Crosswalk
Coach
PLUS
for the Common Core State Standards
English
Language
Arts
Grade 5
Practice Tests
Answer Keys
Crosswalk Coach PLUS for the Common Core State Standards, English Language Arts, Grade 5, Practice Tests, Answer Keys
T300NAK
Cover Image: © Thinkstock
Triumph Learning® 136 Madison Avenue, 7th Floor, New York, NY 10016
© 2014 Triumph Learning, LLC
All rights reserved. No part of this publication may be reproduced in whole or in part, stored
in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without written permission from the publisher.
Printed in the United States of America.
10 9 8 7 6 5 4 3 2 1
The National Governors Association Center for Best Practices and Council of Chief State School Officers
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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Duplicating this page is prohibited by law. © 2014 Triumph Learning, LLC
3
Lexile Measures Chart
Practice Test 1
Passage Title
Lexile Measure
Part 1
A Friend in the Forest
990L
Marshmallow Sticks
740L
Barbara Frietchie
Not prose
The Little Ice Age
820L
The Mind of André Cassagnes
840L
Part 2
“Shrimp” in at Goal
740L
Part 3
Space Explorers
980L
Launching LADEE
980L
Practice Test 2
Passage Title
Lexile Measure
Part 1
Why the Wild Rabbits Are White in Winter
1010L
Something Bad Could Happen
Not prose
The Battle of Brooklyn
950L
Crossing in the Night
950L
The Many Georges
970L
Abigail’s Dilemma
790L
Part 3
A Place Where Everyone Belongs
4
840L
Duplicating this page is prohibited by law. © 2014 Triumph Learning, LLC
Part 2
The response does not
analyze or inaccurately
analyzes the text, showing
little to no comprehension
of ideas expressed in 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 shows little
to no awareness of the
norms of the discipline;
lacking descriptions,
sensory details, linking
and transitional words, or
domain-specific vocabulary
to clarify ideas.
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 shows limited
awareness of the norms
of the discipline; including
limited descriptions,
sensory details, linking
and transitional words, or
domain-specific vocabulary
to clarify ideas.
The response demonstrates
limited coherence, clarity,
and/or cohesion, and
may not include a clear
introduction and/or
conclusion.
The response is addressed
with minimal development
of the topic and/or
narrative elements through
limited reasoning, details,
and/or description; the
development is limited in its
appropriateness to the task,
purpose, and/or audience.
The response minimally
analyzes the text and may
reference the text, showing
limited comprehension
of ideas expressed in the
text(s).
Duplicating this page is prohibited by law. © 2014 Triumph Learning, LLC
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 attends to
the norms and conventions
of the discipline; including
concrete words and
phrases, sensory details,
linking and transitional
words, and/or domainspecific vocabulary to clarify
ideas.
The response demonstrates
coherence, clarity, and
cohesion, and includes an
introduction and conclusion.
The response is addressed
with effective development
of the topic and/or narrative
elements through reasoning,
details, and/or description;
the development is largely
appropriate to the task,
purpose, and audience.
The response for the most
part accurately analyzes
the text explicitly and
inferentially and references
the text to support analysis,
showing comprehension of
ideas from the text(s).
2
The response demonstrates
command of the
conventions of standard
English consistent with
edited writing with a
few distracting errors
in grammar and usage;
meaning is clear.
The response uses language
well to attend to the
norms and conventions
of the discipline; including
concrete words and
phrases, sensory details,
linking and transitional
words, and/or domainspecific vocabulary
effectively to clarify ideas.
The response demonstrates
effective coherence, clarity,
and cohesion and includes
a strong introduction and
conclusion.
The response is addressed
with effective and
comprehensive development
of the topic and/or
narrative elements through
clear reasoning, details,
and/or description; the
development is consistently
appropriate to the task,
purpose, and audience.
The response accurately
analyzes the text explicitly
and inferentially and
references the text to
explicitly support the
analysis, showing full
comprehension of complex
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.
Score of 4 not applicable to
this skill.
Score of 4 not applicable to
this skill.
Score of 4 not applicable to
this skill.
Score of 4 not applicable to
this skill.
4
Writing Rubric
5
Practice Test 1
6
Item
Key
Common Core
State Standard
Skill
Lesson(s)
1
Part A: C
Part B: See answer
on page 8.
RL.5.1
Make Inferences, Textual
Evidence
1
2
Part A: A, E
Part B: See answer
on page 8.
RL.5.1, RL.5.3
Textual Evidence,
Character
2
3
Part A: A
Part B: C
RL.5.1, RL.5.2
Textual Evidence,
Theme
3
4
See answer on page 8.
RL.5.6
Point of View
4
5
See answer on page 8.
RL.5.9
Compare and Contrast
Literary Works
7
6
Part A: See answer
on page 8
Part B: E
RL.5.4, L.5.4.a
Determine Word
Meanings
31
7
Part A: See answer
on page 8.
Part B: A, F
L.5.5.b
Idioms, Adages, and
Proverbs
34
8
Part A: B
Part B: D
RL.5.1
Make Inferences
1
9
Part A: D
Part B: B
RL.5.2
Theme
3
10
Part A: See answer
on page 8.
Part B: A
RL.5.4, L.5.5.a
Figurative Language
5
11
Part A: See answer
on page 8.
Part B: A
RL.5.5
Poem Structure
6
12
A2, B1, C5
RL.5.4, L.5.5.a
Figurative Language
5
13
A2, B4, C5
RI.5.2
Supporting Details
8
14
Part A: B
Part B: E
RI.5.2
Main Idea and
Supporting Details
8
15
5, 3, 4, 2
RI.5.2
Summary
8
16
A4, B3, C2
RI.5.4, L.5.6
Reading in the Content
Areas
32
Duplicating this page is prohibited by law. © 2014 Triumph Learning, LLC
Answer Key
Duplicating this page is prohibited by law. © 2014 Triumph Learning, LLC
Answer Keys (continued)
Item
Key
Common Core
State Standard
Skill
Lesson(s)
17
Part A: A
Part B: See answers
on page 8.
RI.5.3
Explain Relationships
11
18
Part A: A
Part B: See answers
on page 8.
RI.5.4, L.5.6
Reading in the Content
Areas
32
19
Part A: See answer
on page 8.
Part B: C
RI.5.4, L.5.4.a
Determine Word
Meanings
31
20
Part A: D
Part B: See answers
on page 9.
RI.5.1
Make Inferences, Textual
Evidence
9
21
See answers on page 9.
RI.5.2
Main Idea and
Supporting Details
8
22
Part A: C
Part B: A
RI.5.3
Explain Relationships
12
23
Part A: D
Part B: E
RI.5.3
Explain Relationships
9
24
Part A: A
Part B: See answers
on page 9.
RI.5.7
Use Different Sources
13
25
A5, B6, C3
RI.5.4, L.5.5c
Word Relationships
35
26
Part A: C
Part B: See answers
on page 9.
RI.5.4, L.5.6
Reading in the Content
Areas
32
Part 2
See rubric on page 5;
see answer on page 9.
W.5.3, W.5.4, W.5.5,
L.5.1, L.5.2, L.5.3
Write a Narrative, Use
Conventions
17, 26–30
Part 3
See rubric on page 5;
see answer on page 9
RI.5.9, W.5.2, W.5.4,
W.5.5, W.5.9, L.5.1,
L.5.2, L.5.3
Write a Research Essay,
Use Conventions
16, 26–30
7
Answer Explanations
1. Part A: C The description of Tuck’s stumbling
through the forest shows that he has never
learned to be silent in the forest.
Part B: Students should underline “Sad Cloud was
about the same age as Tuck, and while he watched
Tuck stumble through the forest wearing a hat that
was far too big, he couldn't help but laugh.”
2. Part A: A, E Sad Cloud is careful to keep out
of sight of the settlers. He is observant and sees
many details about Tuck and his family.
Part B: Responses may vary. Possible answer:
“He wondered what made his hair corn-colored
and why were there so many buttons on
his clothes.”
3. Part A: A; Part B: C Claudia’s unfamiliarity with
the woods is the main cause of her fear of it.
4. Students should underline “She laughed, and
when the deer heard her laughter, it galloped away
into the shadows.” By laughing, Claudia shows
that she is no longer frightened.
5. “Marshmallow Sticks” is set in modern times
and describes an interaction between siblings. In
both stories, a character overcomes a fear and
learns new things about the wilderness. “Friends
in the Forest” describes the beginning of a new
friendship and is set in historical times.
Part B: B The couplet, “The nobler nature within
him stirred / To life at that woman’s deed and
word. . .” recalls this theme from the point of view
of Stonewall Jackson.
10. Part A: Students should underline “Fair as a
garden of the Lord.”
Part B: A The simile shows that the orchards of
Frederick are “fair,” or beautiful.
11. Part A: Students should circle grave/wave;
underline draw/law; double underline down/town
Part B: A The entire poem is written in rhyming
couplets.
12. A2, B1, C5 Crimson bars refers to the flag’s
stripes. Scarf refers to the flag itself. Host refers to
the rebel army.
13. A2, B4, C5 Each statement listed on the left
is supported by information in the correlating
paragraph on the right.
14. Part A: B; Part B: E The idea that the Little
Ice Age may have resulted from many different
causes is supported by the last paragraph, which
says that because of Earth’s sensitive climate, it
responds to many kinds of changes.
15. 5, 3, 4, 2 This order indicates the sequence by
which volcanic eruptions might have caused the
Little Ice Age.
6. Part A: Students should underline “reached into
the pocket.”
16. A4, B3, C2 Climate is the atmospheric condition.
Corals are marine animals. Greenhouse gases are
pollutants.
17. Part A: A Both men are geologists.
Part B: E The detail about the pockets shows
that the word breeches means “pants.”
7. Part A: Students should underline “a fish out of
water,” which is an idiom meaning “in an unfamiliar
situation.”
Part B: The words unfamiliarity and strangeness
relate to how Claudia feels.
Part B: Students may underline “Gifford Miller is
a geologist and climate scientist who wanted to
learn what might have caused the Little Ice Age”
and “Richard Nevle is a geochemist.”
18. Part A: A The word however signals that a
change occurred.
8. Part A: B Stonewall Jackson’s solemn reaction
to Barbara Frietchie shows that he understands
her loyalty to her flag.
19. Part A: Students should underline “forests began
growing back.”
Part B: D Lines 39–40 reveal this character trait:
“The nobler nature within him stirred / To life at that
woman’s deed and word. . .”
9. Part A: D The words, “But spare your country’s
flag” reveal the theme of patriotism.
8
Part B: Students should underline “Native
Americans farmed this area for hundreds of years”
and “Europeans arrived in 1492.”
Part B: C This context clue shows that
reforestation means “a regrowth of forests.”
Duplicating this page is prohibited by law. © 2014 Triumph Learning, LLC
Practice Test 1
Answer Keys (continued)
20. Part A: D Cassagnes continued inventing
throughout his life.
Part 2 Responses will vary. See the rubric
on page 5. Student narratives should introduce a
narrator, characters, and setting. In their narratives,
students should reveal a hidden or unnoticed talent
in the main character. They should use narrative
techniques such as dialogue to develop the story.
The narratives should also follow the rules of correct
grammar and use correct spelling, capitalization,
and punctuation.
Part 3 Responses will vary. See the rubric on
page 5. Student essays should state an opinion
about which mission described in the passages is
more important. The essays should include textual
evidence from both passages. The essays should
also follow the rules of correct grammar and use
correct spelling, capitalization, and punctuation.
Part B: Possible answers include: “However,
Cassagnes did not stop inventing things,”
“Instead, he continued working on inventions
for other toys,” and “Nonetheless, Cassagnes
continued making his fascinating kites for fun.”
21. Part A: Students should circle “Cassagnes’s
innovations in kite-making have been recognized
for their excellence.”
Part B: Possible answers include: “He attracted
the attention of some American toy companies
who considered manufacturing kites like his,”
“However, Cassagnes’s years of development
had set the standard for creativity in kite-making,”
“The quality of his kites made him the grandfather
of kite flying in France,” and “But among sport
kite flyers, he was remembered for his beautiful,
strong, and silent kites.”
22. Part A: C; Part B: A The Etch A Sketch is
neither electronic nor an advanced drawing tool.
The comparison in the first paragraph of the article
centers on a contrast between the advanced
technology of the modern day in contrast to the
simple toy from a past era.
23. Part A: D; Part B: E Cassagnes’s status as
“grandfather of kite flying in France” shows the
respect in which he was held.
24. Part A: A Cassagnes built his very colorful kites
for fun, not for competition.
Duplicating this page is prohibited by law. © 2014 Triumph Learning, LLC
Part B: Possible answers include: “Cassagnes
began experimenting with ways to improve
kite design,” “They were too complicated to
manufacture,” and “However, his kites were like
complex works of art.”
25. A5, B6, C3 A prototype is a model. In this
context, shafts are supports. To manufacture
something is to make it.
26. Part A: C The word nonetheless shows that one
thing happened in spite of another.
Part B: Possible answer: “They were too
complicated to manufacture” and “Cassagnes
continued making” indicate that Cassagnes kept
building kites in spite of the fact that they were not
profitable.
9
Practice Test 2
Item
Key
Common Core
State Standard
Skill
Lesson(s)
1
Part A: D
Part B: B
RL.5.1, RL.5.2
Conflict, Textual Support
1, 2
2
Part A: B
Part B: See answer
on page 12.
RL.5.1, RL.5.3
Character, Textual
Support
1, 2
3
Part A: C
Part B: A
RL.5.3, RL.5.6
Character, Narrator
2
4
Part A: B
Part B: D
RL.5.1, RL.5.2
Theme, Textual Support
1, 3
5
A4, B3, C2
RL.5.4, L.5.4.a
Determine Word
Meanings
31
6
Part A: D
Part B: A
RL.5.1, RL.5.2
Support Your Ideas;
Plot, Character, and
Setting; Theme
1, 2, 3
7
A1, B4, C2
RL.5.4, L.5.4
Figurative Language;
Determining Word
Meanings
5, 31
8
Part A: B
Part B: C
RL.5.1, RL.5.3
Plot, Character, and
Setting
2
9
Part A: B, D
Part B: C
RL.5.1, RL.5.2
Support Your Ideas;
Plot, Character, and
Setting; Theme
1, 2, 3
10
See answer on page 12.
RL.5.1
Support Your Ideas;
Plot, Character, and
Setting
1, 2
11
Part A: D
Part B: A
RL.5.4, L.5.4, L.5.5
Figurative Language;
Determining Word
Meanings; Idioms,
Adages, and Proverbs
5, 31, 34
12
A2, B4, C1
RL.5.1, RL.5.4, L.5.4
Support Your Ideas;
Plot, Character, and
Setting; Figurative
Language; Determining
Word Meanings
1, 2, 5, 31
13
Part A: C
Part B: B
RL.5.1
Support Your Ideas;
Plot, Character, and
Setting
1, 2
10
Duplicating this page is prohibited by law. © 2014 Triumph Learning, LLC
Answer Key
Duplicating this page is prohibited by law. © 2014 Triumph Learning, LLC
Answer Keys (continued)
Item
Key
Common Core
State Standard
Skill
Lesson(s)
14
Part A: B
Part B: C
RI.5.5, RI.5.6
Purpose, Structure
10, 12
15
Part A: A
Part B: A
RI.5.1, RI.5.5
Purpose, Textual
Evidence
8, 9
16
Part A: C
Part B: See answer
on page 13.
RI.5.1, RI.5.3
Explain Relationships,
Textual Evidence
9, 12
17
5, 4, 2, 3
RI.5.2
Summary
8, 10
18
Part A: B, C
Part B: B
RI.5.5, RI.5.6
Compare and Contrast
Multiple Accounts
12, 13
19
Part A: B
Part B: B
RI.5.1
Make Inferences, Textual
Evidence
9, 14
20
A2, B4, C1
RI.5.4, L.5.4.a
Determine Word
Meanings
31
21
See answer on page 13.
RI.5.2
Main Idea
8
22
Part A: B
Part B: B
RI.5.2, RI.5.3
Main Idea; Explain
Relationships
8
23
Part A: A
Part B: See answer
on page 13.
RI.5.1, RI.5.3
Explain Relationships,
Textual Evidence
8, 9, 14
24
Part A: D
Part B: D
RI.5.4, L.5.6
Reading in the Content
Areas
32
25
A2, B5, C1
RI.5.4, L.5.4.a
Determine Word
Meanings
31
26
Part A: A
Part B: C
RI.5.3
Explain Relationships
11
Part 2
See rubric on page 5;
see answer on page 13.
W.5.3, W.5.4, W.5.5,
L.5.1, L.5.2, L.5.3
Write a Narrative, Use
Conventions
17, 26–30
Part 3
See rubric on page 5;
see answer on page 13.
W.5.1, W.5.4, W.5.5,
W.5.9, L.5.1, L.5.2, L.5.3
Write an Analysis, Use
Conventions
15, 26–30
11
Answer Explanations
Practice Test 2
1. Part A: D; Part B: B The opening paragraphs
of the story discuss Rabbit’s problem, stating that
rabbits “have many enemies and few defenses.
Almost all the animals that live on flesh hunt for
rabbits, so the poor rabbits struggled.” As a result,
Rabbit tells the council, the rabbits are close to
“complete destruction.”
9. Part A: B, D In scene one, Rob suggests
looking at what the avatar symbolizes and thinking
about who is interested in that thing and if that
doesn’t work, finding out where they live and
matching it up to the real neighborhood.
Part B: C Rob talks about how he is obligated
to let his sister play with supervision in scene
one, whereas the reader learns Maggie obviously
breaks rules in scene two.
2. Part A: B The council was designed to help
all animals, and Nanahboozhoo is angry that its
function is not being realized.
10. Students should underline the sentence "I'm not
feeding the dog for you now."
3. Part A: C; Part B: A The carnivorous animals
don’t feel sympathy for Rabbit; they are happy to
be eating his kind regularly. The narrator’s tone in
telling about the dispute at the council is neutral,
or calm.
4. Part A: B; Part B: D In paragraph 5, Moose and
Reindeer explain “that if the others went on killing
the rabbits and nothing was done to help them,
the rest of the animals would soon be the greatest
sufferers, for if the rabbits were all gone, there was
not enough of anything else to keep them alive.”
This quotation addresses the theme of balance
between the hunters and the hunted in nature.
5. A4, B3, C2 Remedy means “solution to a
problem”; solemn means “serious or earnest”;
sympathy means “understanding or compassion.”
6. Part A: D Maggie was the first one to meet the
strange minotaur.
Part B: A The father wanted his kids to
understand—through physical example—how
dangerous strangers could be and why he didn’t
want his young daughter playing the game alone.
7. A1, B4, C2 Determine means “know or figure
out”; obligated means “required”; indignant means
“angry or offended.”
8. Part A: B The first scene sets the stage so
the audience can understand what the play will
be about; they learn about the game and the
characters.
12
11. Part A: D A monologue is a speech that a
character gives, as if musing aloud, while alone on
the stage, so only the audience hears it, not the
other characters.
Part B: A When something rings a bell, it means
it jogs a memory or seems familiar in some way
that helps everything make more sense.
12. Part A: A2, B4, C1 Resembled means “matched
or comes close to”; frantic means “wild or
panicky”; uneasy means “nervous or anxious.”
13. Part A: C Rob insinuates that he will tell on his
sister unless she feeds the dog for three weeks.
Part B: B Rob is not so lenient when he is being
chased; he flees the scene and gets very serious
because being chased by a stranger is a much
more serious situation than breaking a rule about a
game—or so he thinks.
14. Part A: B; Part B: C “The Battle of Brooklyn”
tells about an important battle in the American
Revolution, including events both leading up to
the battle and following the battle. The events are
presented in the order in which they happened.
15. Part A: A; Part B: A The main purpose of
“Crossing in the Night” is to tell about the
Continental Army’s retreat from Brooklyn in detail.
The first paragraph serves this purpose by giving
an overview of George Washington’s plan.
16. Part A: C According to the passages, General
Howe planned to overwhelm the Continental Army,
whereas George Washington, knowing that victory
in Brooklyn was not possible given his resources,
retreated.
Duplicating this page is prohibited by law. © 2014 Triumph Learning, LLC
Part B: Students should underline “That’s the
way they treated you at the council, where it is
expected that the smallest and weakest shall
have the same right to have his case heard and
attended to as the biggest and strongest!”
Part B: C Knowing who someone is means
they are no longer a stranger and you can gauge
whether or not to interact with that person.
Answer Keys (continued)
Part B: Students may underline “He thought
the best way to capture Manhattan was to first
overwhelm and vanquish the army in Brooklyn and
then subdue the city” and “Washington was there,
planning a retreat to save his army.”
17. 5, 4, 2, 3 This sequence of events in “Crossing in
the Night” is presented in time order.
18. Part A: B, C; Part B: B “The Battle of Brooklyn”
tells about more events than “Crossing in the
Night,” because it discusses the battle within the
broader context of the American Revolution.
26. Part A: A; Part B: C Both Georges ruled
Britain in times of war, but each handled the
situation differently: George III lost the American
colonies whereas George VI gave the troops and
people strength during the bombing of Britain
and handled the war well, resulting in his good
reputation.
Part 2 Responses will vary. See the rubric on
page 5. Students should write a narrative featuring
Elizabeth or Miles Hitchens from “Abigail’s
Dilemma” that addresses the theme of loyalty.
Their narratives should use narrative techniques
such as dialogue to reveal the conflict and develop
the characters. The narratives should also follow
the rules of correct grammar and use correct
spelling, capitalization, and punctuation.
Part 3 Responses will vary. See the rubric on
page 5. Students should write a literary analysis
comparing and contrasting characters in the
two communities shown in “A Place Where
Everyone Belongs.” Their essays should include
a discussion of different attitudes toward deaf
people and should use specific details from the
passage to support the analysis. The essays
should also follow the rules of correct grammar
and use correct spelling, capitalization, and
punctuation.
19. Part A: B; Part: B Both passages include details
about how quietly the American soldiers retreated.
20. A2, B4, C1 Battalions means “troops”; evacuate
means “remove or leave from the area”; intentions
means “plans.”
21. Students should underline “It had taken about
nine hours to move 9,000 men and their supplies,
before the British caught wind of their plan.”
Despite their loss in Brooklyn, the Americans
had reason to feel proud that they retreated to
Manhattan without further losses.
22. Part A: B; Part B: B The passage tells about
important King Georges in history because the
new royal baby is named George. Although it is
unknown why his parents chose this name, these
King Georges might be on people’s mind when
they think about the baby.
23. Part A: A George III is associated with a loss,
of the American colonies; whereas George VI is
associated with a victory, of World War II.
Duplicating this page is prohibited by law. © 2014 Triumph Learning, LLC
Part B: Students should underline “He is best
known as the king who lost the American
colonies” and “There are such obvious differences
between the reputations of the two most
memorable Georges in Britain’s history.” These
sentences best show the differences between the
reputations of George III and George VI.
24. Part A: D; Part B: D Both therefore and as
a result are transitions that link a cause with
an effect.
25. Part A: A2, B5, C1 Stability means “balance or
constancy”; tyrant means “bully or oppressor”;
flattening means “destroying or leveling.”
13
Introduce Students to the
Common Core State Standards!
The NEW Crosswalk Coach PLUS for English Language Arts provides
an easy approach to teaching the Common Core State Standards
and ensures students will be prepared for these new requirements.
Here’s how Crosswalk Coach PLUS makes the
transition to the new standards easier!
• Instruction and practice on each of the Common Core
State Standards
• Diagnostic, cumulative, and summative assessments
• Open-ended questions in every lesson
• Expanded lesson practice featuring new, rigorous item types
Learn more at www.triumphlearning.com
Phone: 800-338-6519 • Fax: 866-805-5723 • E-mail: [email protected]
This book is printed on paper containing
a minimum of 10% post-consumer waste.
T300NAK