ELA ISTEP+ Support Framework Grade 7
2015 – 2016
Dates:
Topic:
Target
Standard:
QUARTER 4 (April 4 - 15, 2016)
Curriculum & Instruction Responsibilities:

+ 7.RV.3.1: Determine the meaning of words and phrases as they are used in works of literature,
including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of
sounds (e.g., alliteration) within a story, poem, or play.
o
Instructional
Suggestions:
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Quarter
4
Week 2
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April 1115
Question
Stem(s):
Test-Taking
Strategy:
Target Skill within standard: Determine meaning and impact of figurative language
This standard requires students to apply multiple skills to a fiction text they are reading. As the standard states, this
standard focuses on the analysis of figurative devices, which means knowledge and identification of these figurative
devices is prerequisite to the other components of the standard. This standard requires prerequisite knowledge of
multiple standards and skills, such as making inferences and citing textual evidence.
Students must first be familiar with common literary devices, such as similes, metaphors, imagery, personification,
allusions, and figurative language in general. Additionally, students must understand that when figurative language is
used there is an underlying meaning of the phrase/word.
To analyze figurative language, students should stop at predetermined points in the text to reflect on the appearance
of any figurative language in the text. Once students have identified figurative language, they must connect the
phrase/word to the greater context within the text to determine what the figurative meaning.
This standards demands students possess the skills of making connections among ideas in a literary text to determine
how the figurative language impacts the rest of the events in the text. Again, at each stopping point, students should
ask how the figurative language has affected the rest of the text.
As students use a graphic organizer to record the figurative language in a text, they should continue to build their
understanding of the author’s purpose for including the specific devices. By evaluating all of the devices the author
uses, students can make inferences about how these devices enhance the events or characters in the text.
Words and phrases that are useful in the instruction of this standard and/or may appear on ISTEP+ in relation to
standard:
o figurative language, literal, making inferences, simile, metaphor, personification, imagery, allusion,
impact, meaning, analysis, tone
o When does the author say something that could have another meaning?
o Does the author compare any events/characters to something/someone else for effect?
o Does the author use any language to create a specific feeling or image?
o How does the language impact the rest of the text?
Continue to revisit this standard as you integrate the additional ‘RL’ standards from your weekly pacing.
The following questions stems reflect possible assessment questions to use with this text and standard:

What is meant by the phrase ___________ in paragraph ___?

How does the author’s inclusion of the figurative language in the sentence below impact the text?

Why does the author MOST LIKELY refer to __________ as _______________?

What details from the text contribute to the tone the author develops in the text?

How does the use of the word/phrase _____________ contribute to the tone the author is creating?
Test-Taking Strategies and Tips

Utilize any of the strategies in the last five pages to provide any last-minute test preparation tips to students to
boost their confidence about the format and structure of standardized tests.

Continue to utilize the released online practice assessments that include technology-enhanced items, to allow
students time to explore the challenges of the content and technology. Additionally, provide students with time
to discuss these challenges to help brainstorm solutions.

Teach the “Ate” test-taking tips (see last five pages) to provide final suggestions to help students work through
the standardized testing process.

Teach important test phrases/verbs to ensure students are not surprised by the language that is used in
standardized test questions. (see last five pages)

See mini-lessons on final two pages for more methods to help students critically think about and prepare for
standardized assessments.

For a standardized test prep lesson plan, see the following link:
http://www.educationworld.com/a_tech/techlp/techlp030.shtml
Practice with Technology-Enhanced Items (continued)

Use any of the following websites to provide students with practice for technology-enhanced items.
o IDOE Experience Online- http://www.doe.in.gov/assessment/experience-online
o PARCC Online Practice Tests- http://parcc.pearson.com/practice-tests/english/
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
o
o
Resources:
PARCC Online Student Tutorial (explanation of question types w/ examples)http://parcc.pearson.com/tutorial/
Edcite Website- http://www.edcite.com/
Rigorous Read- “Barrio Boy” by Ernesto Galarza (This text should be used to provide students’ exposure to texts that are at
or above the higher end of your grade-level Lexile band. Additionally, the purpose of this text is to reinforce the skill of the
week.)
Online practice and resources:
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Biweekly
Assessment
http://www.ereadingworksheets.com/e-reading-worksheets/online-reading-tests/online-figurativelanguage-practice/
https://www.ixl.com/ela/grade-7/interpret-figures-of-speech
http://www.englishworksheetsland.com/grade7/readingliterature/4/1atlas.pdf (poem)
Graphic Organizers included (after text)- Analyzing figurative language for meaning and impact
To be administered Friday, April 15th
Assessment to gauge student performance on the target skills for Q4, weeks 1 and 2
Week 1- Comparison and Development of Characters’ Perspectives

Week 2- Determine meaning and impact of figurative language

Spiral review of previously taught standard
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
Rigorous Read-Grade 7
Quarter 4, Week 2: April 11-15
In the following excerpt from Barrio Boy, an autobiography by Ernesto Galarza, we learn about the author’s first few
days in his new school in America, after moving from his home in Mexico. The excerpt traces the experience through the
author’s young eyes, as he adjusts to his new life and environment.
from Barrio Boy
by Ernesto Galarza
1
My mother and I walked south on Fifth Street one morning to the corner of Q Street and turned right. Half of the
block was occupied by the Lincoln School. It was a three-story wooden building, with two wings that gave it the shape of
a double-T connected by a central hall. It was a new building, painted yellow, with a shingled roof that was not like the
red tile of the school in Mazatlán. I noticed other differences, none of them very reassuring. We walked up the wide
staircase hand in hand and through the door, which closed by itself. A mechanical contraption screwed to the top shut it
behind us quietly.
2
Up to this point the adventure of enrolling me in the school had been carefully rehearsed. Mrs. Dodson had told
us how to find it and we had circled it several times on our walks. Friends in the barrio1 explained that the director was
called a principal, and that it was a lady and not a man. They assured us that there was
always a person at the school who could speak Spanish.
3
Exactly as we had been told, there was a sign on the door in both Spanish and
English: “Principal.” We crossed the hall and entered the office of Miss Nettie Hopley.
4
Miss Hopley was at a roll-top desk to one side, sitting in a swivel chair that moved on
wheels. There was a sofa against the opposite wall, flanked by two windows and a door that
opened on a small balcony. Chairs were set around a table and framed pictures hung on the walls of a man with long
white hair and another with a sad face and a black beard.
5
The principal half turned in the swivel chair to look at us over the pinch glasses crossed on the ridge of her nose.
To do this she had to duck her head slightly as if she were about to step through a low doorway.
6
What Miss Hopley said to us we did not know but we saw in her eyes a warm welcome and when she took off
her glasses and straightened up she smiled wholeheartedly, like Mrs. Dodson. We were, of course, saying nothing, only
catching the friendliness of her voice and the sparkle in her eyes while she said words we did not understand. She
signaled us to the table. Almost tiptoeing across the office, I maneuvered myself to keep my mother between me and
the gringo lady. In a matter of seconds I had to decide whether she was a possible friend or a menace. We sat down.
7
Then Miss Hopley did a formidable2 thing. She stood up. Had she been standing when we entered she would
have seemed tall. But rising from her chair she soared. And what she carried up and up with her was a buxom
superstructure3, firm shoulders, a straight sharp nose, full cheeks slightly molded by a curved line along the nostrils, thin
lips that moved like steel springs, and a high forehead topped by hair gathered in a bun. Miss Hopley was not a giant in
body but when she mobilized it to a standing position she seemed a match for giants. I decided I liked her.
8
She strode to a door in the far corner of the office, opened it and called a name. A boy of about ten years
appeared in the doorway. He sat down at one end of the table. He was brown like us, a plump kid with shiny black hair
combed straight back, neat, cool, and faintly obnoxious.
9
Miss Hopley joined us with a large book and some papers in her hand. She, too, sat down and the questions and
answers began by way of our interpreter. My name was Ernesto. My mother’s name was Henriqueta. My birth
certificate was in San Blas. Here was my last report card from the Escuela Municipal Numero 3 para Varones of
Mazatlán4 and so forth. Miss Hopley put things down in the book and my mother signed a card.
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
10
As long as the questions continued, Doña5 Henriqueta could stay and I was secure. Now that they were over,
Miss Hopley saw her to the door, dismissed our interpreter and without further ado took me by the hand and strode
down the hall to Miss Ryan’s first grade. Miss Ryan took me to a seat at the front of the room, into which I shrank—the
better to survey her. She was, to skinny, somewhat runty me, of a withering height when she patrolled the class. And
when I least expected it, there she was, crouching by my desk, her blond radiant face level with mine, her voice patiently
maneuvering me over the awful idiocies of the English language.
11
During the next few weeks Miss Ryan overcame my fears of tall, energetic teachers as she bent over my desk to
help me with a word in the pre-primer. Step by step, she loosened me and my classmates from the safe anchorage of
the desks for recitations at the blackboard and consultations at her desk. Frequently she burst into happy
announcements to the whole class. “Ito can read a sentence,” and small Japanese Ito, squint-eyed and shy, slowly read
aloud while the class listened in wonder: “Come, Skipper, come. Come and run.” The Korean, Portuguese, Italian, and
Polish first graders had similar moments of glory, no less shining than mine the day I conquered “butterfly,” which I had
been persistently pronouncing in standard Spanish as boo-ter-flee. “Children,” Miss Ryan called for attention. “Ernesto
has learned how to pronounce butterfly!” And I proved it with a perfect imitation of Miss Ryan. From that celebrated
success, I was soon able to match Ito’s progress as a sentence reader with “Come, butterfly, come fly with me.”
12
Like Ito and several other first graders who did not know English, I received private lessons from Miss Ryan in
the closet, a narrow hall off the classroom with a door at each end. Next to one of these doors Miss Ryan placed a large
chair for herself and a small one for me. Keeping an eye on the class through the open door she read with me about
sheep in the meadow and a frightened chicken going to see the king, coaching me out of my phonetic ruts6 in words like
pasture, bow-wow-wow, hay, and pretty, which to my Mexican ear and eye had so many unnecessary sounds and
letters. She made me watch her lips and then close my eyes as she repeated words I found hard to read. When we came
to know each other better, I tried interrupting to tell Miss Ryan how we said it in Spanish. It didn’t work. She only said
“oh” and went on with pasture, bow-wow-wow, and pretty. It was as if in that closet we were both discovering together
the secrets of the English language and grieving together over the tragedies of Bo-Peep. The main reason I was
graduated with honors from the first grade was that I had fallen in love with Miss Ryan. Her radiant, no-nonsense
character made us either afraid not to love her or love her so we would not be afraid, I am not sure which. It was not
only that we sensed she was with it, but also that she was with us. Like the first grade, the rest of the Lincoln School was
a sampling of the lower part of town where many races made their home. My pals in the second grade were Kazushi,
whose parents spoke only Japanese; Matti, a skinny Italian boy; and Manuel, a fat Portuguese who would never get into
a fight but wrestled you to the ground and just sat on you. Our assortment of nationalities included Koreans, Yugoslavs,
Poles, Irish, and home-grown Americans.
13
At Lincoln, making us into Americans did not mean scrubbing away what made us originally foreign. The
teachers called us as our parents did, or as close as they could pronounce our names in Spanish or Japanese. No one was
ever scolded or punished for speaking in his native tongue on the playground. Matti told the class about his mother’s
down quilt, which she had made in Italy with the fine feathers of a thousand geese. Encarnación acted out how boys
learned to fish in the Philippines. I astounded the third grade with the story of my travels on a stagecoach, which nobody
else in the class had seen except in the museum at Sutter’s Fort. After a visit to the Crocker Art Gallery and its collection
of heroic paintings of the golden age of California, someone showed a silk scroll with a Chinese painting. Miss Hopley
herself had a way of expressing wonder over these matters before a class, her eyes wide open until they popped slightly.
It was easy for me to feel that becoming a proud American, as she said we should, did not mean feeling ashamed of
being a Mexican.
_______
Footnotes:
1
barrio- a part of a town or city where most of the people are Hispanic
2
formidable- impressive
3
buxom superstructure- a full figure of a person
4
Escuela Municipal Numero 3 para Varones of Mazatlán- Municipal School Number 3 for Boys of Mazatlan
5
Doña- Spanish title of respect meaning “lady” or “madam”
6
phonetic ruts- to get stuck on work relating to speech sounds
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
RV.3.1- Analyzing figurative language for meaning and impact
Name: ________________________________
Use this graphic organizer to record the figurative language from the excerpt. Then, analyze each example for its
meaning and impact on the remainder of the events in the text.
Example of Figurative Language from text
Meaning of Figurative Language
Why does the author include this? How does it impact
other events?
Example of Figurative Language from text
Meaning of Figurative Language
Type of Figurative
Language
Why does the author include this? How does it impact
other events?
Example of Figurative Language from text
Meaning of Figurative Language
Type of Figurative
Language
Type of Figurative
Language
Why does the author include this? How does it impact
other events?
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
Grade 7- Biweekly Assessment #4 (RL.3.2 and RV.3.1)
Directions: Read the following excerpt from Anne of Green Gables and answer the questions that follow.
In the excerpt, a young girl named Anne is an orphan who has been sent to a farm, Green Gables, to help the owners of
the farm.
from Anne of Green Gables
by Lucy Maud Montgomery
1
It was broad daylight when Anne awoke and sat up in bed, staring confusedly at
the window through which a flood of cheery sunshine was pouring and outside of which
something white and feathery waved across glimpses of blue sky.
2
For a moment she could not remember where she was. First came a delightful
thrill, as something very pleasant; then a horrible remembrance. This was Green Gables and they didn't want her
because she wasn't a boy!
3
But it was morning and, yes, it was a cherry-tree in full bloom outside of her window. With a bound she was out
of bed and across the floor. She pushed up the sash—it went up stiffly and creakily, as if it hadn't been opened for a long
time, which was the case; and it stuck so tight that nothing was needed to hold it up.
4
Anne dropped on her knees and gazed out into the June morning, her eyes glistening with delight. Oh, wasn't it
beautiful? Wasn't it a lovely place? Suppose she wasn't really going to stay here! She would imagine she was. There was
scope for imagination here.
5
A huge cherry-tree grew outside, so close that its boughs tapped against the house, and it was so thick-set with
blossoms1 that hardly a leaf was to be seen. On both sides of the house was a big orchard, one of apple-trees and one of
cherry-trees, also showered over with blossoms; and their grass was all sprinkled with dandelions. In the garden below
were lilac-trees purple with flowers, and their dizzily sweet fragrance drifted up to the window on the morning wind.
6
Below the garden a green field lush with clover sloped down to the hollow2 where the brook ran and where
scores of white birches grew, upspringing airily out of an undergrowth suggestive of delightful possibilities in ferns and
mosses and woodsy things generally. Beyond it was a hill, green and feathery with spruce and fir; there was a gap in it
where the gray gable3 end of the little house she had seen from the other side of the Lake of Shining Waters was visible.
7
Off to the left were the big barns and beyond them, away down over green, low-sloping fields, was a sparkling
blue glimpse of sea.
8
Anne's beauty-loving eyes lingered on it all, taking everything greedily in. She had looked on so many unlovely
places in her life, poor child; but this was as lovely as anything she had ever dreamed.
9
She knelt there, lost to everything but the loveliness around her, until she was startled by a hand on her
shoulder. Marilla had come in unheard by the small dreamer.
10
"It's time you were dressed," she said curtly.
11
Marilla really did not know how to talk to the child, and her uncomfortable ignorance made her crisp and curt
when she did not mean to be.
12
Anne stood up and drew a long breath.
13
"Oh, isn't it wonderful?" she said, waving her hand comprehensively at the good world outside.
14
"It's a big tree," said Marilla, "and it blooms great, but the fruit don't amount to much never—small and
wormy."
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
15
"Oh, I don't mean just the tree; of course it's lovely—yes, it's RADIANTLY lovely—it blooms as if it meant it—but I
meant everything, the garden and the orchard and the brook and the woods, the whole big dear world. Don't you feel as
if you just loved the world on a morning like this? And I can hear the brook laughing all the way up here. Have you ever
noticed what cheerful things brooks are? They're always laughing. Even in winter-time I've heard them under the ice. I'm
so glad there's a brook near Green Gables. Perhaps you think it doesn't make any difference to me when you're not
going to keep me, but it does. I shall always like to remember that there is a brook at Green Gables even if I never see it
again. If there wasn't a brook I'd be HAUNTED by the uncomfortable feeling that there ought to be one. I'm not in the
depths of despair this morning. I never can be in the morning. Isn't it a splendid
thing that there are mornings? But I feel very sad. I've just been imagining that it
was really me you wanted after all and that I was to stay here for ever and ever. It
was a great comfort while it lasted. But the worst of imagining things is that the
time comes when you have to stop and that hurts."
16
"You'd better get dressed and come down-stairs and never mind your
imaginings," said Marilla as soon as she could get a word in edgewise. "Breakfast
is waiting. Wash your face and comb your hair. Leave the window up and turn
your bedclothes back over the foot of the bed. Be as smart as you can."
17
Anne could evidently be smart to some purpose for she was down-stairs in ten minutes' time, with her clothes
neatly on, her hair brushed and braided, her face washed, and a comfortable consciousness pervading her soul that she
had fulfilled all Marilla's requirements. As a matter of fact, however, she had forgotten to turn back the bedclothes.
18
"I'm pretty hungry this morning," she announced as she slipped into the chair Marilla placed for her. "The world
doesn't seem such a howling wilderness as it did last night. I'm so glad it's a sunshiny morning. But I like rainy mornings
real well, too. All sorts of mornings are interesting, don't you think? You don't know what's going to happen through the
day, and there's so much scope for imagination. But I'm glad it's not rainy today because it's easier to be cheerful and
bear up under affliction on a sunshiny day. I feel that I have a good deal to bear up under. It's all very well to read about
sorrows and imagine yourself living through them heroically, but it's not so nice when you really come to have them, is
it?"
19
"For pity's sake hold your tongue," said Marilla. "You talk entirely too much for a little girl."
20
Thereupon Anne held her tongue so obediently and thoroughly that her continued silence made Marilla rather
nervous, as if in the presence of something not exactly natural. Matthew also held his tongue,—but this was natural,—
so that the meal was a very silent one.
21
As it progressed Anne became more and more abstracted, eating mechanically, with her big eyes fixed
unswervingly and unseeingly on the sky outside the window. This made Marilla more nervous than ever; she had an
uncomfortable feeling that while this odd child's body might be there at the table her spirit was far away in some
remote airy cloudland, borne aloft4 on the wings of imagination. Who would want such a child about the place?
22
Yet Matthew wished to keep her, of all unaccountable things! Marilla felt that he wanted it just as much this
morning as he had the night before, and that he would go on wanting it. That was Matthew's way—take a whim into his
head and cling to it with the most amazing silent persistency—a persistency ten times more potent and effectual in its
very silence than if he had talked it out.
23
When the meal was ended Anne came out of her reverie and offered to wash the dishes.
_________________
Footnotes
1
boughs…blossoms- large branches of a tree and flowers on fruit trees
2
hollow- a valley in a field
3
gable- the portion of the front or side of a building, near the end of a slanted roof
4
borne aloft- to create or bring forth high above ground or in the sky
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
1. (RL.3.2) How does the author contrast Anne’s perspective with Marilla’s perspective throughout the excerpt?
a. The author provides Anne’s negative perspective through her conversations with Marilla, while
contrasting this with Marilla’s negative attitude towards Matthew for inviting Anne.
b. The author provides Anne’s perspective through her positive descriptions of the environment, while
contrasting this with Marilla’s confusion about the child’s odd behavior.
c. The author provides Anne’s perspective through her critical descriptions of her surroundings, while
contrasting this with Marilla’s positive feelings towards Green Gables.
d. The author provides Anne and Marilla’s negative feelings towards each other through their
conversations with each other.
2. (RV.3.1) What is meant by the phrase “taking everything greedily in” as it is used in paragraph 8 below?
Anne's beauty-loving eyes lingered on it all, taking everything greedily in. She had looked on so many unlovely
places in her life, poor child; but this was as lovely as anything she had ever dreamed.
a.
b.
c.
d.
To stare at something for a long time
To take what does not belong to you
To absorb everything possible at once
To want more than you currently have
3. (RV.3.1) Which of the following details from the passage provides the STRONGEST example of imagery to reflect
Anne’s feelings of wonder towards her new environment at Green Gables?
a. “’And I can hear the brook laughing all the way up here. Have you ever noticed what cheerful things
brooks are? They're always laughing. Even in winter-time I've heard them under the ice.’”
b. “’…such a howling wilderness as it did last night. I'm so glad it's a sunshiny morning. But I like rainy
mornings real well, too. All sorts of mornings are interesting, don't you think? You don't know what's
going to happen through the day, and there's so much scope for imagination.’”
c. “Beyond it was a hill, green and feathery with spruce and fir; there was a gap in it where the gray gable
end of the little house she had seen from the other side of the Lake of Shining Waters was visible.”
d. “…one of apple-trees and one of cherry-trees, also showered over with blossoms; and their grass was all
sprinkled with dandelions. In the garden below were lilac-trees purple with flowers, and their dizzily
sweet fragrance drifted up to the window on the morning wind.’”
4. (RV.3.1) How does the use of the word “haunted” in paragraph 15 impact the tone of the text?
a. The word haunted intensifies Anne’s negative feelings about Marilla and her reaction towards Anne’s
presence.
b. The word haunted creates an image of fear to describe Anne’s feelings towards leaving Green Gables.
c. The word haunted intensifies Anne’s dramatic feelings about the beauty of her surroundings at Green
Gables.
d. The word haunted creates a feeling of loneliness as Anne wishes to be around familiar surroundings and
people.
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
5. (RL.3.2) Which of the following lines from the text BEST develops Anne’s perspective about her current
situation?
a. “’I've just been imagining that it was really me you wanted after all and that I was to stay here for ever
and ever. It was a great comfort while it lasted. But the worst of imagining things is that the time comes
when you have to stop and that hurts.’"
b. “It was broad daylight when Anne awoke and sat up in bed, staring confusedly at the window through
which a flood of cheery sunshine was pouring and outside of which something white and feathery
waved across glimpses of blue sky.”
c. “’Don't you feel as if you just loved the world on a morning like this? And I can hear the brook laughing
all the way up here. Have you ever noticed what cheerful things brooks are? They're always laughing.’”
d. "’The world doesn't seem such a howling wilderness as it did last night. I'm so glad it's a sunshiny
morning. But I like rainy mornings real well, too.’”
6. (RL.3.2) Why does the author MOST LIKELY include the following details about Marilla’s perspective in the
excerpt?
…and her uncomfortable ignorance made her crisp and curt when she did not mean to be.
This made Marilla more nervous than ever; she had an uncomfortable feeling that while this odd
child's body might be there at the table her spirit was far away…
a. To explain to the reader that Marilla is trying to accept Anne in the home, but she is having trouble
getting Anne to focus.
b. To demonstrate for the reader that Marilla does not naturally dislike Anne, but does not know how to
treat her, as they are not used to having girls at Green Gables.
c. To inform the reader of Marilla’s naturally negative feelings towards Anne because she was not the child
they were expecting.
d. To help the reader visualize how uncomfortable Marilla is around children in general, as she does not
want children.
7. (RL.2.2) If the story were told from only Anne’s perspective, which of the following would MOST LIKELY
represent the theme?
a. Appreciation is key to success
b. Be careful what you wish for
c. Enjoy life while you can
d. Actions speak louder than words
8. (RL.2.3) How is Anne’s character reflected in the author’s description of the setting?
a. The author’s specific descriptions of the setting reflect Anne’s personality as a very cautious and serious
young girl.
b. The author’s positive descriptions of the setting reflect Anne’s love of nature, as she spends most of her
time outdoors.
c. The author’s detailed descriptions of the setting reflect Anne’s naturally excited and curious personality
as she surveys her new surroundings.
d. The author’s serious descriptions of the setting reflect Anne’s honest attitude and her free spirit.
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
9. (RL.2.1) Which of the following details BEST supports the conclusion that Anne is a hopeful child?
a. “First came a delightful thrill, as something very pleasant; then a horrible remembrance. This was Green
Gables and they didn't want her because she wasn't a boy!”
b. "’Oh, I don't mean just the tree; of course it's lovely—yes, it's RADIANTLY lovely—it blooms as if it meant
it—but I meant everything, the garden and the orchard and the brook and the woods, the whole big
dear world.’”
c. “When the meal was ended Anne came out of her reverie and offered to wash the dishes.”
d. “Oh, wasn't it beautiful? Wasn't it a lovely place? Suppose she wasn't really going to stay here! She
would imagine she was. There was scope for imagination here.”
10. (RV.2.1) Which of the following is the MOST LIKELY meaning of “abstracted” as it is used in paragraph 21 below?
As it progressed Anne became more and more abstracted, eating mechanically, with her big eyes fixed
unswervingly and unseeingly on the sky outside the window.
a.
b.
c.
d.
removed
cautious
eager
animated
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
Grade 7- Biweekly Assessment #4 (RL.3.2, RV.3.1, and other review standards)
Answer Key
Question
1
2
3
4
5
6
7
8
9
10
Standard
7.RL.3.2
7.RV.3.1
7.RV.3.1
7.RV.3.1
7.RL.3.2
7.RL.3.2
7.RL.2.2
7.RL.2.3
7.RL.2.1
7.RV.2.1
Correct Answer
B
C
D
C
A
B
C
C
D
A
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
Test-Taking Strategies: Test Preparation Strategies and Tips
Quarter 4, Week 2: April 11-15
Guidance for Test Preparation Strategies and Tips

Familiarize students with the format and structure of a standardized test; utilize online technologyenhanced practice tests for this purpose (see links in Instructional Guidance).
o Allow students time to determine what makes each question difficult and find any unknown
words to clarify.

Teach the “Ate” Test-Taking Tips—regulate, indicate, formulate, complicate, eliminate, evaluate (see
following pages)
o These six words encompass a few important tips for students to remember in order to help
students stay on task and focused throughout the test.

Teach important test phrases and test verbs (see following pages)
o Ensure students understand what each phrase or verb means and what it is therefore asking
students to do/complete.
o By ensuring students understand these words/phrases, we can help boost their confidence
about what they may see on the test.

Mini-Lessons for Orienting Students to Tests (see final pages of the document)
o Utilize any of the eight mini lessons listed to help build students’ critical thinking skills as they
approach a standardized test.
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
Test Phrases
mostly about
best completes
story elements
one example
in your opinion
most likely
best describes
according to
the article
right before/after
the information
main purpose
most important/relevant
author’s purpose
Test Verbs
Trace- outline, list in steps, or follow the path
Analyze- break into parts, tell about the parts
Infer- read between the lines, what is the hidden meaning
Evaluate- judge it, tell the good and the bad
Formulate- create, put together
Describe- tell about, paint a picture with words
Support- back it up or prove it with details
Explain- teach me or show me the steps
Summarize- tell the main idea, tell the beginning, middle, and end
Compare- find and explain similarities
Contrast- find and explain differences
Predict- make an educated guess from text clues about what will happen
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
ELA ISTEP+ Support Framework Grade 7
2015 – 2016
ELA ISTEP+ Support Framework Grade 7
2015 – 2016