous care in
his preparations. He carefully pushed his ship
inside the neck of the bottle with its masts
folded down like the spines on an umbrella. He
held the threads as they dangled out the end of
the bottle’s top. Then, Anton gently pulled the
threads and raised the masts with their sails.
They locked in place. He unfurled the sails.
Cutting the strings with snake-like scissors
and pulling the strings out slowly, Anton
stepped back from the table and admired his
work. He looked out the window at the ships
in the village’s harbor. Then he looked at his
own ship, smiled with satisfaction, and put a
cork in the bottle neck. “Another ship for my
collection,” he said to himself. He placed the
bottle on the shelf with the others and retired to
his chair.
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PAGE 25
READING PRACTICE TEST
to discover what it must have been like for
them to walk the decks and look out into the
horizons. There was so much more to learn,
and, of course, there was his friend Nicolai,
who had taught him so much about the art of
building ships inside an old bottle.
“Tomorrow,” Anton thought, “I will go to
the city and visit the library.” He wanted to
show Nicolai his version of the whaling vessel
and talk about their next projects. He also
wanted to find other photographs of whaling
vessels, and read about some of the old sailors
who stood on board the actual ships. Now that
he had built a miniature version, he wanted
24
25
The author’s purpose in writing the passage is most likely to
A
tell a story about a patient and skillful shipbuilder.
B
argue that only a former sailor can build a miniature ship.
C
explain the series of steps necessary in building a miniature ship.
D
show that building a miniature ship is just like building a real ship.
In building a ship, what does Anton do first?
A
He begins with a photograph of the ship.
B
He chooses the finest materials and tools.
C
He measures the ship he wants to replicate.
D
He makes a precise blueprint of the ship.
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PAGE 26
READING PRACTICE TEST
26
27
28
Why does Anton make his own tools by hand?
A
The tools have to be small enough to fit in the bottle.
B
He wants to exhibit them at the shipbuilding fair.
C
Nicolai has told him that handmade tools work best.
D
He wants to impress his audience of admirers.
Anton uses threads to
A
look like fishing lines.
B
slip the ship into place.
C
raise the ship’s masts.
D
keep the glass clean.
Read this sentence from the passage.
To keep the glass clean while securing the ship would require patience, but Anton took meticulous
care in his preparations.
What is another word for meticulous?
A
essential
B
hasty
C
obvious
D
precise
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PAGE 27
READING PRACTICE TEST
29
30
According to the passage, what does Anton do after he places the ship inside the bottle?
A
unfurls the sails
B
cleans the glass
C
paints the wave crests
D
wipes off the clay oils
Why does Anton plan to go to the library?
A
to find addresses of stores that carry boat materials
B to interpret the blueprints of various whaling ships
C to locate photographs for Nicolai
D to learn about whaling and whaling vessels
31
Read this sentence from the passage.
He carefully pushed his ship inside the neck of the bottle with its masts folded down like the spines
on an umbrella.
Which literary device does the sentence contain?
A
personification
B
hyperbole
C
simile
D
metaphor
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PAGE 28
READING PRACTICE TEST
32
In what ways has Nicolai been a mentor to Anton? Use two examples from the passage to
support your response. This item is worth 2 points.
STOP
PAGE 29
Reading Practice Test Book
Grade 10 SBA–HSGQE
HSGQE Retest
Form 10P01R
Copyright © 2007 by Alaska Department of Education & Early
Development. No part of this publication may be reproduced or
distributed in any form or by any means, or stored in a database or
retrieval system, without the prior written permission of the publisher.
COMPREHENSIVE SYSTEM OF STUDENT ASSESSMENT
(CSSA)
Reading Practice Test Scoring Guide
Grade 10 SBA–HSGQE
HSGQE Retest
Alaska Department of Education & Early Development
Reading Practice Test Scoring Guide
with Answer Keys, Scoring Guidelines, and Sample Papers
General Introduction
The Alaska Department of Education and Early Development (EED), in cooperation with Data Recognition
Corporation, designed and produced the Alaska Practice Test to support students in doing their best on the Alaska
Comprehensive System of Student Assessment, Standards Based Assessments in grade 10. A scoring guide, with
answer keys, scoring guidelines, sample student papers, and a test map, provides the teacher with information and
tools to score each practice test.
Content
A Practice Test Scoring Guide for each grade level and subject area is posted on the EED Website
(http://www.eed.state.ak.us/tls/assessment). To access this website, follow these instructions.
Directions to access the AK EED Website
1. Type or copy and paste the link to the Alaska EED Website into your browser.
http://www.eed.state.ak.us/tls/assessment
2. Select Standards Based Assessments.
3. Select Item Samplers / Practice Tests.
4. Select the grade-level assessment (or other document) you wish to download.
5. At this point you may save the file to your computer or print the file directly from the website. Printing
from the website can be very time consuming. It is likely you will want to save the file(s) to your computer,
then print.
This guide is divided into two sections. Section I includes the answer keys and scoring guidelines (with detailed
item-specific scoring rubrics for scoring short and extended constructed-response questions) and sample student
papers with annotations for each score point. Section II presents a grade-level test map that lists item sequence,
corresponding Grade Level Expectation and/or Performance Standard, and an answer key.
Purpose
The passages, stimuli, prompts, graphs, charts, and items included for each content-area practice test were created
for use in Alaska classrooms. These materials may be copied and used as part of a local instructional program.*
Alaska educators may use the reading, writing, and mathematics practice tests, the Practice Test Administration
Directions, and the Practice Test Scoring Guides to support daily instruction in the classroom and to prepare their
students for the operational assessments.
Important: The practice tests were developed for usability purposes only, and in no way should the tests
or scores students receive be considered a predictor of a student’s ability to perform on the operational
assessments. Passages, prompts, stimuli, and items provide samples of what students will see on the
operational tests. Items are not necessarily the same in terms of measurement, rigor, or the length of time it
takes a student to respond.
*The permission to copy and/or use these materials does not extend to commercial purposes.
Reading Practice Test Scoring Guide: Grade 10
2
Item Format
The reading practice test includes two types of reading items: multiple choice and constructed response. Practice
test multiple-choice items have four answer options. The correct response to each multiple-choice item is worth
one point.
Two types of constructed-response items are presented in the reading practice test: short constructed response
(SCR) are 2-point items; extended constructed response (ECR) are 4-point items. Item-specific scoring guidelines
and examples of responses for each score point are presented with each constructed-response item.
Scoring Guidelines
Following the multiple-choice answer key are general scoring rubrics for 2-point and 4-point constructed-response
items. The general scoring rubric includes item-specific guidelines to assist the teacher with scoring constructedresponse items.
Sample student papers are included for each short and extended constructed-response score point. An itemspecific annotation follows each sample student response. The annotations are designed to provide the teacher
with the explanation of why the score point was awarded.
Test Maps
The test map presents the sequence of the items, the Grade Level Expectation and/or Performance Standard
to which each item is aligned, and the answer key. This at-a-glance chart is designed to assist the teacher with
scoring the practice test.
3
Reading Practice Test Scoring Guide: Grade 10
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Passage: The Brooklyn Bridge
1.
2.
3.
4.
5.
6.
7.
8.
D
C
A
B
C
A
A
C
Passage: I Tramp A Perpetual Journey
9.
10.
11.
12.
13.
14.
C
A
B
C
D
What is the speaker’s attitude toward life? Use three examples from the poem to support
your response. This item is worth 4 points.
Extended Constructed Response
Score
Rubric
The student response demonstrates a thorough understanding of the task and uses
relevant text-based information to support the response.
4
Addresses the demands of the task.
Effectively uses text-based information to clarify or extend understanding.
The student response explains the speaker’s attitude toward life and uses three
examples from the poem to support the response.
The student response demonstrates a general understanding of the task and uses
relevant text-based information to support the response.
Partially addresses the demands of the task.
3
Uses relevant text-based information to show understanding.
The student response explains the speaker’s attitude toward life and uses two
examples from the poem to support the response.
OR
The student response provides three examples that imply the speaker’s attitude
toward life without explicitly stating the speaker’s attitude.
Reading Practice Test Scoring Guide: Grade 10
4
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Score
Rubric
The student response demonstrates a limited understanding of the task.
Limitedly addresses the demands of the task.
The response lacks development and may be a literal interpretation of text-based
information.
2
The student response explains the speaker’s attitude toward life and uses one example
from the poem to support the response.
OR
The student response provides two examples that imply the speaker’s attitude toward
life without explicitly stating the speaker’s attitude.
The student response demonstrates a minimal understanding of the task and text.
Minimally addresses the demands of the task.
Uses minimal text-based information to show minimal understanding of the text in
relation to the task.
1
The student response may be a relevant copy of the text without any interpretation.
The student response explains the speaker’s attitude toward life using information
from the poem to support the response.
OR
The student response provides one example that implies the speaker’s attitude toward
life without explicitly stating the speaker’s attitude.
0
The student response is completely incorrect, irrelevant to the question, or a copy of
the prompt.
5
Reading Practice Test Scoring Guide: Grade 10
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Explanations may include, but are not limited to:
The speaker feels that life is “a perpetual journey.”
The speaker feels that life should be a constant search for knowledge and pleasure.
Examples may include, but are not limited to:
The first line states that the speaker tramps “a perpetual journey.”
He says that he does not invite friends to a home (or a comfortable, secure place), but instead leads
them to a hill and points “to landscapes of continents and the public road.”
He tells others of the journey that they must travel for themselves (the life that they must live
themselves).
He notes that, although the listener may have a companion, the journey (of life) must be traveled
for oneself.
He is eager to experience life, for he speaks of the need to “hasten forth” to “wonderful cities and
free nations.”
In the closing lines, the speaker asks himself if he will be satisfied once he has had the pleasure
of experiencing and knowing all about the “orbs” in the heavens—and the answer is no. He will
simply continue his journey beyond them, knowing that there is more.
Reading Practice Test Scoring Guide: Grade 10
6
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Item #14
Response Score: 4
14. What is the speaker’s attitude toward life? Use three examples from the poem to support
your response. This item is worth 4 points.
7
Reading Practice Test Scoring Guide: Grade 10
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Annotation for score point: 4
This response demonstrates a thorough understanding of the task. The response identifies the
speaker’s attitude toward life, “You must take advantage of life!” and uses three poem-based examples
as support (“A whole world is out there for you to discover, and only you can be the one to discover
it,” “leave the confines of your dinner table and library so you can see past the materialistic side of
life,” and “How can you be content, or even happy with yourself when you are merely sitting in a
chair, accomplishing nothing? You cannot.”).
Reading Practice Test Scoring Guide: Grade 10
8
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Item #14
Response Score: 3
14. What is the speaker’s attitude toward life? Use three examples from the poem to support
your response. This item is worth 4 points.
Annotation for score point: 3
This response demonstrates a general understanding of the task. The response identifies the speaker’s
attitude toward life, “. . . the meaning of life as a search for success,” and uses two poem-based
examples as support (“. . . when he leads us up to a knoll it is an example of climbing up to achieve
our dreams,” and “When he speaks to the spirit, it gives a promising answer that includes hope and the
guarantee of success or of something beyond that.”).
9
Reading Practice Test Scoring Guide: Grade 10
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Item #14
Response Score: 2
14. What is the speaker’s attitude toward life? Use three examples from the poem to support
your response. This item is worth 4 points.
Annotation for score point: 2
This response demonstrates a limited understanding of the task. The response uses two poem-based
examples that imply the speaker’s attitude toward life without explicitly stating it, “. . . not anyone
el[se] can travel the road for you. So you must travel it yourself” and “There are wonderful cities and
nations to learn about and to see.”
Reading Practice Test Scoring Guide: Grade 10
10
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Item #14
Response Score: 1
14. What is the speaker’s attitude toward life? Use three examples from the poem to support
your response. This item is worth 4 points.
Annotation for score point: 1
This response demonstrates a minimal understanding of the task. The response identifies the speaker’s
attitude toward life, “. . . want to enjoy life, explore the unknown, make new friends, and live life at
its best.” The response uses no examples from the poem as support.
11
Reading Practice Test Scoring Guide: Grade 10
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Item #14
Response Score: 0
14. What is the speaker’s attitude toward life? Use three examples from the poem to support
your response. This item is worth 4 points.
Annotation for score point: 0
This response is incorrect. The response does not include discussion about the speaker’s attitude but
instead references the writer’s technique.
Reading Practice Test Scoring Guide: Grade 10
12
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Passage: Inventors Who Made a Difference
15.
16.
17.
18.
C
A
C
A
Passage: The Alaska Raptor Center
19.
20.
21.
22.
23.
B
D
D
A
C
Passage: A Master Shipbuilder
24.
25.
26.
27.
28.
29.
30.
31.
32.
A
A
A
C
D
A
D
C
In what ways has Nicolai been a mentor to Anton? Use two examples from the passage to
support your response. This item is worth 2 points.
Short Constructed Response
Score
Rubric
The student response demonstrates a complete understanding of the task and uses
relevant text-based information to support the response.
2
Addresses the demands of the task.
Effectively uses text-based information.
The student response identifies how Nicolai has been a mentor to Anton using two
examples from the passage to support the response.
13
Reading Practice Test Scoring Guide: Grade 10
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Score
Rubric
The student response demonstrates an incomplete understanding of the task.
1
Addresses some part(s) of the task, which may include using text-based
information to support the response.
The student response may be a relevant copy of the text without any interpretation.
The student response identifies how Nicolai has been a mentor to Anton using one
example from the passage to support the response.
0
The student response is completely incorrect, irrelevant to the question, or a copy of
the prompt.
Examples may include, but are not limited to:
He has provided “a wealth of knowledge” on shipbuilding technique.
He suggested techniques for placing clay in the bottle.
He let Anton photograph his ships.
Reading Practice Test Scoring Guide: Grade 10
14
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Item #32
Response Score: 2
32. In what ways has Nicolai been a mentor to Anton? Use two examples from the passage to
support your response. This item is worth 2 points.
Annotation for score point: 2
This response demonstrates a complete understanding of the task. The response identifies how
Nicolai has been a mentor to Anton using two examples from the passage. (He showed Anton
“how to raise the masts,” and “w[h]ere to buy hinges . . .”).
15
Reading Practice Test Scoring Guide: Grade 10
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Item #32
Response Score: 1
32. In what ways has Nicolai been a mentor to Anton? Use two examples from the passage to
support your response. This item is worth 2 points.
Annotation for score point: 1
This response demonstrates an incomplete understanding of the task. The response identifies
how Nicolai has been a mentor to Anton using one example from the passage. (He taught Anton
“how to build the boats p[re]cisely”).
Reading Practice Test Scoring Guide: Grade 10
16
SECTION I: Grade 10 Reading Practice Test Answer Keys,
Scoring Guidelines, and Sample Student Papers
Item #32
Response Score: 0
32. In what ways has Nicolai been a mentor to Anton? Use two examples from the passage to
support your response. This item is worth 2 points.
Annotation for score point: 0
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17
Reading Practice Test Scoring Guide: Grade 10
SECTION II: Grade 10 Reading Test Map
Reading
Sequence
GLE
HSGQE
Passage
Key
The Brooklyn Bridge
1
4.7.2
R4.7
D
2
4.3.2
R4.3
C
3
4.1.4
R4.1
A
4
4.2.1
R4.2
B
5
4.2.2
R4.9
C
6
4.5.1
NA
A
7
4.8.1
R4.8
A
8
4.2.2
R4.7
C
Passage
I Tramp A Perpetual Journey
9
4.8.1
R4.7
C
10
4.1.3
R4.1
A
11
4.2.2
R4.2
B
12
4.2.2
R4.2
C
13
4.2.2
R4.2
D
14
4.8.1
R4.8
Extended Constructed Response
Passage
Inventors Who Made a Difference
15
4.7.2
R4.7
C
16
4.1.3
R4.1
A
17
4.1.4
R4.1
C
18
4.3.1
R4.3
A
Reading Practice Test Scoring Guide: Grade 10
18
Reading
Sequence
GLE
Passage
HSGQE
Key
The Alaska Raptor Center
19
4.8.1
R4.8
B
20
4.2.1
R4.2
D
21
4.2.2
R4.2
D
22
4.3.2
R4.3
A
23
4.3.5
R4.3
C
Passage
A Master Shipbuilder
24
4.7.2
R4.7
A
25
4.3.2
R4.3
A
26
4.2.2
R4.7
A
27
4.3.2
R4.3
C
28
4.1.3
R4.1
D
29
4.3.2
R4.3
A
30
4.3.2
R4.3
D
31
4.5.2
NA
C
32
4.2.2
R4.7
Short Constructed Response
19
Reading Practice Test Scoring Guide: Grade 10
Reading Practice Test Scoring Guide
Grade 10 SBA–HSGQE
HSGQE Retest
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Development. The materials contained in this publication may be
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