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TENNESSEE GRADE 8
TCAP ACHIEVEMENT TEST
PRACTICE EXERCISES
SAMPLER
EMCParadigm Publishing Saint Paul, Minnesota
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Staff Credits
Editorial
Design
Laurie Skiba
Managing Editor
Shelley Clubb
Production Manager
Brenda Owens
Editor
Erica Tava
Production Specialist
Nichola Torbett
Associate Editor
Jennifer J. Anderson
Associate Editor
Valerie Murphy
Editorial Assistant
Lori Coleman
Educational Writer
Cover Credits
Cover Designer: C. Vern Johnson
The Human Condition, 1934. Rene Magritte.
The Farm, 1921–1922. Joan Miró.
The Persistence of Memory, 1931. Salvador Dali.
WWY218935
© 2005 EMC Corporation
All rights reserved. The assessment materials in this publication may be photocopied for classroom use only. No part of this publication may be adapted, reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise without permission from the publisher.
Published by EMC/Paradigm Publishing
875 Montreal Way
St. Paul, Minnesota 55102
800-328-1452
www.emcp.com
E-mail: [email protected]
Printed in the United States of America.
10 9 8 7 6 5 4 3 2 1 XXX 03 04 05 06 07 08 09 10 11
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TABLE OF CONTENTS
Introduction ..............................................................................................................iv
Unit 1: Working Toward Your Dreams
Answering Questions about Content............................................................1
Unit 1 Mini-Test ...........................................................................................7
Unit 2: Family Ties
Answering Questions about Grammar and Conventions ..............................9
Unit 2 Mini-Test .........................................................................................22
Unit 3: Going Down the Road
Answering Questions about Meaning.........................................................25
Unit 3 Mini-Test .........................................................................................30
Unit 4: Understanding Conflict
Answering Questions about Techniques and Skills
Unit 4 Mini-Test .........................................................................................41
Unit 5: Open a Book, Open a World
Answering Questions about Vocabulary .....................................................44
Unit 5 Mini-Test .........................................................................................48
Unit 6: Far Horizons
Answering Questions about Organization ..................................................52
Unit 6 Mini-Test .........................................................................................57
Unit 7: Folklore of the Americas
Answering Questions about the Writing Process.........................................60
Unit 7 Mini-Test .........................................................................................66
Unit 8: Stories to Tell—Fiction
Answering Questions about Grammar and Conventions ............................69
Unit 8 Mini-Test .........................................................................................80
Answer Key ..............................................................................................................83
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INTRODUCTION
This sampler book was developed for teachers in Tennessee using the EMC Masterpiece
Series who wish to offer students practice in answering the types of questions on the
TCAP Achievement Test. The Tennessee Grade 8 TCAP Achievement Test Practice Exercises
Book Sampler is designed to be used with Responding to Literature, the title in the series for
students in grade 8. This sampler contains only units 1 and 2 to show the format of
the complete book; Tennessee Grade 8 TCAP Achievement Test Practice Exercises. If
you need to review the complete book, please call 800-328-1452.
The instruction and questions in this book correlate directly to the Tennessee State
Performance Indicators as they are organized into the seven CRT Reporting Categories:
Content; Grammar and Conventions; Meaning; Techniques and Skills; Vocabulary;
Writing/Organization; and Writing Process. Each of the first eight units of Responding to
Literature is linked with one of the Reporting Categories (Grammar and Conventions is
addressed in two units—unit 2 and unit 8). This gives you ample time in the course of the
school year to work on each of these language arts skills individually before administering
the test in April.
Each unit provides direct instruction, opportunities to demonstrate understanding of the
material, and a mini-test. The material in each unit is closely tied to the content of the
same unit in the textbook.
To review the Tennessee Board of Education’s CRT Reporting Categories with State
Performance Indicators, go to http://tennessee.gov/education/assessment/tsachspirl8.pdf
Textbook Program Overview
We at EMC know you want your students to reach higher, think more deeply, and
achieve more. Why not choose a literature program that supports your goals?
Recent studies show students are not being challenged enough in school and that
student themselves are calling for higher academic expectations that will help them
prepare for college, work, and beyond. Our Masterpiece Series, Literature and Language
Arts is a rich, challenging program specially designed to motivate your students to go
deeper and learn to love literature in the process.
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Expect more from your students with the EMC Masterpiece Series, Literature and the
Language Arts program. Our program provides the tools to help you bring great
literature to every student in your class—without compromising your expectations.
Students achieve a higher level of critical literacy that will enable them to become a more
independent readers and thinkers.
✓
Great selections for readers at all levels—nothing watered down
✓
Direct coaching in the reading strategies used by proficient readers
✓
Scaffolded critical thinking questions - questions worth thinking about
✓
Frequent writing opportunities
✓
Ongoing formative assessments in reading and writing
For more information about the EMC Masterpiece Series, Literature and the Language Arts,
go to http://emcp.com. From the web site, under the State Standards link, you may obtain
additional Tennessee specific documentation for the EMC Masterpiece Series, Literature and
the Language Arts program.
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UNIT 1: WORKING TOWARD YOUR DREAMS
Answering Questions about Content
Answering a question about content usually involves reading a selection and making a
determination about the plot, theme, genre, point of view, characters, literary elements, or
author’s purpose.
Plot
A plot is a series of events in a story. A plot usually involves the introduction of a conflict,
its development, and its resolution.
Sometimes the elements of a plot are shown on a plot pyramid:
Climax
ng
lli
Fa
Ri
sin
g
n
tio
Ac
Inciting
Incident
Ac
tio
n
Crisis
Resolution
Dénouement
Exposition
Exposition: introduction; provides background information
Inciting incident: the event that triggers the central conflict
Climax: high point of suspense in the story
Crisis: point in the story where something happens to decide the future course of events
Resolution: point where the central conflict ends
Dénouement: final material that completes the story
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˛ Read, or reread, the story “Born Worker” by Gary Soto, which begins on page 36 of
your textbook. Which of the following is the climax of the story?
A
B
C
D
when Arnie proposes the work arrangement to José
when Arnie and José arrive at Mr. Clemens’s house to clean the pool
when José rescued Mr. Clemens from a fall into the pool
when Arnie returned to speak with the fireman
Theme
The theme of a selection is its main idea. It is a broad statement about a topic. A story’s
theme is not the same as the subject. Many stories share the same subject but have different
themes because they make unique statements about the subject.
Subject
Themes
friendship
friendship is more important than money
good friends are hard to find
having a few close friends is better than having many distant friends
life
life is a journey in which you choose your direction
life is a precious gift to be treasured
˛ In the story “Born Worker,” which of the following is a possible theme?
A
B
C
D
integrity, or moral strength, involves honesty and a strong work ethic
a good business sense is important in getting ahead in life
fathers are proud of their sons no matter what
coming from a privileged background impresses people
Genre
A genre is a type or category of literary work. There are a wide variety of genres. Some
common ones include the following:
•
Poetry: involves language used in special ways so that its sound reflects its
meaning more powerfully than in ordinary speech or writing. Lyrical poetry
relies heavily on sound; narrative poetry is verse that tells a story.
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•
•
•
•
•
•
•
•
Fiction: is a made-up story. Fiction can range in length from a short story to a
full-length novel.
Drama: is a story told through characters played by actors. The script of a
drama, or play, typically consists of characters’ names, dialogue spoken by the
characters, and stage directions.
Letters: are written correspondence between two people. Letters can be formal
or informal. A group of letters that tell a story is called epistolary writing.
Advertisements: are the use of media—television, radio, Internet pages,
newspapers, magazines, and other publishing formats—to promote a product or
service. Advertisements try to get consumers to buy the product or service they
promote.
Historical fiction: tells a story that is partly based on actual historical settings or
events. The story itself is made up. Writers of historical fiction use specific
historical details to help make their stories come alive.
Biography: is a story of a person’s life told by a different person. A biography
can tell about a person’s entire life or a part of it.
Autobiography: is a story of a person’s life told by that person. An
autobiographer may tell about his or her entire life or only a part of it.
Essay: is a short nonfiction work that expresses a writer’s thoughts about a single
subject or idea. A good essay develops that idea, or thesis, by using supporting
details. An essay can be narrative, persuasive, informative, or personal. A
narrative essay tells a story to make a point. A persuasive essay attempts to
advance an opinion. An informative essay communicates facts. A personal essay
relates something about the life of the writer.
˛ Read, or reread, the reading “The Story of Iqbal Masih” on pages 29-32 of your
textbook. Which of the following genres best describes the reading?
A
B
C
D
historical fiction
narrative poem
biography
autobiography
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Point of View
Point of view is the perspective from which a story is told. If the story is told from the
first-person point of view, the narrator uses the pronouns I and we and is a part of or a
witness to the action. When a story is told from a third-person point of view, the narrator
is outside the action; uses words such as he, she, it, and they; and avoids the use of I and we.
First-person point of view
I heard the story of a Pakistani boy who escaped
forced labor.
We decided we had to do something to help.
Third-person point of view
He was a great believer in the power of dreams.
They were migrant workers, farming the fields of
central California.
Point of view can also be described as limited or omniscient. In a literary work written
from a limited point of view, everything is seen and described from the eyes of a single
character. In a story written from an omniscient point of view, the narrator knows
everything and can see into the minds of all the characters.
˛ Read, or reread, a portion of Chaim Potok’s story “Moon,” which begins on page 14
of your textbook. Look for the pronouns the narrator uses. Does the narrator know
about the thoughts and feelings of more than one character? Which best describes
the point of view used by Potok?
A
B
C
D
first-person limited point of view
first-person omniscient point of view
third-person limited point of view
third-person omniscient point of view
Characters
A character is a person or animal who takes part in the action of a literary work. The act
of creating or describing a character is called characterization. An author reveals
information about a character in the following ways:
•
•
•
•
by describing his or her physical characteristics
through dialogue between the character and other characters
by showing what other characters think and say about him or her
by describing what the character does, says, or thinks
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˛ Chaim Potok uses each of the following methods of characterization in “Moon.” Find
an example of each in the story. On the line, write the page number and first sentence
of each example.
1. describing his or her physical characteristics:
2. dialogue between the character and other characters:
3. showing what other characters think and say about him or her:
4. describing what the character does or thinks:
Literary Elements
Writers use a wide variety of literary elements to shape meaning. Using literary “tools” such
as symbolism can make an author’s ideas more powerful. Literary elements can appear in
fiction, nonfiction, poetry, and drama alike. Following are some common literary elements.
Literary element
Definition
Example
symbol
a thing that stands for or
represents both itself
and something else
a red rose is commonly used
to symbolize love
foreshadowing
the act of hinting at events
that will happen later in
a literary work
a character’s dream might
foreshadow a future event in the
story
flashback
a part of a story that
a character suddenly remembers
presents events that
something that happened to him
happened at an earlier time or her as a child
irony
a difference between
appearance and reality
a character is preparing for the
funeral of a sister, when the sister
comes knocking at the door
mood
the feeling or emotion
the writer creates in a
literary work
an author may describe a scary,
dark, place with eerie noises to
create a frightening mood
tone
a writer’s attitude toward
the subject or reader as
shown in a literary work
an author might write about a
tragic event using a sad or
angry tone
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˛ In the story “Born Worker,” José does all the work and helps Mr. Clemens, while
Arnie gets the credit. This is an example of which of the following?
A
B
C
D
mood
symbol
foreshadowing
irony
Author’s Purpose
An author can have one or more purposes in writing a particular selection. Sometimes
these purposes can overlap.
Purpose
Examples
to inform
news article, research paper, informative essay
to persuade
editorial, advertisement, persuasive essay
to tell a story
biography, short story, novel, narrative essay
to reflect on an idea or event
letter, diary entry, personal essay
to share a creative perspective
oem, song lyrics, cartoon
˛ Which of the following best describes the author’s purpose in “The Story of
Iqbal Masih,” which begins on page 29 of your textbook?
A
B
C
D
to persuade the reader not to buy Pakistani rugs
to inform the reader about the life and death of Iqbal
to reflect on the meaning of Iqbal’s campaign to end child labor
to persuade the reader to help children like Iqbal
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UNIT 1 MINI-TEST
Directions Read the Revised Student Model, “Making a Difference,” on pages
50-51 of the Guided Writing Lesson for Unit 1, and answer the
following questions.
1
The first paragraph of the selection is which part of the plot?
A
B
C
D
2
exposition
climax
resolution
inciting incident
Which answer best describes the theme of the selection?
F Mr. Henry is a hero for his work during the boycott
G Rosa Parks refused to give up her seat on the bus
H the perseverance of black people during the boycott made a difference in
American history
J black people suffered many injustices before 1956
3
Which answer best describes the genre of the selection?
A
B
C
D
4
essay
historical fiction
narrative poem
biography
Which best describes the point of view of the narrator of the selection?
F
G
H
J
first-person limited
third-person limited
first-person omniscient
third-person omniscient
Go On
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5
Which answer best indicates how the author characterizes Dr. King?
A
B
C
D
6
The last sentence of the third paragraph, “For over a year, Mr. Henry wondered if
his actions would make any difference as he walked back and forth to work,” is an
example of which of the following?
F
G
H
J
7
describing his or her physical characteristics:
dialogue between the character and other characters
showing what other characters think and say about him or her
describing what the character does, says, or thinks
flashback
symbol
irony
tone
Which of the following best describes the author’s purpose?
A
B
C
D
to narrate the story of Mr. Henry’s life
to persuade people to give up their seats on the bus for others
to inform the reader about the bus boycott
to narrate the story of Dr. King’s life
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UNIT 2: FAMILY TIES
Answering Questions about Grammar and Conventions
Answering questions about grammar and conventions usually means reading several
sentences and choosing the one written correctly or the one written incorrectly. Questions
may involve the use of commas, usage errors, prepositions and prepositional phrases, runon sentences, parts of speech, appositives and infinitives, formatting, gerund and participial
phrases, and pronoun-antecedent agreement.
Commas
Commas are used for many different reasons. They are used in compound sentences, in a
series of items, and with introductory words, appositives, and interrupters.
In a compound sentence, a conjunction such as and, but, or, nor, yet, so, or for separates two
parts, each of which could stand on its own as a complete sentence. The comma comes
before the conjunction.
Her grandmother wanted to teach her to make rolls, but the girl didn’t want to learn.
One grandma was from Taiwan, and the other was from Pennsylvania.
In a series, or list, that appears in a sentence, a comma separates each item.
Molly read, sang songs, went to the university, and traveled.
The daughters laundered the curtains, rugs, and slipcovers.
When a sentence begins with an introductory word, such as well, oh, yes, or no, a comma
should follow.
Well, I don’t know if Grandpa wants me to visit.
No, I don’t think we should clean the house for Thanksgiving.
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Commas are sometimes used with appositives. An appositive is a noun or pronoun placed
next to another noun or pronoun to identify or explain it. Set off the appositive with
commas if it affects the meaning of the sentence. If the appositive does not affect the
meaning of the sentence, don’t set it off with commas.
My grandmother, Grandma Ling, spoke Chinese. (If you take out the appositive, it isn’t
clear to which grandmother the speaker is referring.)
Martin’s little sister Cheryl loved bringing her friends to see their grandfather. (This is
correct if Martin only has one little sister because removing “Cheryl” doesn’t change the
meaning of the sentence. If Martin had more than one little sister, then commas around
“Cheryl” would be necessary.)
Some sentences have interrupters—words or phrases that interrupt the flow of the
sentence. Set these off with commas.
Abuelo’s children, including Arturo’s mother, migrated from Puerto Rico to the
United States.
Mama kept some very strange things, such as a bowl of worms, in her house.
˛ Which sentence uses commas correctly?
The Great Sioux Nation originated as an alliance of bands that spoke three
languages: Dakota, Lakota and Nakota.
B Martin stood on the curb unable to move, when he saw his grandfather.
C However, Puerto Ricans currently do not vote in U.S. presidential elections.
D Fathers believe change is a threat and, they mistrust boys.
A
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Usage Errors
subject-verb agreement
For a subject and a verb to “agree,” they need to both be singular or both plural.
Singular subject and verb
Grandpa comes to see us once in awhile.
Plural subject and verb
My grandmothers love to cook.
Problems sometimes occur when the subject is more complicated. Look for the
simple subject and make sure the verb agrees with it.
Wrong
Most people in my family is from Nigeria.
Right
Most people in my family are from Nigeria.
Wrong
One of the peaches are ripe.
Right
One of the peaches is ripe.
Wrong
“Legacies” are one of my favorite poems.
Right
“Legacies” is one of my favorite poems.
˛ Select the sentence in which the subject and verb agree.
Family traditions such as celebrating a special holiday are important to most
people.
B “First Lesson” and “My Father’s Hands Held Mine” is a poem about fathers.
C “For My Sister Molly Who in the Fifties” are one of many poems by Alice
Walker.
D Stories and poems about grandparents, such as “Abuelito Who” by Sandra
Cisneros, reveals how important the connection is between grandparents and
grandchildren.
A
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pronouns
Errors commonly occur with compound subjects that contain pronouns. To make sure you
have used the correct pronoun, read each subject alone with the verb. You will “hear” the
correct pronoun. (Me had suspicions about the mural painter? I had suspicions about the
mural painter.)
Wrong
Lou and me had suspicions about the mural painter.
Right
Lou and I had suspicions about the mural painter.
Wrong
Either Kino or her took care of Coyotito.
Right
Either Kino or she took care of Coyotito.
Likewise, pronouns that occur in the predicate of a sentence are usually only tricky when
they are part of a compound. Again, read the sentence with each part of the compound
separately. (The bachelor told the story to I? The bachelor told the story to me.)
Wrong
The bachelor told the story to Cyril and I.
Right
The bachelor told the story to Cyril and me.
Wrong
The aunt was busy scolding the girls and he.
Right
The aunt was busy scolding the girls and him.
˛ Select the sentence in which the correct pronoun is used.
A
B
C
D
Margie’s grandfather told Tommy and she about books.
My abuelo looked forward to the days when my mom and I would visit.
Jerry and me became fast friends at the cabin in the mountains.
Paul Bunyan and him brought a load of wood down the Mississippi River.
double negatives
In standard English, a double negative is never used. Sometimes negatives are disguised, so
you must look closely at a sentence. Contractions can contain negatives (isn’t = is not;
hasn’t = has not, etc.). Hardly and scarcely are also negatives.
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Wrong
I don’t want to know how to make no rolls.
Right
I don’t want to know how to make any rolls.
Wrong
Cheryl and Martin couldn’t hardly believe it when their
grandfather came.
Right
Cheryl and Martin could hardly believe it when their
grandfather came.
˛ Select the sentence that is written without a double negative.
A
B
C
D
You can’t scarcely blame fathers for wanting to protect their daughters.
I thought Abuelo didn’t know nothing about writing.
Mama never talks meanly about anybody.
There wasn’t nothing my sister Molly couldn’t do.
comparative and superlative adjectives
Comparative adjectives should be used when comparing two things. Superlative adjectives
are used only when talking about a group of three or more.
Comparative
Superlative
better
best
worse
worst
more eager
most eager
less bright
least bright
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Wrong
Martin is the taller of all his friends. (“all” implies more than two)
Right
Martin is the tallest of all his friends.
Wrong
Between my sister and me, she was most mortified by Mama’s
house.
Right
Between my sister and me, she was more mortified by Mama’s
house.
˛ Select the sentence that uses the correct adjective form.
A.
B
C
D
Of all our relatives, Aunt Thelma is the more skilled cook.
Martin is the oldest of the two children.
My classmates think Bailey White is the funnier writer of them all.
Hope was Here is the best book I’ve read all year.
commonly confused words
There are many pairs of words of which people frequently use one when they mean the
other. Here are a few:
where/were: The word where has to do with location. The word were is a past tense
form of is.
I wonder where she is?
We were in the shed.
which/that: Both of these words can be used in clauses that modify, or add description to,
a noun. The word that is used when the clause is restrictive, meaning that the added
description is a part of the definition of the noun. The word which is used when the clause
is nonrestrictive, meaning that the added description is simply more information about the
noun. Clauses with that don’t have commas. Clauses with which have commas.
The medicine bag that Grandpa brought with him is meant to become Martin’s.
The medicine bag, which contained several items, had been passed down through
generations.
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The announcement that guests would be coming for Thanksgiving shocked Louise
and Bailey.
The typewriter, which Mama kept under the kitchen sink, didn’t even work.
who/whom: The word who should be used when it is the subject and could be replaced by
the words I or he, for example. Look for the verb in the sentence and see if who is the
subject—the performer of the action. The word whom should be used as an object in the
sentence, as the receiver of the action instead of the performer of the action. It is
commonly used in phrases such as to whom, from whom, for whom, etc.
The people who visited Mama’s house were all very nice.
The guests whom Mama invited arrived promptly at noon.
Molly, who in the fifties when to college, is my favorite sister.
This poem is for Molly, to whom I will always be grateful.
˛ Select the sentence that is written correctly.
A
B
C
D
The relatives who I once met where all living in Ohio.
Abuelo’s book of poetry, that he was writing in, is full of stories and poetry.
We were wondering where you keep the worms.
Cisneros loves her abuelito whom throws coins like rain.
Misplaced Modifiers
prepositions and prepositional phrases
Prepositional phrases are phrases that begin with a preposition like for, from, to, over,
under, during, between, among, around, off, on, past, until, and with. Prepositional phrases are
common and useful writing tools, but writers must make sure that they appear in the
proper place in the sentence and that they modify the right word.
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Wrong
After cleaning the entire house, the cooking was begun. (The
subject is “cooking.” “Cooking” didn’t clean the house; the sisters did.)
Right
After cleaning the entire house, the sisters began cooking.
or
The cooking was begun after the entire house was clean.
Wrong
A fringed leather vest hung on Grandpa’s thin frame, which
was decorated with beads. (The vest, not Grandpa’s frame, was
decorated with beads.)
Right
A fringed leather vest, which was decorated with beads, hung
on Grandpa’s thin frame.
gerund and participial phrases
Like prepositional phrases, gerund and participial phrases are commonly put in the
wrong place in the sentence. Gerund phrases include gerunds: nouns formed from verbs
in their –ing form.
Biking is my favorite exercise.
I like going to the amusement park.
I heard the laughing that came from the group surrounding Grandpa on the porch.
Visiting my grandpa is one of my favorite activities.
Participial phrases have participals: verbs in their –ing or –ed forms. They modify nouns
or pronouns.
Tired, I had a hard time staying awake.
Working like crazy, we managed to clean the house in record time.
The typewriter, broken and dirty, sat under the kitchen sink.
Make sure that gerund phrases and participial phrases are part of a complete sentence.
Make sure participial phrases modify the right word.
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Wrong
Walking down the road slowly toward the house. (Incomplete
sentence)
Right
Walking down the road slowly toward the house, Grandpa
looked around at all our neighbors.
Wrong
Grandpa and the lady went to the meeting room moving
swiftly down the hall. (The meeting room isn’t moving swiftly;
Grandpa is.)
Right
Moving swiftly down the hall, Grandpa and the lady went to
the meeting room.
appositive and infinitive phrases
An appositive is a noun or pronoun that provides additional information about another
noun or pronoun next to it. An appositive phrase is a phrase containing an appositive that
serves the same purpose.
Grandpa’s father, Iron Shell, was forced to go to a boarding school.
Virginia Driving Hawk Sneve’s story “The Medicine Bag” was inspired by the
personal experience of a friend.
Appositive phrases are set off by commas when they are nonessential. Essential appositive
phrases, which are not set off by commas, are needed to indicate exactly which one of
various possibilities is being named. In these sentences, for example, the first has a
nonessential appositive phrase; the second one has an essential appositive phrase.
The dangling worms, the worst thing in the kitchen, were revolting to Bailey. (The
phrase “the worst thing in the kitchen” describes the dangling worms but doesn’t identify
them.)
Mama’s daughter Louise wanted to throw away the old typewriter. (“Louise” tells which
daughter wanted to throw it away.)
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Wrong
Billy’s mom Nancy is on vacation this week. (If you assume
Billy has only one mom, then “Nancy” is nonessential and should be
set off by commas.)
Right
Billy’s mom, Nancy, is on vacation this week.
Wrong
Alice Walker an African American feminist is the author of
many works. (The phrase “an African American feminist” is
nonessential and should be set off by commas.)
Right
Alice Walker, an African American feminist, is the author of
many works.
Wrong
Alice Walker’s novel, The Color Purple, won a Pulitzer Prize.
(She has written many novels, some of which have not won Pulitzer
Prizes, so it is necessary to identify which novel. “The Color
Purple” is an essential appositive phrase, so it should not be set off
by commas.)
Right
Alice Walker’s novel The Color Purple won a Pulitzer Prize.
Wrong
Amy Ling, a Chinese-American poet and educator. (Make sure
that sentences with appositive phrases are complete sentences.)
Right
Amy Ling, a Chinese-American poet and educator, taught at
the University of Wisconsin in Madison.
An infinitive is a verb in its form that uses to. An infinitive phrase includes an infinitive.
Grandpa was too tired to visit.
We have to hurry if we want to finish by Thanksgiving.
To play competitive soccer takes a lot of strength.
Make sure that infinitive phrases keep to and the rest of the verb together. Make sure they
are part of a complete sentence.
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Wrong
Louise and Bailey began to randomly pick up items from the
floor.
Right
Louise and Bailey began to pick up items randomly from the
floor.
Wrong
To ignore your grandfather inconsiderately.
Right
To ignore your grandfather is inconsiderate.
Right
It is mean to ignore your grandfather inconsiderately.
˛ Select the sentence that is written correctly.
Judith Ortiz Cofer a Puerto Rican-American author writes in both English and
Spanish.
B Arturo’s grandfather asked, Arturo, to get the notebook for him.
C It is important to learn as much as you can about your family’s traditions and
histories.
D To try to understand why your father acts the way he does.
A
Run-On Sentences
Run-on sentences are sentences that actually contain two complete sentences without the
correct punctuation. You can usually detect a run-on sentence by reading it aloud. A natural
pause in the middle might indicate that a period is needed and a new sentence begun.
Read the following run-on sentences aloud to determine where the first sentence ends and
the second sentence begins.
Judith Ortiz Cofer is an author from Puerto Rico she wrote “An Hour with Abuelo.”
Bailey White’s story “Good Housekeeping” is an example of a personal essay it is
based on real events.
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You should have noticed where the run-on occurred in each sentence. The sentences
should have been written like this:
Judith Ortiz Cofer is an author from Puerto Rico. She wrote “An Hour with
Abuelo.”
Bailey White’s story “Good Housekeeping” is an example of a personal essay. It is
based on real events.
or
Bailey White’s story “Good Housekeeping” is an example of a personal essay; it is
based on real events.
Sometimes a run-on sentence does have punctuation, but it isn’t the correct punctuation. A
comma separating two sentences is not correct. A comma can be used in a compound
sentence, however, with a conjunction (connecting word) like but or and. A semicolon can
also be used. If you use a semicolon, you don’t need use a conjunction.
Run-on sentence
Virginia Driving Hawk Sneve is from the Rosebud
Reservation, many of her stories are linked to the
experiences of the Rosebud Sioux people.
Compound sentence
Virginia Driving Hawk Sneve is from the Rosebud
Reservation, and many of her stories are linked to the
experiences of the Rosebud Sioux people.
Compound sentence
with semicolon
Virginia Driving Hawk Sneve is from the Rosebud
Reservation; many of her stories are linked to the
experiences of the Rosebud Sioux people.
Two sentences
Virginia Driving Hawk Sneve is from the Rosebud
Reservation. Many of her stories are linked to the
experiences of the Rosebud Sioux people.
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˛ Select the sentence that is not a run-on sentence.
Grandpa came to visit our family, he walked a very long way to get here.
I went to visit my grandfather in the nursing home, he read to me from his
notebook.
C My grandmothers come from very different backgrounds, but they both love me
very much.
D My sister has taught me many things about growing up she thinks education is
very important.
A
B
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UNIT 2 MINI-TEST
Directions Read the question and all the possible responses before selecting the
best response.
1
Select the sentence that is written correctly.
A
B
C
D
2
Select the sentence that is written correctly.
F
G
H
J
3
Spaghetti with meatballs are my favorite dinner.
Here come the Johnson’s dog.
Mathematics were Molly’s favorite subject.
When were Grandma and Grandpa coming over?
Select the sentence that is written correctly.
A
B
C
D
4
My relatives, including my wacky uncle are coming for dinner.
I went to my grandparents’ house, and helped them in the yard.
Her cousins went to Florida, Louisiana, and Mississippi.
Well no one is sure when we are meeting.
I don’t know if I’ll ever see my sister again.
The book about Puerto Rico which my grandfather wrote is wonderful.
Between Grandma Ling and Grandma Traub, Grandma Traub is tallest.
It isn’t fair to Louise and I that we should have to clean the whole house.
Select the sentence that is written correctly.
F
G
H
J
Aunt Hilda listened to Vern and I play the piano.
Aunt Hilda listened to Vern and me play the piano.
Either Aunt Hilda or he were bored.
Either Aunt Hilda or him was bored.
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5
Select the sentence that is written correctly.
A
B
C
D
6
Select the sentence that is written correctly.
F
G
H
J
7
The ancestors about whom my grandmother spoke were from India.
The ancestors who my grandmother spoke about were from India.
The ancestors that my grandmother spoke about were from India.
The ancestors my grandmother who spoke about were from India.
Select the sentence that is written correctly.
F
G
H
J
9
The grits that Mama made this morning where delicious.
The grits, which Mama made this morning, where delicious.
The grits, that Mama made this morning, were delicious.
The grits that Mama made this morning were delicious.
Select the sentence that is written correctly.
A
B
C
D
8
Willy’s parents took him to school speeding crazily down the road.
Willy’s parents speeding crazily down the road took him to school.
Speeding crazily down the road Willy’s parents took him to school.
Speeding crazily down the road, Willy’s parents took him to school.
Hope was Here is a book about a girl who works in a diner by Joan Bauer.
His uncle said he was coming to visit over the phone.
The woman was wearing a pink jogging suit while pushing a wheelchair.
Ben went out to see what Bill was doing for whatever reason.
Select the best way to rewrite this sentence.
Hal came over to visit us we had gone out to dinner.
A
B
C
D
Hal came over to visit us; and we had gone out to dinner.
Hal came over to visit us, and we had gone out to dinner.
Hal came over to visit us, but we had gone out to dinner.
Hal came over to visit us but we had gone out to dinner.
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10
Select the best way to rewrite this sentence.
My family is huge I have four brothers and four sisters.
F
G
H
J
My family is huge. I have four brothers and four sisters.
My family is huge, I have four brothers and four sisters.
My family is huge and I have four brothers and four sisters.
My family is huge; and I have four brothers and four sisters.
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UNIT 3: GOING DOWN THE ROAD
Answering Questions about Meaning
When you answer questions about meaning, you will use skills related to the following
ways of thinking about what you are reading:
•
•
•
•
•
•
formulate questions while reading
identify an appropriate title for a passage
determine the cause-effect relationship in a text
make inferences and predictions
identify a time period or culture in a text
determine the influence of culture on a theme
Ask Questions
Active, engaged readers think about what they are reading as they read. In other words,
they regularly check in to make sure they understand what they are reading. Here are some
ideas for asking questions as you read:
•
•
•
•
•
Turn chapter titles and headings into questions.
Ask yourself what the text is offering and what the author is saying to you.
Ask yourself what you should know about the material and about what you
already know about it.
Question graphics and visual material. Translate what the information they offer
into words.
Use who, what, when, where, why, and how.
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˛ Read the passage and choose the question that is most valid to ask yourself.
The Lewis and Clark Expedition
Almost 50 men set forth from Saint Louis as the expedition began in May 1804. The
first leg of the journey covered well-known terrain that was frequently traveled by
Anglo traders. After wintering among the Mandan Indians in what is now North
Dakota, the team set off again, 33 members strong, in April 1805.
A
B
C
D
How was the weather during the winter of 1804-1805?
What part of the journey is this?
What day did the expedition leave?
Who was in charge—Lewis or Clark?
Identify a Title
A good title reflects the main idea, or theme, of a piece of writing. To identify an
appropriate title for a piece of writing, determine the main idea or theme. Then, look at
the titles you have to choose from and decide which best reflects the theme.
˛ Read the following passage and decide which title best fits.
The invention of automobiles and the construction of roads to accommodate them
completely changed the landscape of the United States. When the large interstate
freeways were built in the 1950s and 1960s, entire neighborhoods had to be
destroyed to accommodate them. With these wider routes available for high-speed
travel, small towns and their businesses—once frequented by train travelers and
travelers on smaller roads—dried up. However, the automobile, invented by an
American named Henry Ford, quickly became an icon that defined the American
character. Americans loved the freedom offered them by their cars, and they loved to
explore their vast country in them.
A
B
C
D
The Destruction of Neighborhoods
Changing America in the 1950s
Henry Ford
The History of Auto Travel in the United States
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Determine Cause and Effect
Many texts explain events in terms of what they caused or what caused them. Figuring out
what is the cause and what is the effect can help you understand relationships among events
in history, for example, or between elements of a plot. Text that discusses cause and effect
relationships often contains key words such as because, as a result, consequently, therefore, due
to, and so.
˛ Read this passage and answer the following questions.
Math is an important part of our daily lives. For example, you can travel safely in a car
across a long, large bridge because civil engineers used math to figure out how many
tons of moving weight the bridge can hold. You can land and take off safely in an
airplane because air traffic controllers use math to keep track of the number and the
speed of the planes. Every time you use a computer, you are benefiting from a practical
application of math.
Which of these is a cause?
A
B
C
D
you can travel safely in a car across a long, large bridge
you use a computer
math is an important part of our daily lives
civil engineers used math to figure out how many tons of moving weight a bridge
can hold
Which of these is an effect?
math is an important part of our daily lives
you can travel safely in a car across a long, large bridge
civil engineers used math to figure out how many tons of moving weight a bridge
can hold
D air traffic controllers use math to keep track of the number and the speed of the
planes
A
B
C
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Infer and Predict
As you read, you can make inferences and predictions about what is happening and what
will happen, based on what you already know about the subject. This skill involves the
following:
•
•
•
thinking about what you know about the subject
thinking about what you are learning about the subject and about how to apply
that new knowledge
thinking about what will happen next in the reading
˛ Read this passage and answer the following questions.
Lewis and Clark’s journey back east went much the same way as the journey west.
The expedition members split up from time to time to explore different routes, but
the group still relied on Native peoples to inform them of the best routes, to serve as
guides, to provide horses, and to furnish food. As the expedition had run out of goods
to trade for food and supplies, they were even more dependent on the good will of
the Indians they met.
Based on the passage, which of the following is a logical inference?
A
B
C
D
Lewis and Clark are good friends.
Clark relied on Native peoples more than Lewis did.
The Native peoples didn’t really want to provide supplies.
Without help from Native peoples, the expedition would have been much more
difficult.
Based on the passage, which of the following is a logical prediction?
A
B
C
D
Lewis and Clark’s expedition will conclude without too many problems.
The Native peoples will stop helping the expedition.
The expedition’s horses will starve.
The expedition will end when they can’t find any more Native peoples.
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Understanding Time Periods and Cultural Contexts
The context of a story—the time and place in which it is set—contributes much to the
overall meaning of the story. The culture of the people in the story or telling the story also
contributes to meaning. For example, when you read the excerpt from the journals of
Lewis and Clark (pages 124-130), you have to keep in mind
•
•
•
when their journey took place
where they went
what culture the writers came from and what cultures the people they encounter
came from
Certain words and descriptions can provide clues about the time period or cultural context
of a particular text. Look through pages 124-130 for clues that the journals were written as
early as 1805.
Culture and Ethnicity
Culture and ethnicity can have a profound influence on the themes and issues of a literary
text. The Lewis and Clark expedition, for example, would have been described quite
differently by a Native American writer of the time than it was in the journals.
˛ Read Chapter 14 from Blue Highways by William Least Heat Moon, on pages 138140 of your textbook. In which time period does this story take place?
A
B
C
D
1890s
1920s
1980s
2020s
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