TEACHER ANNOTATED EDITION
OKLAHOM
AE
NDO C C T PR
OFEPA
INSTR
RAT
UCTION ENGLISH II
ION
A
ND
PRACTI
CE
WORKBOOK
Aligned with the Oklahoma
Priority Academic Student Skills
GLENCOE LANGUAGE ARTS
GRADE 11
This helpful workbook provides
• Lessons and practice exercises
• Test-taking strategies and tips
• Steps for responding to a writing prompt
• Rubrics for scoring essays
• A practice test
TEACHER ANNOTATED EDITION
OKLAHOM
AE
NDO C C T PR
OFEPA
INSTR
RAT
UCTION ENGLISH II
ION
A
ND
PRACTI
CE
WORKBOOK
GLENCOE LANGUAGE ARTS
GRADE 11
Acknowledgments
“The Black Snake” from Twelve Moons by Mary Oliver. Copyright © 1972, 1973, 1974, 1976, 1977, 1978, 1979 by
Mary Oliver. By permission of Little, Brown and Company.
“A Blessing” by James Wright from Collected Poems (Wesleyan University Press, 1971). Copyright © 1971 by James Wright.
Reprinted by permission of Wesleyan University Press.
“Delicious Death” by Alma Luz Villanueva. Reprinted by permission of the author.
“Elena” is reprinted with permission from the publisher of Chants by Pat Mora (Houston: Arte Publico Press: University of
Houston, 1986).
“For Poets,” copyright © 1968 and 1992 by Al Young; reprinted by permission of the author.
From “The Horned Toad” by Gerald Haslam. Reprinted by permission of the author.
“In Blackwater Woods” from American Primitive by Mary Oliver. Copyright © 1978, 1979, 1980, 1981, 1982, 1983 by
Mary Oliver. First appeared in Yankee Magazine. Reprinted by permission of Little, Brown and Company, Inc.
“I, Too” from The Collected Poems of Langston Hughes by Langston Hughes, edited by Arnold Rampersad with David Rossel,
Associate Editor. Copyright © 1994 by the Estate of Langston Hughes. Used by permission of Alfred A. Knopf, a division of
Random House, Inc.
“Making a Fist” by Naomi Shihab Nye. Reprinted by permission of the author.
“Marked” by Carmen Tafolla. Reprinted by permission of the author.
“miss rosie,” copyright © 1987 by Lucille Clifton. Reprinted from Good Woman: Poems and a Memoir: 1969–1980 with
permission from The Permissions Company on behalf of BOA editions, Rochester, NY.
“The Mountains That Time Forgot” by Kay Johnson. Time, September 11, 2000. Copyright © Time Inc. Reprinted by
permission.
“The Peace of Wild Things” from Openings, copyright © 1968 and renewed 1996 by Wendell Berry, reprinted by
permission of Harcourt Brace & Company.
“Purchase” by Naomi Long Madgett. Reprinted by permission of the author.
Excerpt from The Real Life of Sebastian Knight by Vladimir Nabakov, copyright © 1941 by New Directions; copyright
renewed 1968 by Vladimir Nabakov. Copyright © 1959 by New Directions. Reprinted by permission of New Directions
Publishing Corp.
“Those Winter Sundays” Copyright © 1966 by Robert Hayden, from Collected Poems of Robert Hayden by Robert Hayden,
edited by Frederick Glaysher. Used by permission of Liveright publishing Company.
Grateful acknowledgment is given to authors, publishers, and agents for permission to reprint the following copyrighted
material. Every effort has been made to determine copyright owners. In case of any omissions, the Publisher will be
pleased to make suitable acknowledgments in future editions.
Copyright © The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976,
no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database retrieval system, without
prior written permission of the publisher.
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CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1
Priority Academic Student Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T3
Test Blueprint for the English II OCCT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Levels of Depth-of-Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T10
Scoring Written Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T11
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T15
Using the Diagnostic Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T17
Introduction to the Student Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Exercises
Exercise 1 Vocabulary: Words in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
Exercise 2 Comprehension: Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Exercise 3 Comprehension: Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Exercise 4 Comprehension: Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Exercise 5 Literature: Genre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Exercise 6 Literature: Author’s Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Exercise 7 Literature: Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Exercise 8 Literature: Literary Elements and Techniques.. . . . . . . . . . . . . . . . . . . 36
Exercise 9 Literature: Figurative Language.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Exercise 10 Literature: Comparing Two Selections . . . . . . . . . . . . . . . . . . . . . . . . 44
Exercise 11 Research: Accessing Information . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Exercise 12 Research: Interpreting Information . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Exercise 13 Usage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Exercise 14 Mechanics: Capitalization and Punctuation . . . . . . . . . . . . . . . . . . . . 60
Exercise 15 Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Exercise 16 Grammar: Verb Form and Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Exercise 17 Sentence Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Exercise 18 The Writing Process: Prewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Exercise 19 The Writing Process: Drafting.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Exercise 20 The Writing Process: Revising and Editing . . . . . . . . . . . . . . . . . . . . 84
Practice Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Answer Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Introduction
INTRODUCTION
This workbook was developed to help prepare students for the End-of Instruction English II
Oklahoma Core Curriculum Test (English II OCCT). This test is based on the Oklahoma PASS
(Priority Academic Student Skills) statements. You will find a copy of the PASS statements that are
covered on the English II OCCT on pages T3–T8 of this introduction.
ABOUT THE STUDENT EDITION
The Student Edition of this workbook reviews the skills students will need to successfully complete
the English II OCCT.
The Student Edition contains the following sections:
• The Introduction gives information on what students can expect on the English II OCCT, explains
how the workbook is organized, and explains how each exercise is organized.
• The Test-Taking Strategies section outlines general test-taking strategies that students can apply
as they complete the exercises.
• The Exercises provide a systematic approach for reviewing the skills necessary for answering
the questions on the English II OCCT. Seventeen exercises focus on multiple-choice items that
test the skills outlined in the Oklahoma PASS statements. Three exercises present techniques for
producing an effective response to a writing prompt.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• The Practice Test contains a writing prompt, reading passages, and multiple-choice items similar
to the ones that may be found on the actual English II OCCT.
ABOUT THE TEACHER ANNOTATED EDITION
The Teacher Annotated Edition of this workbook includes the Student Edition, plus
• the Teacher Introduction, which provides suggestions on how to use the workbook
• red annotations of the Student Edition pages that include
- circles around correct answers for the multiple-choice items
- extra annotations to provide useful information
- annotations in the Practice Test to indicate which PASS standard each question assesses and
its depth-of-knowledge level.
• Oklahoma Priority Academic Student Skills
• rubrics for scoring essays
• diagnostic charts to help you identify students’ strengths and weaknesses
Introduction • Teacher Annotated Edition
T1
Introduction
TEACHING THE EXERCISES
Once you have reviewed the Student Introduction with the class, you are ready to start the
exercises. There are 20 exercises in all. They are designed to encourage active student
participation.
Each exercise is divided into two parts. The first 17 exercises deal with multiple-choice items.
• The teaching section introduces a type of question and provides step-by-step guidance on how to
answer it.
• The practice section allows students to apply their knowledge to similar items.
The final three exercises focus on three crucial stages of writing a response to a writing prompt—
prewriting, drafting, and revising and editing.
• The teaching section discusses the stage in the writing process and suggests skills to use in
completing that stage.
• The practice section asks students to respond to a writing prompt one stage at a time, using skills
discussed in the exercise.
ADMINISTERING THE PRACTICE TEST
Timing Guidelines
The English II OCCT is not strictly timed, but each section should take about 60 minutes to
complete, including giving directions for taking the test. Allow a few minutes to go over the general
instructions and sample questions with students before they begin each section of the test. Be sure
they understand how to take the test. To simulate test-taking conditions, administer each section of
the test over the course of two or three days.
Materials
Have students use the Answer Forms on pages 120–122 of the Student Edition and mark their
answers to the multiple-choice items in the bubbles, using a No. 2 pencil, as they will on the actual
test. Remind students that their answers to the multiple-choice items must appear on the answer
form, not on the pages of the Practice Test.
T2
End-of-Instruction English II OCCT Preparation and Practice Workbook • Teacher Annotated Edition
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Encourage students to take the Practice Test seriously. Explain that this will give them experience
in responding to writing prompts and answering multiple-choice items for the English II OCCT. Like
the English II OCCT, the Practice Test is divided into three sections. The first section includes a
writing prompt. The second and third sections include 30 multiple-choice items each. After students
complete the Practice Test, take time to gather feedback. Ask them what they found challenging
about the test and discuss which test tips were most useful to them. For multiple-choice items, make
sure that students understand why one answer choice is correct and the other three are not.
Priority Academic Student Skills
PRIORITY ACADEMIC
STUDENT SKILLS
The list below identifies the Priority Academic Student Skills (PASS) that are measured in the
English II OCCT. These are the Language Arts Oklahoma Core Curriculum standards that apply
to the English II course and that can be assessed in a statewide testing program. They are arranged
in two strands—Reading/Literature and Writing/Grammar/Usage and Mechanics—with standards
and related objectives. A complete list of the PASS standards for English II appears on the Web site
for the Oklahoma State Department of Education.
READING/LITERATURE: The student will apply a wide range of strategies to comprehend,
interpret, evaluate, appreciate and respond to a wide variety of texts.
1. VOCABULARY: The student will expand vocabulary through word study, literature, and
class discussion.
1. Apply a knowledge of Greek (e.g., tele/phone, micro/phone), Latin (e.g., flex/ible), and AngloSaxon (e.g., un/friend/ly) roots, prefixes, and suffixes to determine word meanings.
3. Use reference material such as glossary, dictionary, thesaurus, and available technology to
determine precise meaning and usage.
4. Discriminate between connotative and denotative meanings and interpret the connotative
power of words.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. Use word meanings within the appropriate context and verify these meanings by definition,
restatement, example, and analogy.
2. COMPREHENSION: The student will interact with the words and concepts on the page to
understand what the writer has said.
1. Literal Understanding
a. Identify the structures and format of various informational documents and explain how
authors use the features to achieve their purpose.
b. Understand specific devices an author uses to accomplish purpose (persuasive
techniques, style, literary forms or genre, portrayal of themes, language).
d. Recognize signal/transitional words and phrases and their contributions to the meaning
of the text (e.g., however, in spite of, for example, consequently).
2. Inferences and Interpretation
a. Use elements of the text to defend responses and interpretations.
b. Draw inferences such as conclusions, generalizations, and predictions, and support
them with text evidence and personal experience.
PASS Standards • Teacher Annotated Edition
T3
Priority Academic Student Skills
3. Summary and Generalization
a. Determine the main idea, locate and interpret minor or subtly stated details in complex
passages.
b. Use text features and elements to support inferences and generalizations about
information.
c. Summarize and paraphrase complex, implicit hierarchic structures in informational texts,
including relationships among concepts and details in those structures.
4. Analysis and Evaluation
a. Discriminate between fact and opinion and fiction and nonfiction.
b. Evaluate deceptive and/or faulty arguments in persuasive texts.
c. Analyze the structure and format of informational and literary documents and explain how
authors use the features to achieve their purposes.
d. Analyze techniques (e.g., language, organization, tone, context) used to convey opinions
or impressions.
3. LITERATURE: The student will read, construct meaning, and respond to a wide variety of
literary forms.
1. Literary Genres—Demonstrate a knowledge of and an appreciation for various forms of
literature.
a. Analyze the characteristics of genres including short story, novel, drama, narrative and
lyric poetry, and essay.
2. Literary Elements—Demonstrate knowledge of literary elements and techniques and show
how they affect the development of a literary work.
a. Describe and analyze elements of fiction including plot, conflict, character, setting,
theme,
mood, point of view and how they are addressed and resolved.
b. Explain how an author’s viewpoint or choice of a narrator affects the characterization and
the tone, plot, mood and credibility of a text.
c. Analyze characters’ traits by what the characters say about themselves in narration,
dialogue, and soliloquy (when they speak out loud to themselves).
d. Evaluate the significance of various literary devices and techniques, including imagery,
irony, tone, allegory (the use of fictional figures and actions to express truths about
human experiences), and symbolism (the use of symbols to represent an idea or theme),
and explain their appeal.
e. Evaluate the author’s purpose and the development of time and sequence, including the
use of complex literary devices, such as foreshadowing (providing clues to future events)
or flashbacks (interrupting the sequence of events to include information about an event
that happened in the past).
T4
End-of-Instruction English II OCCT Preparation and Practice Workbook • Teacher Annotated Edition
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
b. Analyze the characteristics of subgenres such as satire, sonnet, epic, myths and
legends, mystery, and editorial.
Priority Academic Student Skills
3. Figurative Language and Sound Devices—Identify and use figurative language and sound
devices in writing and recognize how they affect the development of a literary work.
a. Identify and use figurative language such as analogy, hyperbole, metaphor,
personification, and simile.
b. Identify and use sound devices such as rhyme, alliteration, and onomatopoeia.
4. Literary Works—The student will read and respond to historically and culturally significant
works of literature.
a. Analyze and evaluate works of literature and the historical context in which they
were written.
b. Analyze and evaluate literature from various cultures to broaden cultural awareness.
c. Compare works that express the recurrence of archetypal (universal modes or patterns)
characters, settings, and themes in literature, and provide evidence to support the ideas
expressed in each work.
4. RESEARCH AND INFORMATION: The student will conduct research and organize
information.
1. Accessing Information—Select the best source for a given purpose.
a. Access information from a variety of primary and secondary sources.
c. Use organizational strategies as an aid to comprehend increasingly difficult content
material (e.g., compare/contrast, cause/effect, problem/solution, sequential order).
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. Interpreting Information—Analyze and evaluate information from a variety of sources.
a. Summarize, paraphrase, and/or quote relevant information.
b. Determine the author’s viewpoint to evaluate source credibility and reliability.
c. Synthesize information from multiple sources to draw conclusions that go beyond those
found in any of the individual studies.
d. Identify complexities and inconsistencies in the information and the different perspectives
found in each medium, including almanacs, microfiche, news sources, in-depth field
studies, speeches, journals, technical documents, or Internet sources.
WRITING/GRAMMAR/USAGE AND MECHANICS: The student will express ideas effectively in
written modes for a variety of purposes and audiences.
1. WRITING PROCESS: The student will use the writing process to write coherently.
1. Use a writing process to develop and refine composition skills. Students are expected to:
a. use prewriting strategies to generate ideas such as brainstorming, using graphic
organizers, keeping notes and logs.
b. develop multiple drafts both alone and collaboratively to categorize ideas organizing
them into paragraphs, and blending paragraphs into larger text.
c. organize and reorganize drafts and refine style to suit occasion, audience, and purpose.
PASS Standards • Teacher Annotated Edition
T5
Priority Academic Student Skills
d. proofread writing for appropriateness of organization, content, and style.
e. edit for specific purposes such as to ensure standard usage, varied sentence structure,
appropriate word choice, mechanics, and spelling.
f.
refine selected pieces frequently to publish for general and specific audiences.
2. Use extension and elaboration to develop an idea.
3. Demonstrate organization, unity, and coherence by using transitions and sequencing.
4. Use precise word choices, including figurative language, that convey specific meaning.
5. Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.
6. Evaluate own writing and others’ writing (e.g., determine the best features of a piece of
writing, determine how own writing achieves its purpose, ask for feedback, respond to
classmates’ writing).
2. MODES AND FORMS OF WRITING: The student will write for a variety of purposes and
audiences using narrative, descriptive, expository, persuasive, and reflective modes.
1. Write biographical or autobiographical narratives or short stories that:
a. identify a real person, living or not, who has had a special influence on other people.
b. provide a sequence of factual events and communicate the significance of the events to
the person.
c. isolate specific scenes and incidents in times and places significant to defining the
person’s influence.
e. present action segments to accommodate changes in time or mood.
Example: After reading an example of an autobiography, use the structure to compose an
autobiography of your own.
2. Write expository compositions, including analytical essays and research reports that:
a. include evidence in support of a thesis (position on the topic) including information on all
relevant perspectives.
b. communicate information and ideas from primary and secondary sources accurately and
coherently.
c. show distinctions between the relative value and significance of specific dates, facts, and
ideas.
d. include a variety of reference sources such as pictorial, audio, and Internet sources, to
locate information in support of topic.
T6
End-of-Instruction English II OCCT Preparation and Practice Workbook • Teacher Annotated Edition
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
d. use anecdotes or describe with specific details the sight, sounds, and smells of a scene
and the specific actions, movements, gestures, and feelings of the person; use interior
monologue (what person says silently to self) to show the person’s qualities and beliefs.
Priority Academic Student Skills
e. include visual aids by using technology to organize and record information on charts,
data tables, maps, and graphs.
f.
identify and address reader’s potential misunderstanding, biases, and expectations.
g. use technical terms and notations accurately.
Example: Write a report on the Globe Theatre, gathering information from books, such
as Shakespeare’s Theatre by Jacqueline Morley, videos such as “Shakespeare’s Globe
Theatre Restored,” and Web sites by using a key word search for “Shakespeare” and
“Globe Theatre.” Explain why the theatre was significant in the development of
Shakespeare’s works.
3. Write persuasive compositions that:
a. present ideas and appeals in a sustained and effective fashion with the strongest
emotion first and the least powerful one last.
b. use specific rhetorical (communication) devices to support assertions, such as appealing
to logic through reasoning; appealing to emotion or ethical beliefs; or relating to a
personal anecdote, case study, or analogy.
c. clarify and defend positions with precise and relevant evidence, including facts, expert
opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
d. address reader’s concerns, counterclaims, biases, and expectations.
Example: Write a letter to a television network to persuade the network to keep a
program on the air despite low ratings.
5. Write reflective papers that may address one of the following purposes:
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
a. express the individual’s insight into conditions or situations.
b. compare a scene from a work of fiction with a lesson learned from experience.
c. complete a self-evaluation on a class performance.
Example: Write a reflective paper that gives reasons for selections used in a portfolio of
works that demonstrate appropriate skills in different subjects.
6. Use appropriate essay test-taking and time-writing strategies that:
a. address and analyze the question (prompt).
b. use organizational methods required by the prompt.
7. Write responses to literature that:
a. demonstrate a comprehensive grasp of the significant ideas of literary works.
b. support important ideas and viewpoints through accurate and detailed reference to the
text or other works.
c. demonstrate awareness of author’s style and an appreciation of the effects created.
PASS Standards • Teacher Annotated Edition
T7
Priority Academic Student Skills
d. identify and assess the impact of ambiguities, nuances, and complexities within the text.
e. extend writing by changing mood, plot, characterization, or voice.
Example: After reading a short story, such as “The No-Guitar Blues” by Gary Soto, or
“The Lottery” by Shirley Jackson, write a different ending to the story.
8. Write for different purposes and audiences, adjusting tone, style, and voice as appropriate
and continue to produce other writing forms introduced in earlier grades.
Example: Write stories, reports, and letters showing a variety of word choices, or review a
favorite book or film.
3. GRAMMAR/USAGE AND MECHANICS: The student will demonstrate appropriate practices
in writing by applying Standard English conventions of the revising and editing stages of
writing.
1. Standard English Usage—The student will demonstrate correct use of Standard English in
speaking and writing.
a. Distinguish commonly confused words (e.g., there, their, they’re; two, too, to; accept,
except; affect, effect).
b. Use correct verb forms and tenses.
c. Use correct subject-verb agreement.
d. Distinguish active and passive voice.
e. Use correct pronoun/antecedent agreement and clear pronoun reference.
f.
Use correct forms of comparative and superlative adjectives.
a. Demonstrate correct use of capitals.
b. Use correct formation of plurals.
c. Demonstrate correct use of punctuation and recognize its effect on sentence structure.
d. Distinguish correct spelling of commonly misspelled words and homonyms.
3. Sentence Structure—The student will demonstrate appropriate sentence structure in writing.
a. Use parallel structure.
b. Correct dangling and misplaced modifiers.
c. Correct run-on sentences.
d. Correct fragments.
T8
End-of-Instruction English II OCCT Preparation and Practice Workbook • Teacher Annotated Edition
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. Mechanics and Spelling—The student will demonstrate appropriate language mechanics in
writing.
Test Blueprint for the English II OCCT
TEST BLUEPRINT FOR THE
ENGLISH II OCCT
The test blueprint displays the degree to which each PASS Standard and Objective is represented
on the English II OCCT. The overall distribution of items reflects the percentages indicated on the
chart below.
PASS Standards &
Objectives
Number of Items Ideal Percentage Number of Items on
of Test
Practice Test
Reading/Literature
Vocabulary (1.0)
Comprehension (2.0)
9%
16–20
24%
6 items: #1, #28, #30, #47,
#55, #58
Literal Understanding (2.1)
4
4 items: #16, #19, #23, #24
Inferences and
Interpretation (2.2)
4
4 items: #3, #4, #6, #18
Summary and
Generalization (2.3)
4
4 items: #5, #17, #50, #54
Analysis and
Evaluation (2.4)
4
4 items: #20, #22, #48, #49
Literature (3.0)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4–8
16–20
31%
Literary Genres (3.1)
4
4 items: #8, #15, #40, #51
Literary Elements (3.2)
6
6 items: #2, #7, #31, #32,
#34, #59
Figurative Language (3.3)
5
5 items: #27, #33, #35,
#36, #37
Literary Works (3.4)
5
5 items: #38, #39, #56,
#57, #60
Research and
Information (4.0)
4–6
9%
1 (6 points)
9%
6 items: #21, #25, #26,
#29, #52, #53
Writing/Grammar/Usage and
Mechanics
Writing (1.0/2.0)
Writing Prompt
Grammar/Usage and
Mechanics
1
12
18%
Standard Usage (3.1)
4
4 items: #11, #14, #44, #46
Mechanics and
Spelling (3.2)
4
4 items: #9, #10, #41, #43
Sentence Structure (3.3)
4
4 items: #12, #13, #42, #45
Total
61 (66 points)
100%
Test Blueprint for the English II OCCT • Teacher Annotated Edition
T9
Levels of Depth-of-Knowledge
LEVELS OF DEPTH-OF-KNOWLEDGE
The Oklahoma State Board of Education identifies 4 levels that describe the depth-of-knowledge that
each item on the English II OCCT assesses.
READING/LITERATURE
• Level 1 requires students to recall, observe, question, or represent facts, demonstrating only
surface understanding of the text.
• Level 2 requires students to go beyond recall and observation, ordering and classifying text as well
as identifying patterns, relationships, and main points.
• Level 3 requires students to go beyond the text, explaining, generalizing, and connecting ideas.
• Level 4 requires students to display extended higher order processing, applying information to a
new task or generating hypotheses and complex analyses and connections among texts.
WRITING/GRAMMAR/USAGE AND MECHANICS
• Level 1 requires students to use appropriate grammar, punctuation, capitalization, and spelling.
• Level 2 requires students to connect ideas in writing, using organizational strategies and
compound sentences.
• Level 3 requires students to develop multiple-paragraph compositions that reflect synthesis and
analysis and that deploy complex sentence structures.
• Level 4 requires students to synthesize and analyze complex ideas or themes in multipleparagraph compositions.
Depth-of-Knowledge
Percent of Items Required
Number and Percent of
Items on Practice Test
Level 1—Recall
20–25%
14 or 14/60 ⫽ 23%
Level 2—Skill/Concept
60–65%
37 or 37/60 ⫽ 62%
Level 3—Strategic Thinking
Level 4—Extended Thinking
10–15%
9 or 9/60 ⫽ 15%
T10
End-of-Instruction English II OCCT Preparation and Practice Workbook • Teacher Annotated Edition
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
This chart shows the distribution of the test items on the English II OCCT according to the levels of
depth-of-knowledge:
Scoring Written Responses
SCORING WRITTEN RESPONSES
Each response to the writing prompt receives five analytic scores that focus on specific aspects
of writing. The following are the scoring rubrics used to assign the five analytic scores.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Score
Ideas and Development
4
• The content is well suited for the audience and purpose
• The main idea or thesis is clear
• Ideas are fully developed and elaborated using details, examples, reasons,
or evidence
• The writer expresses an insightful perspective towards the topic
3
•
•
•
•
2
• The content is inconsistent with the audience and purpose
• The main idea is not focused and leaves the reader with questions and
making inferences to understand the main idea
• Ideas are minimally developed with few details
• May simply be a list of ideas
• The writer has difficulty expressing his/her perspective toward the topic
1
•
•
•
•
Score
The content is adequate for the audience and purpose
The main idea is evident but may lack clarity
Ideas are developed using some details, examples, reasons, and/or evidence
The writer sustains his/her perspective toward the topic throughout most of
the composition
The content is irrelevant to the audience and purpose
The composition lacks a central idea
Ideas lack development or may be repetitive
The writer has little or no perspective on the topic
Organization, Unity, and Coherence
4
• Introduction engages the reader
• Sustained or consistent focus on the topic
• Logical and appropriate sequencing and balanced with smooth, effective
transitions
• Order and structure are strong and move the reader through the text
• Conclusion is satisfying
3
•
•
•
•
•
•
•
Evident introduction to the topic
Adequate focus
Adequate sequencing
Stays on topic with little digression
Uses limited but effective transitions
Order and structure are present
Conclusion is appropriate
Scoring Written Responses • Teacher Annotated Edition
T11
Scoring Written Responses
Score
Organization, Unity, and Coherence
2
•
•
•
•
May lack a clear organizational structure
Weak evidence of unity
Little or limited sequencing and/or transitions
Details may be randomly placed
1
• Lacks logical direction
• No evidence of organizational structure
Word Choice
4
• Appropriate word choice which conveys the correct meaning and appeals to
the audience in an interesting, precise, and natural way
• The writing may be characterized by, but not limited to
Lively verbs
Vivid nouns
Imaginative adjectives
Figurative language
Dialogue
• No vague, overused, repetitive language is used (a lot, great, very, really)
• Words that evoke strong images such as sensory language
• Ordinary words used in an unusual way
3
• Words generally convey the intended message
• The writer uses a variety of words that are appropriate but do not
necessarily energize the writing
• The writing may be characterized by
Attempts at figurative language and dialogue
Some use of lively verbs, vivid nouns, and imaginative adjectives
Few vague, overused, and repetitive words are used
2
• Word choice lacks precision and variety or may be inappropriate to the
audience and purpose
• May be simplistic and/or vague
• Relies on overused or vague language (a lot, great, very, really)
• Few attempts at figurative language and dialogue
• Word choice is unimaginative and colorless with images that are unclear
or absent
1
•
•
•
•
T12
Word choice indicates an extremely limited or inaccurate vocabulary
No attempts at figurative language
General, vague words that fail to communicate meaning
Text may be too short to demonstrate variety
End-of-Instruction English II OCCT Preparation and Practice Workbook • Teacher Annotated Edition
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Score
Scoring Written Responses
Score
4
•
•
•
•
•
3
• Writing adequately demonstrates appropriate sentence structure
• Writing may contain a small number of run-on or fragment errors that
do not interfere with fluency
• Writing has adequate variety of sentence structure
• Ideas are organized into paragraphs
2
• Writing demonstrates lack of control in sentence structure
• Writing contains errors such as run-ons and fragments that interfere
with fluency
• Writing has limited variety of sentence structure
• Writing may show little or no attempt at paragraphing
1
•
•
•
•
Score
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Sentences and Paragraphs
Writing clearly demonstrates appropriate sentence structure
Writing has few or no run-on or fragment errors
Writing has a rich variety of sentence structure, types, and lengths
Ideas are organized into paragraphs that blend into larger text
Evidence of appropriate paragraphing
Inappropriate sentence structure
Many errors in structure (run-ons, fragments)
No variety in structure
No attempt at paragraphing
Grammar, Usage, and Mechanics
4
• The writer demonstrates appropriate use of correct
Spelling
Punctuation
Capitalization
Grammar
Usage
• Errors are minor and do not affect readability
3
• The writer demonstrates adequate use of correct
Spelling
Punctuation
Capitalization
Grammar
Usage
• Errors may be more noticeable but do not significantly affect readability
Scoring Written Responses • Teacher Annotated Edition
T13
Scoring Written Responses
Score
Grammar, Usage, and Mechanics
2
• The writer demonstrates minimal use of correct
Spelling
Punctuation
Capitalization
Grammar
Usage
• Errors may be distracting and interfere with readability
1
• The writer demonstrates very limited use of correct
Spelling
Punctuation
Capitalization
Grammar
Usage
• Errors are numerous and severely impede readability
COMPOSITE SCORE
The composite score reflects how well the student can integrate writing skills to produce a strong
piece of writing. This score is determined by assigning weights to the five analytic traits, based on
the importance of each trait.
Weights
Ideas and Development
30%
Organization, Unity, and Coherence
25%
Word Choice
15%
Sentences and Paragraphs
15%
Grammar, Usage, and Mechanics
15%
The resulting score is then adjusted to a 6-point scale.
T14
End-of-Instruction English II OCCT Preparation and Practice Workbook • Teacher Annotated Edition
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Analytic Traits
Answer Key
ANSWER KEY
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
English II
Item
Answer
Strand
Standard/
Objective/
Subskill
Depth-ofKnowledge
Writing Task
N/A
Writing/Grammar/Usage and Mechanics
1.0/2.0
3
1
A
Reading/Literature
3.1.a
2
2
H
Reading/Literature
2.1.b
1
3
D
Reading/Literature
3.2.e
3
4
F
Reading/Literature
1.5
2
5
B
Reading/Literature
2.2.b
2
6
J
Reading/Literature
2.2.b
2
7
A
Reading/Literature
2.4.d
3
8
F
Reading/Literature
1.5
2
9
D
Writing/Grammar/Usage and Mechanics
3.2.c
1
10
G
Writing/Grammar/Usage and Mechanics
3.3.a
2
11
C
Writing/Grammar/Usage and Mechanics
3.2.b
1
12
H
Writing/Grammar/Usage and Mechanics
3.1.b
1
13
A
Writing/Grammar/Usage and Mechanics
3.1.b
1
14
F
Writing/Grammar/Usage and Mechanics
3.3.b
2
15
C
Reading/Literature
1.5
2
16
H
Reading/Literature
4.1.a
1
17
B
Reading/Literature
2.4.c
3
18
G
Reading/Literature
4.1.a
1
19
B
Reading/Literature
4.1.a
1
20
J
Reading/Literature
3.1.a
2
21
B
Reading/Literature
4.1.a
2
22
J
Reading/Literature
4.1.a
1
23
A
Reading/Literature
2.1.a
3
24
F
Reading/Literature
2.1.b
1
25
D
Reading/Literature
2.4.d
3
26
J
Reading/Literature
4.1.b
2
27
B
Reading/Literature
2.2.b
2
Answer Key • Teacher Annotated Edition
T15
Answer Key
J
Reading/Literature
2.3.a
2
29
D
Reading/Literature
2.4.a
3
30
F
Reading/Literature
3.2.e
3
31
B
Reading/Literature
3.2.a
2
32
J
Reading/Literature
3.4.b
3
33
C
Reading/Literature
3.3.a
2
34
G
Reading/Literature
3.3.a
2
35
A
Reading/Literature
3.3.a
2
36
F
Reading/Literature
3.3.a
2
37
B
Reading/Literature
3.4.c
3
38
G
Reading/Literature
3.2.a
2
39
B
Reading/Literature
3.4.c
2
40
J
Reading/Literature
3.4.c
2
41
C
Reading/Literature
2.1.b
2
42
G
Reading/Literature
2.2.a
2
43
B
Reading/Literature
1.4
2
44
G
Reading/Literature
2.2.b
2
45
A
Reading/Literature
1.5
2
46
H
Reading/Literature
2.3.a
2
47
D
Reading/Literature
2.3.a
2
48
J
Reading/Literature
3.1.a
2
49
B
Writing/Grammar/Usage and Mechanics
3.2.c
1
50
H
Writing/Grammar/Usage and Mechanics
3.3.c
2
51
B
Writing/Grammar/Usage and Mechanics
3.3.c
2
52
J
Writing/Grammar/Usage and Mechanics
3.1.c
1
53
D
Writing/Grammar/Usage and Mechanics
3.2.c
1
54
G
Writing/Grammar/Usage and Mechanics
3.1.b
1
55
A
Reading/Literature
3.1.a
2
56
G
Reading/Literature
1.5
2
57
B
Reading/Literature
3.3.a
2
58
G
Reading/Literature
3.2.d
2
59
B
Reading/Literature
3.2.d
2
60
H
Reading/Literature
2.3.a
2
End-of-Instruction English II OCCT Preparation and Practice Workbook • Teacher Annotated Edition
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
T16
28
Diagnostic Charts
USING THE DIAGNOSTIC CHARTS
You will find diagnostic charts on the following three pages. These charts can assist you in
reviewing the Practice Tests with your class and will also help you assess your students’
strengths and weaknesses in the PASS Reading and Language Arts standards.
STUDENT DIAGNOSTIC CHART
To analyze the results of individual Practice Tests, use the Student Diagnostic Chart on
pages T18 and T19. Make a copy of the chart for each student in the class. Grade each
student’s test, using the answers provided in the “Answer” column of the Student Diagnostic
Chart. In the unshaded standard box to the right of each answer, mark “1” when a question
is answered correctly and “0” when a question is answered incorrectly. Then use the “Total”
row to tally the scores. To translate tallies into percent scores, divide the tallies by the
highest raw score possible (shown as denominators in the chart) and multiply by 100.
Record the percent scores in the bottom row.
Distribute the completed Student Diagnostic Charts to your students and review each
question. The scores in each column allow you and your students to see which standards are
challenging for them. You can then guide your students to related lessons for further review.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
CLASS DIAGNOSTIC CHART
To assess the strengths and weaknesses of your class as a whole, use the Class
Diagnostic Chart on page T20. Write each student’s name in the column marked “Student
Name.” Record the score each student received in the five standards as well as the overall
score. To obtain class averages, add the scores in each column and divide each sum by the
number of students in the class. Record the class averages in the bottom row.
Diagnostic Charts • Teacher Annotated Edition
T17
Diagnostic Charts
Name: ______________________________
Date: _________________________
STUDENT DIAGNOSTIC CHART FOR THE PRACTICE TEST
Reading/Literature
Question
Answer
1.
A
H
3.
D
4.
F
5.
B
6.
J
7.
A
8.
F
9.
D
10.
G
11.
C
12.
H
13.
A
14.
F
15.
C
16.
H
17.
B
18.
G
19.
B
20.
J
21.
B
22.
J
23.
A
24.
F
25.
D
26.
J
27.
B
28.
J
29.
D
30.
F
Comprehension
Literature
Research and
Information
End-of-Instruction English II OCCT Preparation and Practice Workbook • Teacher Annotated Edition
Writing/
Grammar/
Usage and
Mechanics
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
T18
2.
Vocabulary
Diagnostic Charts
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Reading/Literature
Question
Answer
31.
B
32.
J
33.
C
34.
G
35.
A
36.
F
37.
B
38.
G
39.
B
40.
J
41.
C
42.
G
43.
B
44.
G
45.
A
46.
H
47.
D
48.
J
49.
B
50.
H
51.
B
52.
J
53.
D
54.
G
55.
A
56.
G
57.
B
58.
G
59.
B
60.
H
Total
Vocabulary
Comprehension
Literature
Research and
Information
Writing/
Grammar/
Usage and
Mechanics
/6
/16
/20
/6
/12
Percent Score
Diagnostic Charts • Teacher Annotated Edition
T19
Diagnostic Charts
CLASS DIAGNOSTIC CHART FOR THE PRACTICE TEST
Student
Name
Vocabulary
Comprehension
Literature
Research
and
Information
Writing/
Grammar/
Usage and
Mechanics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Class Average
T20
End-of-Instruction English II OCCT Preparation and Practice Workbook • Teacher Annotated Edition
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
17.
Introduction
About the English II OCCT
The English II End-of-Instruction Oklahoma Core Curriculum Test (OCCT) consists of
three sections administered over the course of two or three days. The sections are not
strictly timed. Students in Oklahoma must pass this test to receive a high school diploma.
They take this test in the 10th grade and may retake it once prior to graduation.
Section 1
Section 1 consists of a prompt that requires you to write a short personal essay. This
section, accounts for 6 of the 66 points on the test.
Sections 2 and 3
Sections 2 and 3 assess reading comprehension, vocabulary, research skills, knowledge
of literature, and understanding of grammar, usage, and mechanics.
Each section consists of approximately 30 multiple-choice items followed by 4 answer
choices. These sections account for 60 of the 66 points on the test.
About This Book
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Reading the test-taking strategies, completing the exercises, and taking the practice test
in this workbook will help you do better on the English II OCCT in two ways. First, you
will become familiar with the types of questions found on the test. Second, you can learn
and practice the skills and techniques of smart test taking.
There are three major sections of this book: Test-Taking Strategies, Exercises, and the
Practice Test.
Introduction
1
Introduction
Test-Taking Strategies
In this part of the book, you will learn general tips on how to prepare for the test. You will
also learn how to respond to a writing prompt and to multiple-choice items.
Exercises
There are twenty exercises in this book. The first seventeen exercises have two sections.
• The first section begins by introducing a question type to you. Then, you will learn
how to answer this type of question by following a step-by-step process. This section
also provides a test tip that applies to the question type taught in the lesson.
• The second section provides practice questions so that you can apply the test-taking
techniques and skills found in the sample question in the first section.
The final three exercises focus on three crucial stages of writing an essay in response to
a prompt—prewriting, drafting, and revising and editing.
• The first section discusses each stage in the writing process and suggests skills to
use in completing that stage.
• The second section asks you to respond to a writing prompt one stage at a time,
using the skills discussed in the exercise.
Practice Test
2
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
The Practice Test, which is modeled on the English II OCCT, enables you to put together
and apply everything you learned in the previous sections of this book. The experience
you gain from taking the Practice Test will help you know what to expect when you take
the actual test. Knowing what to expect will help you feel relaxed, confident, and ready to
perform well.
Test-Taking Strategies
TEST-TAKING STRATEGIES
When you take the Practice Test, allow about 60 minutes to complete each section
(although you may request extra time if you need it). It is a good idea to practice pacing
yourself so that you have enough time to answer every question within the suggested time
limits. Use the strategies listed below so that you will be familiar with them when you take
the English II OCCT and other standardized tests.
Before the test
•
•
•
•
Develop a positive attitude about the test. Be confident that you will do your best.
Get a good night’s rest so that you will be alert and clearheaded.
Wake up early to avoid hurrying to get ready for school.
Eat a nutritious meal so that you will have plenty of energy.
During the test
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
•
•
•
•
•
•
Stay calm so that you can do your best.
Listen carefully to instructions. Ask questions if you do not understand something.
Read directions carefully and completely.
Consider each item carefully to determine what it is really asking.
Read all the answer choices carefully.
Pace yourself. If you come to a difficult passage or set of questions, it may be
better to skip it and go on and then come back and really focus on the difficult
section.
After the test
•
•
•
•
If you have time, check your answers before you turn in the test. Do not change an
answer unless you are certain that it is incorrect.
Make sure that you have answered every item.
For multiple-choice items, make sure that you have clearly marked your answer
sheet with a No. 2 pencil. Erase any stray marks.
Once you have turned in the test, don’t worry about it. Focus on your other
schoolwork and activities.
This workbook prepares you for all three sections of the English II OCCT.
Test-Taking Strategies
3
Test-Taking Strategies
SECTION 1
Section 1 of the English II OCCT requires that you write a response to a writing prompt.
A top-scoring response directly addresses the topic of the writing task, reflects a clear
awareness of the audience and the purpose for writing, develops a central idea or
several ideas, and is unified and well-organized. The response also displays a variety of
sentence structures, effective word choice, tone, and voice and observes the conventions
of standard English.
To write an effective response to a writing prompt, use a systematic approach. Complete
each of the stages in the writing process:
Plan
Before you write:
• Read the writing prompt carefully and identify key words.
• Consider the topic, task, and audience.
• Jot down some ideas. Then organize them in a list, web, or outline on the planning
page of your test booklet.
Write
Respond fully to the writing prompt.
Include specific details, such as examples and reasons.
Organize your writing logically, using an introduction, a body, and a conclusion.
Use complete sentences, varied in structure and length.
Revise, Edit, and Proofread
•
•
•
Make sure that your ideas are supported with specific details.
Check to be sure that the tone, voice, and point of view are consistent.
Correct all errors in capitalization, spelling, punctuation, grammar, and usage.
SECTIONS 2 AND 3
In these sections of the English II OCCT, you will be asked to do the following:
• read stories, essays, articles, and poems and answer multiple-choice items about
each selection
• read student passages and answer multiple-choice items that require you to identify
and correct errors in grammar, usage, and mechanics.
The test includes at least one set of paired selections that allow you to connect texts.
When answering multiple-choice items that test comprehension, you can use your time
effectively by previewing the set of items first and then reading the selection with a focus
on the main ideas and a sense of what to look for.
4
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
•
•
•
•
Test-Taking Strategies
Previewing the Items
Preview, or look over, the set of items that follows each reading selection. Pay attention
to the number of items and the information to look for.
Reading the Selection
Read to find the main idea of the selection, paying close attention to the title and the first
and last sentences of each paragraph. You can highlight the text or make marginal notes
on ideas that relate to the multiple-choice items.
Multiple-choice Items
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Here are a few guidelines for answering multiple-choice items:
• Read the item carefully before you try to select an answer.
• First, decide on an answer without considering the answer choices. Then look at the
answer choices to see which one best matches your answer.
• As you mark your answers, fill in the circles completely and neatly, erasing any stray
marks.
• Frequently check to make sure that you are filling in the correct answer circles. It is
easy to skip a line, recording the answer for item 9, for example, in the answer circle
for item 10.
• When you are uncertain about an answer, you can improve your chances of guessing
correctly by using the process of elimination.
The Process of Elimination
The process of elimination is a method that you can use to rule out wrong answer
choices. Here are the steps to follow:
1. Highlight key words in the item and the answer choices. Then look for related text
in the selection. The highlighting you did while reading the selection may help you
quickly find the passage you need.
2. Review the related text to find helpful information.
3. Eliminate the answer choices that you know are wrong.
4. Choose the best answer from the remaining answer choices.
Following the passage below, you will see an example of a multiple-choice item that is
similar to those found on the English II OCCT. Study this example and then follow the
steps to learn how to use the process of elimination to determine the correct answer.
Test-Taking Strategies
5
Test-Taking Strategies
In 1770 Phillis Wheatley became the first African American, and the third
woman in the British colonies in America, to publish a book of poems. She achieved
international fame, and notable social and political figures often called upon her.
Her literary gifts, intelligence, and piety were a striking example to her English
and American audiences of the triumph of human capacities over the circumstances
of birth. Only one line of her poetry hints at the injustice she likely felt: “Some
view our sable race with scornful eye.” It would be almost a hundred years before
another writer of color would drop the mask of convention and write openly about
the African American experience.
The author suggests that Phillis Wheatley’s chief claim to fame is that
Step
1
Step
Step
3
Step
4
6
she was the first woman to write openly about the African American
experience.
B
she was the first American woman to be visited by notable social and
political figures.
C
she was the first African American to publish a book of poems.
D
she was the first African American woman to write about injustice.
Read the multiple-choice item before you read the passage. From reading the
answer-choices, you can determine that Phillis Wheatley became famous because
she was the first to do something.
Identify the main idea in the passage by asking what Phillis Wheatley was the first
to do and why she became famous. The first sentence indicates that she was the
first African American, and the third colonial woman, to publish a book of poems.
The second sentence implies that this accomplishment made her famous.
You can now determine the correct answer by using the process of elimination. Key
words that you might have highlighted in the answer choices are first, woman, and
African American. Answer choice A can be eliminated because the passage does
not state that Wheatley was the first woman to write openly about the African
American experience. Choice B can be eliminated because, although the passage
states that “notable social and political figures” visited Wheatley, it does not state
that she was the first American woman to be so honored. Choice D can be
eliminated because the passage does not state that Wheatley was the first African
American woman to write about injustice.
You are left with choice C, which is clearly the correct answer because it is the only
choice that contains the main idea that Phillis Wheatley became famous by being
the first African American to publish a book of poems.
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2
A
Exercises
Exercise 1
Exercise
1
Vocabulary: Words in Context
The English II OCCT may ask you to determine the meaning of vocabulary
words used in reading selections. You can often determine the meaning of
a word by its context — the words that come before and after the unknown
word and help to explain it. Learn how to answer questions about
vocabulary words in context by completing the following sample questions.
The lonely lost dog howled in a melancholy fashion.
1
In this sentence, the word melancholy means
A
angry.
B
joyous.
C
sad.
D
unpleasant.
Step
1
Test Tip
melancholy
Step
2
What words in the sentence are context clues that
provide hints about the meaning of the vocabulary word?
lonely, lost, howled
Step
3
Now look at each answer choice. Which answer choices
are not supported by the context clues you found in Step 2?
A and B
Step
4
How would you describe a dog that howls because it is lost and lonely?
sad and unhappy
Step
5
Of the remaining answer choices, which one is probably the most
accurate definition of melancholy? Why?
C is the best answer choice because a lost dog would probably howl sadly
rather than unpleasantly.
8
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Try replacing the
italicized word in the
sentence with each
answer choice. The
word that makes the
most sense in the
sentence is most likely
the correct answer
choice.
Read the sentence carefully. What is the vocabulary
word you are asked to define in the sentence?
Exercise 1
The indolent boy decided that he would spend the entire day sleeping in a
hammock instead of doing his chores.
2
Step
1
In this sentence, the word indolent means
A
lazy.
B
spirited.
C
brilliant.
D
ill.
Read the sentence carefully. What is the vocabulary word you are asked to define
in the sentence?
indolent
Step
2
What words in the sentence are context clues that provide hints about the meaning
of the vocabulary word?
spend entire day sleeping in hammock instead of doing his chores
Step
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3
Now look at each answer choice. Which answer choices are not supported by the
context clues you found in Step 2?
B and C
Step
4
How might you describe a boy who decides to spend his day lying in a hammock
instead of doing chores?
lazy and irresponsible
Step
5
Of the remaining answer choices, which one is probably the most accurate
definition of indolent? Why?
A is the best answer choice because a person who avoids chores by sleeping in a hammock is probably not ill
but lazy.
Exercises
9
Exercise 1
Practice
irections
D
Read the selection and identify the best answers to the questions that
follow.
One Prank Too Many
My sister, Lakena, and I were
very competitive. We were always
trying to get the best of each other.
You may think that we were athletes
competing on a soccer field or a
baseball diamond, but in fact, we
were competitive pranksters. Once
Lakena decorated my face with
lipstick while I was sleeping. So I
retaliated by squirting shaving cream
at her as she left the bathroom.
My accomplice and I spent the
greater portion of one rainy Saturday
morning preparing the prank. When
we were ready, I began to shout
“Mom! Mom!” throughout the house.
“What is it, David?” Mom queried,
already out of her seat. “What’s the
matter?”
10
I stood by and watched our
mother race frantically down the
steps. The entire basement floor was
covered with frogs! Frogs jumping,
frogs resting, frogs leaping on the
workbench, frogs peeking out of
dusty old boxes. There were also
thick trails of mud all over the floor.
Lakena and I had spent the entire
morning collecting frogs in the rain.
“Oh!” Mother gasped, as a frog
leaped from a lampshade and landed
at her feet. “A little practical joke is
one thing, but you kids have gone too
far this time. These jokes have gotten
out of hand. Your pranks are not
funny anymore.”
It was quite a chore collecting all
of those squirmy little amphibians
and cleaning mud out of every crevice
in the basement. From that moment
on, Lakena and I abstained from
playing pranks—on each other or on
others.
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
We were tiring of this seemingly
endless series of small pranks, so
one afternoon we figured that we
would combine our prank-playing
abilities and plot one grand joke on
an unsuspecting victim. We unwisely
decided that the victim should be
our mother.
“It’s Lakena!” I said. “She was
reaching for her soccer ball on the
shelf in the basement, and the ball
must have been in front of a hole
because—because—well, come look!”
Exercise 1
1
So I retaliated by squirting
shaving cream at her as she left
the bathroom.
4
In this sentence from the
passage, what does the word
frantically mean?
In this sentence from the
passage, what does the word
retaliated mean?
F
randomly
A
surrendered
G
timidly
B
repaid in kind
H
intelligently
C
returned
J
crazily
D
walked away
5
2
My accomplice and I spent the
greater portion of one rainy
Saturday morning preparing the
prank.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
In this sentence from the
passage, what does the word
accomplice mean?
3
I stood by and watched our mother
race frantically down the steps.
From that moment on, Lakena
and I abstained from playing
pranks — on each other or on
others.
In this sentence from the
passage, what does the word
abstained mean?
A
indulged
F
enemy
B
refrained
G
leader
C
ensured
H
partner
D
responded
J
brother
“What is it, David?” Mom queried,
already out of her seat.
In this sentence from the
passage, what does the word
queried mean?
A
screamed
B
explained
C
wept
D
asked
Exercises
11
Exercise 2
Exercise
2
Comprehension: Organization
The English II OCCT may ask you questions about how an author has
organized a text. Organization is the way that the author has decided
to arrange the text's ideas, details, and events. Learn how to answer
questions about organization by completing the sample questions that
follow each selection.
Benjamin Franklin often had marveled at the awesome power of
lightning. Franklin believed that lightning was a natural form
of electricity. He theorized that metal would conduct lightning if
lightning was a form of electricity. So one stormy June night in 1752,
Franklin tied a brass key to the string of a kite and sent the kite
soaring into the sky. When a bolt of lightning struck the kite, the
lightning traveled through the brass key and through Franklin’s body,
knocking him to the ground. Fortunately Franklin was not hurt.
Franklin’s experiment, which showed other inventors the power and
potential of electricity, led to such inventions as the electric lightbulb
and the battery.
1
What is the main organizational pattern used by the
author of this selection?
compare and contrast
B
problem and solution
C
order of importance
D
analysis of an argument
Step
1
Read the selection carefully. What is discussed in it?
Ben Franklin had a theory about what causes lightning. He proved his
theory by conducting an experiment.
Test Tip
Always read the selection
thoroughly and then
skim it in its entirety
to determine how it is
organized.
Step
3
Step
2
On the basis of your answers to Step 1, which answer
choices are definitely incorrect?
A and D
Of the remaining answer choices, which one is the best description of
how the selection is organized? Why?
B is the best answer choice because Franklin’s problem is stated followed by his solution.
Both stages are equally important.
12
End-of-Instruction English II OCCT Preparation and Practice Workbook
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A
Exercise 2
Rod Serling: A True Television Innovator
Rod Serling was born on December 25, 1924. As a child, he developed an
interest in writing and telling stories. These interests had a profound effect on
his future career.
Following high school, Rod enlisted in the army and fought in World War II.
After his discharge in 1946, Rod enrolled at Antioch College. While in college,
he was able to pursue his love of writing quirky short stories.
After college Rod developed a science-fiction television series called The
Twilight Zone. Each episode of The Twilight Zone presented a story in which
bizarre, fascinating events occurred. Audiences loved his imaginative tales.
Although Rod died in 1975, The Twilight Zone can still be seen on television
today.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2
Step
1
What is the main organizational pattern used by the author of this
selection?
A
chronological order
B
compare and contrast
C
order of importance
D
problem and solution
Read the selection carefully. How are the events arranged?
The events are arranged in the order that they occurred.
Step
2
Now look at each answer choice. Which answer choices are definitely incorrect?
B, C, and D
Step
3
Which answer choice is the best description of how the selection is organized? Why?
A is the best answer choice because the events in Serling’s life are told in the order in which they
actually happened.
Exercises
13
Exercise 2
Practice
irections
D
Read the selections and identify the best answers to the questions that
follow.
From Bicycles to Cars
Learning to drive a car is different from learning to ride a bicycle. As a young
child, you probably spent time in your driveway or at a nearby park trying to
master the balance it takes to ride a bicycle. You might have felt unsteady at
first, much like a baby feels when learning to walk, because riding a bicycle
was new to you. Learning to drive a car can feel challenging and awkward, but
it won’t test your balance. Driving requires a completely different set of skills.
While both bicycles and cars are modes of transportation with wheels and
pedals, driving a car is more difficult than riding a bicycle. To operate a motor
vehicle, you must have a driver’s license, which is something that you do not
need for riding a bicycle.
1
14
What is the main organizational pattern used by the author of this
selection?
A
sequential order
B
cause and effect
C
problem and solution
D
compare and contrast
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
A car is a potentially hazardous machine, and driving a car is a great
responsibility. Although you need to follow safety regulations when riding
a bicycle, you need to be even more cautious and alert when driving a car
because driving is more dangerous. Only a safe driver will be a successful
driver.
Exercise 2
French Toast Made Easy
Have you ever been in the mood for a quick and easy breakfast but wanted
something that was a little more satisfying than cold cereal? Believe it or not,
French toast is not only delicious but also quick and easy to prepare.
1. Beat one egg in a large mixing bowl. Add a quarter cup of milk.
2. Dip two pieces of bread into the egg-and-milk mixture. Make sure that
the bread is covered thoroughly.
3. Melt a pat of butter in a large skillet over medium heat. Coat the skillet
well with the melted butter.
4. Fry the slices of bread until both sides are golden brown.
That’s all there is to it! Now that your French toast is made, you can add
your favorite toppings such as maple syrup, cinnamon, or jam.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2
What is the main organizational pattern used by the author of this
selection?
F
sequential order
G
problem and solution
H
cause and effect
J
analysis of an argument
Exercises
15
Exercise 3
Exercise
3
Comprehension: Main Idea
The English II OCCT may ask you to determine the main idea of various
selections. Learn how to answer questions about the main idea by
completing the sample questions that follow each selection.
Tropical Storm Predicted for Thursday
Meteorologists have predicted a major tropical rainstorm for
Thursday. Because of the predicted conditions, families are advised to
prepare for all possible problems that a tropical storm may create. Stock
up on essential provisions, such as flashlights, batteries, toilet paper,
first-aid supplies, and food that does not need to be refrigerated. Stay
clear of windows, which could be shattered by falling tree branches or
other wind-blown debris. Remember: The basement is the safest place
to stay during a tropical storm.
1
What is the main idea of this selection?
A
Be sure to prepare for the tropical storm.
B
Always keep a flashlight in your house for an emergency.
C
Meteorologists predict the weather.
D
Tropical storms can cause terrible damage.
1
Test Tip
To identify the main
idea of a selection, think
about the one idea that
relates to all the details
in the selection.
It tells what supplies may be needed and safe places for
people to go during the tropical storm.
Step
2
Step
3
Read the selection, including the title, carefully. Write
down what this selection tells you.
Which answer choices are not supported by the
C and D
summary you created for Step 1?
Of the remaining answer choices, which one best states the main idea
of the selection? Why?
A best states the main idea because it focuses on preparation in general rather than on
any specific objects that might be helpful during the storm.
16
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Step
Exercise 3
One of the most well-known aspects of Native Alaskan culture is its totem
poles. The totem pole is a creative method of recording history and displaying
ancestral pride. A large log is carved and brightly painted. The carvings often
feature the faces of animals such as fish, bears, wolves, and eagles. A totem
pole may represent a specific clan or family group, or it may represent an
ancient legend. Each member of the Tlingit and Haida tribes is presented with
a totemic symbol at birth. The symbol is meant to remind the clan member
of his or her ancestry. Clan members then use that symbol to represent
themselves in artwork and, perhaps, on a totem pole of their own.
2
Step
1
Which of the following would be the best title for this selection?
A
“How to Carve a Totem Pole”
B
“Traditions of the World”
C
“A History of Native Alaskans”
D
“A Creative Historical Record”
Read the selection carefully. Consider each sentence and note the important details.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
totem poles, creative method, history, pride, ancient legend, specific clan, symbol, remind ancestry, artwork
Step
2
Now look at the important details you wrote. Then write the main idea of this
selection in your own words.
Totem poles record Native Alaskan history and ancestral pride with symbols.
Step
3
Consider the answer choices. On the basis of your answer in step 2, which titles do
not indicate the main idea of the selection?
A and B
Step
4
Of the remaining choices, which one is the best title for the selection? Why?
D is the best answer choice because the focus of the selection is less on history and more on the
purpose of totem poles.
Exercises
17
Exercise 3
Practice
irections
D
Read the selections and identify the best answers to the questions that
follow.
On the Verge of a Race
“On your mark,” the track coach
called out.
The people in the stands sat
silently. The coach suddenly lowered
the flag and shouted loudly, “Go!”
The girls burst out of the blocks and
dashed toward the finish line.
“Get set,” the coach shouted,
raising an orange flag. All three girls
hunched over in the blocks.
1
18
What is the main idea of this selection?
A
Ileana’s field hockey experience will help her to win the race.
B
Each girl in the race is a powerful athlete.
C
The beginning of a race is full of tension and excitement.
D
Training for a race is difficult.
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
The three girls planted their feet
on the starting line. Ileana, who held
the school’s sprinting record, shook
her hands and wiggled her shoulders
in an attempt to relax her tense
muscles. Marta, in a state of deep
concentration, fixed her eyes on the
finish line. She wore the ring that
her grandmother had given to her for
good luck. Liz, the tallest of the three
girls, stretched her arms toward the
sky and breathed deeply. Butterflies
swirled in her stomach, and
nervousness was etched on her face.
Each girl was a powerful athlete.
Ileana was the captain of the fieldhockey team. Marta skied with
devotion during the winter months.
Liz was the best javelin thrower in
the school. And all three girls were
talented members of the track team.
They all worked hard to prepare
for this race, and any one of them
could win.
Exercise 3
A Day to Top All Others
The Phases of the Moon
Today was a day to top all others. I
rode a horse for the first time. My
father took me to a stable near my
school. The stable was so huge that I
had many horses to choose from. This
was my first time riding, so I wanted
to pick the perfect horse. I walked
back and forth a hundred times,
looking for the best horse in the
stable. Finally I spotted her. She was a
strong black mare with a white spot
on her forehead. She came over to the
fence where I stood and offered her
nose for me to pet. It was soft and
velvety. The horse neighed quietly, as
if she were agreeing to be my riding
partner. I called to my father.
The Moon passes through phases
that describe how much of the Moon
can be seen from Earth. When the
Moon is between the Sun and Earth,
the Moon cannot be seen because the
Sun’s light is hitting the side of the
Moon that observers on Earth cannot
see. This “new Moon” phase lasts for
one day. Then a thin sliver of Moon, a
crescent, appears. Over the next few
days, this “crescent Moon” gradually
grows larger. The Moon appears as a
crescent because observers can see
part of the Moon’s sunlit surface.
When half of one side of the Moon
becomes visible, the Moon reaches its
“half Moon” phase.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
“This is the one,” I said.
My father moved from the other
end of the stable to meet me, taking
long strides as he walked. He seemed
to be just as excited as I was.
2
Which of the following titles
would also be a good title for
this selection?
Finally, about two weeks after the
new moon, the “full Moon” shines in
the night sky. At this time, one side of
the Moon is visible to observers.
During the two weeks that follow, the
Moon appears to diminish, returning
to a half moon, then to a crescent
moon, and finally to a new moon.
Then the cycle repeats itself.
F
“How to Pet a Horse”
G
“The Big Decision”
What is the main idea of this
selection?
H
“Practice Makes Perfect”
A
J
“The Riding Lesson”
The “new Moon” phase lasts
for one day.
B
The Moon has various
phases.
C
The Earth is a great distance
from the Moon.
D
People do not understand
the Moon.
3
Exercises
19
Exercise 4
Exercise
4
Comprehension: Inferences
The English II OCCT may ask you to make inferences. You make
inferences by drawing conclusions that are based on information provided
in reading selections. Learn how to answer questions about making
inferences by completing the sample questions that follow each selection.
A Summer Wedding
Garret was looking forward to his sister’s wedding. Maury, his
future brother-in-law, even honored Garret by asking him to be
in the wedding party. But this summer was one of the hottest on
record. Garret dreaded wearing a tuxedo in such steamy conditions.
On the day before the wedding, everyone was dressed to have
their pictures taken by a professional photographer. But Garret
appeared wearing a T-shirt with the image of a tuxedo on it.
“Real funny,” Maury laughed. “But it’s time for the real tuxedo.”
“Okay,” Garret replied. “But somebody had better crank up the
air conditioning!”
1 Who is Maury?
Test Tip
Step
1
A
a tuxedo salesperson
B
Garret’s brother
C
the groom
D the photographer
Read the selection carefully. Write down key words about
Maury that you find in the selection.
future brother-in-law
Step
2
Which answer choices can be eliminated on the basis of
your response to Step 1?
A, B, and D
Step
3
Which answer choice is the best choice? Why?
C is the best answer choice because the selection states that Maury is Garret’s
future brother-in-law.
20
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
When making inferences
conclusions, do not make
assumptions that cannot
be supported. Make
sure that the selection
provides enough
evidence to support
your conclusions.
Exercise 4
Recycled Steel
As environmental issues become more and more urgent, it is encouraging to
see organizations that are trying to reduce environmental waste. Every year
the steel industry in North America is responsible for the recycling of steel
cans, discarded appliances, auto parts, and other steel products. Millions of
tons of scrap steel are recycled for future use. Recycled steel is used in the
production of auto bodies, appliances, and steel framing. Products such as
railroad ties and bridge supports are made up of almost 100 percent recycled
steel. All new steel products contain at least some recycled steel, so purchasing
steel is purchasing a recycled product.
2
Step
1
This selection suggests that
A
it is important to reduce environmental waste.
B
purchasing steel supports poorly paid steelworkers.
C
steel is used to make recycling machines.
D
steel is hard to find in nature.
Read the selection carefully. Write down key words that you find in the selection.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
reduce environmental waste, recycling, millions of tons of scrap steel, recycled steel
Step
2
Which answer choices can be eliminated because they are not supported by your
response to step 1?
B, C, and D
Step
3
Which answer choice is the best choice? Why?
A is the best answer choice because all the activities mentioned in the selection are done in order to reduce
environmental waste.
Exercises
21
Exercise 4
Practice
irections
D
Read the selection and identify the best answers to the questions that
follow.
Rained Out
1
The fishing trip wasn’t turning out
to be the fun experience that we had
hoped it would be. None of us had
counted on being caught in the rain in
the middle of nowhere in a strange
cabin for the entire week.
Dad sat near the window of the
cabin, looking forlornly out over the
lake. My younger brother, Jeremy, lay
on the bed playing a video game. I sat
on the floor reading an old magazine,
occasionally glancing out of the
window to see whether there was any
sign that the rain would stop.
3
“I wish that we had never come to
this boring place,” Jeremy said.
4
I stopped reading and looked at our
father. He pretended that he hadn’t
heard what Jeremy said, but he
winced every time Jeremy made a
negative remark about the cabin. This
trip meant a lot to him because he
used to come here with his own father.
5
“I mean, fishing in the rain would
be more fun than this. Anything is
more exciting than sitting in this
cabin all week,” Jeremy lamented.
6
Dad was still staring at the lake.
This was his only week off from work
22
7
We were all quiet for some time. I
imagined what the fishing trip would
be like with good weather. I pictured
us sitting in the boat with the anchor
dropped in a calm cove as we cast our
lines toward the shore. That was the
kind of trip that Dad had described
when he was convincing Jeremy and
me to accompany him to the lake.
8
Suddenly our father stood up with
a determined expression on his face.
“Get up, Jeremy,” he bellowed. “We’re
going fishing.” With that, he picked up
his rod and tackle box and marched
into the rain.
9
Jeremy and I watched our father
walk toward the dock, the wind
whipping through his hair and the
rain soaking his clothes. I wasn’t sure
what I should do. Then Jeremy and I
both dashed into the rain, laughing
like little kids.
10
“Now this is more like what I had
in mind!” Jeremy exclaimed excitedly.
End-of-Instruction English II OCCT Preparation and Practice Workbook
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2
for the entire year, and he chose to
spend it on this trip with his sons. I
was hoping that Jeremy would be a
bit more compassionate and refrain
from making another complaint.
Exercise 4
1
Which statement is suggested
in the fourth paragraph?
4
A
The father is hurt by what
Jeremy says.
B
The narrator doesn’t like to
see his father feeling bored.
F
impatient and bored
G
furious and resentful
The father is physically
injured.
H
tolerant and mature
J
intelligent and indecisive
C
D
The father is hard of
hearing.
5
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2
3
What pair of adjectives would
you use to describe the
narrator based on his behavior
in the selection?
The selection suggests that the
narrator stopped reading the
magazine to
F
play Jeremy’s video game.
G
investigate the cabin.
H
check his father’s reaction to
Jeremy’s remark.
J
daydream about a calm cove.
Which statement is suggested
by the tenth paragraph?
A
The sun has come out, and
the rain has stopped.
B
The narrator and Jeremy
plan to go fishing without
their father.
C
The narrator and Jeremy are
happy to fish in the rain
with their father.
D
Jeremy is concerned that his
father shouldn’t be in the
rain.
How does the narrator
demonstrate that he is more
compassionate than Jeremy?
6
Which statement is suggested
by this selection?
A
He does not complain about
the cabin.
B
He grabs a towel for his
father as he goes into the
rain.
F
The narrator goes fishing
with his father and brother
every summer.
C
He is happy to be sitting in
the cabin all week.
G
Only the father has a tackle
and box.
D
He remembered to bring his
guitar with him.
H
The father has never fished
in the rain before.
J
The father wants to be like
his own father.
Exercises
23
Exercise 5
Exercise
5
Literature: Genre
The English II OCCT may ask you to identify and to determine the
characteristics of literary genres. A genre is the category of a literary work
in a particular form or style, such as poetry, fiction, nonfiction, and drama.
Learn how to answer questions about genre by completing the sample
question that follows the selection.
How Drama Began
Today, we are surrounded by drama. We have to look no further than
our own living rooms to find it. Soap operas, sit-coms, and made-for-TV
movies can be viewed at the click of a button on the remote. We visit
cinemas to see the newest spy movies or action flicks. If we happen
to miss one, we can rent it in a few months and play it on the VCR at
home. Our culture is so drenched in drama that sometimes it is hard
to imagine that drama wasn’t always part of human life. Like so many
other cultural developments, it had a specific beginning.
Over the next century, two forms of drama we recognize today
developed. These forms were comedy and tragedy. Comedies made
audiences laugh by satirizing politicians and political situations, and
they tended to end happily—or at least peacefully. Tragedies, on the
other hand, were no laughing matter. Every tragedy featured a tragic
hero, a character who had to endure great suffering because of a tragic
flaw in his or her personality.
24
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Long before the creation of VCR’s and movie projectors, the ancient
Greeks gathered on grassy slopes to hear a chorus of male singers and
dancers tell stories. These performances, called dithyrambs, were part
of ancient religious festivals. Then one day in the year 534 B.C., a poet
called Thespis made a discovery that forever changed the way stories
are told. Thespis wrote a song-story that had a character in addition to
the chorus. He discovered that the character and the chorus could talk
to each other, much as people do when they have a conversation. It did
not take long for other poets to add characters to their stories. They
began by adding one character, then two, and eventually as many as
they needed to act out stories of human struggles and conflicts. Drama
as we know it was born.
Exercise 5
Today, we understand comedy and tragedy a little differently from the ancient
Greeks. Our tragic endings often result from circumstances rather than from
personality flaws. Similarly, our comedies may have endings that are bittersweet at
best. However, it is useful to remind ourselves that when we watch tragedies and
comedies in movie theaters, on television, or on stage, we are taking part in a ritual
that has persisted for more than 2500 years.
1
To which genre does the selection belong?
A
fiction
B
poetry
C
nonfiction
D
drama
Step
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Test Tip
Dialogue may be a
clue that a selection
is a work of fiction.
Nonfiction selections
generally inform the
reader about real people
and events or about
historical and scientific
discoveries. References
to facts and dates
may be a clue that a
selection is a work of
nonfiction.
1
Read the selection carefully. Is it telling a made-up story
or is it telling factual information?
It is telling factual information.
Step
2
Which answer choices can be eliminated on the basis of
your answers to step 1?
A, B, and D
Step
3
Which answer choice is the best choice? Why?
C is the best answer choice because the predominant purpose of nonfiction is
to convey factual information.
Exercises
25
Exercise 5
Practice
irections
D
Read the selection and identify the best answer to the questions that
follow.
from Bartleby the Scrivener
by HERMAN MELVILLE
It was on the third day, I think, of his being with me, and before any necessity had arisen for
having his own writing examined, that, being much hurried to complete a small affair
I had in hand, I abruptly called to Bartleby. In my haste and natural expectancy of instant
compliance, I sat with my head bent over the original on my desk, and my right hand sideways,
and somewhat nervously extended with the copy, so that immediately upon emerging from his
retreat, Bartleby might snatch it and proceed to business without the least delay.
In this attitude did I sit when I called to him, rapidly stating what it was I wanted him to do—
namely, to examine a small paper with me. Imagine my surprise, nay, my consternation, when
without moving from his privacy, Bartleby in a singularly mild, firm voice, replied,
“I would prefer not to.”
“Prefer not to,” echoed I, rising in high excitement, and crossing the room with a stride.
“What do you mean? Are you moon-struck? I want you to help me compare this sheet here—
take it,” and I thrust it towards him.
“I would prefer not to,” said he.
1
26
This story was written from
which narrative point of view?
2
What is the main conflict in
this story?
A
third-person limited
F
the narrator vs. society
B
first person
G
the narrator vs. himself
C
third-person omniscient
H
the narrator vs. nature
D
interior monologue
J
the narrator vs. another
character
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
I sat awhile in perfect silence, rallying my stunned faculties. Immediately it occurred to me
that my ears had deceived me, or Bartleby had entirely misunderstood my meaning. I repeated
my request in the clearest tone I could assume. But in quite as clear a one came the previous
reply, “I would prefer not to.”
Exercise 5
Practice
irections
D
Read the selection and identify the best answers to the questions that
follow.
from Crime and Punishment
by FYODOR DOSTOYEVSKY
On an exceptionally hot evening early in July a young man came out of the garret in which
he lodged in S. Place and walked slowly, as though in hesitation, towards K. bridge.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
He had successfully avoided meeting his landlady on the staircase. His garret was under the
roof of a high, five-storied house, and was more like a cupboard than a room. The landlady, who
provided him with garret, dinners, and attendance, lived on the floor below, and every time he
went out he was obliged to pass her kitchen, the door of which invariably stood open. And each
time he passed, the young man had a sick, frightened feeling, which made him scowl and feel
ashamed. He was hopelessly in debt to his landlady, and was afraid of meeting her.
This was not because he was cowardly and abject, quite the contrary; but for some time past
he had been in an overstrained, irritable condition, verging on hypochondria. He had become so
completely absorbed in himself, and isolated from his fellows that he dreaded meeting, not only
his landlady, but any one at all. He was crushed by poverty, but the anxieties of his position had
of late ceased to weigh upon him. He had given up attending to matters of practical importance;
he had lost all desire to do so. Nothing that any landlady could do had a real terror for him. But
to be stopped on the stairs, to be forced to listen to her trivial, irrelevant gossip, to pestering
demands for payment, threats and complaints, and to rack his brains for excuses, to prevaricate,
to lie—no, rather than that, he would creep down the stairs like a cat and slip out unseen.
1
The excerpt from this novel is
narrated from which point of
view?
2
The narrator characterizes the
young man as
F
cowardly and ashamed.
A
third-person limited
G
cunning and miserly.
B
first person
H
proud and aloof.
C
third-person omniscient
J
humble and shy.
D
interior monologue
Exercises
27
Exercise 6
Exercise
6
Literature: Author’s Purpose
The English II OCCT may ask you questions about an author’s purpose
for writing a selection. Learn how to answer questions about the author’s
purpose by completing the sample question that follows the selection.
from The Story of My Life
by HELEN KELLER
The most important day I remember in all my life is the one on which my
teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I
consider the immeasurable contrasts between the two lives which it connects. It was
the third of March, 1887, three months before I was seven years old. . . .
28
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
One day, while I was playing with my new doll, Miss Sullivan put my big rag
doll into my lap also, spelled “d-o-l-l,” and tried to make me understand that
“d-o-l-l” applied to both. Earlier in the day we had had a tussle over the words
“m-u-g” and “w-a-t-e-r.” Miss Sullivan had tried to impress it upon me that
“m-u-g” is mug and that “w-a-t-e-r” is water, but I persisted in confounding the two.
In despair she had dropped the subject for the time, only to renew it at the first
opportunity. I became impatient at her repeated attempts and, seizing the new doll, I
dashed it upon the floor. I was keenly delighted when I felt the fragments of the
broken doll at my feet. Neither sorrow nor regret followed my passionate outburst. I
had not loved the doll. In the still, dark world in which I lived there was no strong
sentiment or tenderness. I felt my teacher sweep the fragments to one side of the
hearth, and I had a sense of satisfaction that the cause of my discomfort was
removed. She brought me my hat, and I knew I was going out into the warm
sunshine. This thought, if a wordless sensation may be called a thought, made me
hop and skip with pleasure.
Exercise 6
1 The author probably wrote this selection to
Step
1
A
show how disobedient she was as a child.
B
show how her meeting with Miss Sullivan was the turning point
in her life.
C
show how much she hated spelling lessons and playing with dolls.
D
show how she preferred outdoor activities to indoor activities.
Read the selection carefully. Then write down what you think the author’s
purpose was in writing the selection.
to describe the most important day in her life
Step
2
Test Tip
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Look at the key words you
underlined while reading
the selection. These words
can give you clues about
how the author feels about
the subject and about
why the author wrote the
selection.
On the basis of what you wrote in Step 1, which
answer choices are definitely incorrect? Eliminate
them.
A, C, and D
Step
3
Which answer choice best explains the reason that
the author wrote this selection? Why?
B is the best answer choice because the author states in the first paragraph that
the most important day in her life was the day she met her teacher, Anne Sullivan.
Exercises
29
Exercise 6
Practice
irections
D
Read the selection and identify the best answers to the questions that
follow.
Elena
by PAT MORA
30
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
My Spanish isn’t enough.
I remember how I’d smile
listening to my little ones,
understanding every word they’d say,
their jokes, their songs, their plots.
Vamos a pedirle dulces a mamá. Vamos.
But that was in Mexico.
Now my children go to American high schools.
They speak English. At night they sit around
the kitchen table, laugh with one another.
I stand by the stove and feel dumb, alone.
I bought a book to learn English.
My husband frowned. . . .
My oldest said, “Mamá, he doesn’t want you
to be smarter than he is.” I’m forty,
embarrassed at mispronouncing words,
embarrassed at the laughter of my children,
the grocer, the mailman. Sometimes I take
my English book and lock myself in the bathroom,
say the thick words softly,
for if I stop trying, I will be deaf
when my children need my help.
Exercise 6
1
Why does the speaker in this
poem feel alienated from her
children?
A
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2
because her children attend
American schools
B
because she locks herself in
the bathroom
C
because she wants to return
to Mexico
D
F
because he thinks that
Spanish is enough
G
because he will be jealous
if his wife can speak to the
grocer and the mailman
J
What is the speaker’s biggest
fear?
A
that she is losing her
hearing
B
that she will not understand
her children when they need
her help
C
that she is growing old
D
that her children will laugh
at her when she speaks
Spanish
because she can’t
communicate with her
children in English
Why doesn’t the speaker’s
husband want her to learn
English?
H
3
because he doesn’t want his
wife to have more knowledge
than he does
because English books are
too expensive
4
The author’s main purpose in
writing this poem is to
F
demonstrate one of the
difficulties of moving from
one culture to another.
G
argue for bilingual education
in schools.
H
express the opinion that life
is better in Mexico than in
the United States.
J
show how difficult it is to be
a parent.
Exercises
31
Exercise 7
Exercise
7
Literature: Theme
The English II OCCT may ask you to identify the theme of a selection. The
theme is the central message of a work of literature. Learn how to answer
questions about the theme by completing the sample question that follows
the selection.
The Road Not Taken
by ROBERT FROST
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
32
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back
Exercise 7
1 Which of the following is the best statement of the theme of this
poem?
Step
1
A
Life is confusing and troubling.
B
One should make sure not to get lost in the woods.
C
One should be willing to choose a path in life that is unpopular.
D
One will probably regret making an impulsive decision.
Read the poem carefully. Write down the message that you think the speaker is
trying to convey to the reader.
The speaker is saying that he decided to follow the less traveled path, which has made a great
difference in his life.
Step
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Test Tip
When trying to
determine the theme of
a selection, ask yourself
the question, “What is
the author trying to tell
me that I can apply to
my own life, the lives of
others, and the world?”
Look for details and
examples that convey
the author’s message.
2
On the basis of what you wrote in Step 1, which
answer choices are definitely incorrect?
A and B
Step
3
Of the remaining answer choices, which one is the best
statement of the theme of the poem? Why?
C is the best answer choice because the speaker does not say that he
regrets his decision to take the less traveled path.
Exercises
33
Exercise 7
Practice
irections
D
Read the selections and identify the best answers to the questions that
follow.
Those Winter Sundays
by ROBERT HAYDEN
Sundays too my father got up early
and put his clothes on in the blueblack cold,
then with cracked hands that ached
from labor in the weekday weather made
banked fires blaze. No one ever thanked him.
I’d wake and hear the cold splintering, breaking.
When the rooms were warm, he’d call,
and slowly I would rise and dress,
fearing the chronic angers of that house,
1
34
Which of the following is the best statement of the theme of this poem?
A
Children often don’t appreciate their parents until the children become
adults.
B
Hard work can make parents angry and depressed.
C
Poverty in the home can cause children to resent their parents.
D
Some people are glad to work hard without being thanked for it.
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Speaking indifferently to him,
who had driven out the cold
and polished my good shoes as well.
What did I know, what did I know
of love’s austere and lonely offices?
Exercise 7
Purchase
by NAOMI LONG MADGETT
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
I like the smell of new clothes,
The novel aroma of challenge.
This dress has no past
Linked with regretful memories
To taint it,
Only a future as hopeful
As my own.
I can say of an old garment
Laid away in a trunk:
“This lace I wore on that day when. . . .”
But I prefer the new scent
Of a garment unworn,
Untainted like the new self
That I become
When I first wear it.
2
3
What does the speaker mean when she says, “This dress has no past /
Linked with regretful memories / To taint it?”
F
The speaker does not have a past that could be spoiled by the dress.
G
The speaker does not know anything about the person who made the dress.
H
New clothes are good because they do not remind us of the past.
J
A new dress is good because it has never been worn by another person.
Which of the following is the best statement of the theme of this poem?
A
New clothes are a sign of hope and prosperity.
B
One should welcome change and not dwell on the past.
C
Wearing new clothes can change one’s identity.
D
Old clothes are always associated with sadness and regret.
Exercises
35
Exercise 8
Exercise
8
Literature: Literary Elements and
Techniques
The English II OCCT may ask you questions about literary elements and
techniques. Learn how to answer questions about literary elements and
techniques by completing the sample question that follows the selection.
from The Real Life of Sebastian Knight
by VLADIMIR NABOKOV
36
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
IN NOVEMBER of 1918 my mother resolved to flee with [my brother]
Sebastian and myself from the dangers of Russia. Revolution was in full
swing, frontiers were closed. She got in touch with a man who had made
smuggling refugees across the border his profession, and it was settled
that for a certain fee, one half of which was paid in advance, he would get
us to Finland. We were to leave the train just before the frontier, at a place
we could lawfully reach, and then cross over by secret paths, doubly, trebly
secret owing to the heavy snowfalls in that silent region. At the startingpoint of our train journey, we found ourselves, my mother and I, waiting
for Sebastian, who, with the heroic help of Captain Belov, was trundling
the luggage from house to station. The train was scheduled to start at
8:40 A.M. Half past and still no Sebastian. Our guide was already in the train
and sat quietly reading a newspaper; he had warned my mother that in no
circumstance should she talk to him in public, and as the time passed and
the train was preparing to leave, a nightmare feeling of numb panic began
to come over us. We knew that the man in accordance with the traditions
of his profession, would never renew a performance that had misfired at
the outset. We knew too that we could not again afford the expenses of
flight. The minutes passed and I felt something gurgling desperately in
the pit of my stomach. The thought that in a minute or two the train
would move off and that we should have to return to a dark cold attic (our
house had been nationalised some months ago) was utterly disastrous. On
our way to the station we had passed Sebastian and Belov pushing the
heavily burdened wheelbarrow through the crunching snow. This picture
now stood motionless before my eyes (I was a boy of thirteen and very
imaginative) as a charmed thing doomed to its paralysed eternity. My
mother, her hands in her sleeves and a wisp of grey hair emerging from
beneath her woolen kerchief, walked to and fro, trying to catch the eye of
our guide every time she passed by his window. Eight forty-five, eight-fifty
Exercise 8
. . . The train was late in starting, but at last the whistle blew, a rush of warm white
smoke raced its shadow across the brown snow on the platform, and at the same time
Sebastian appeared running, the earflaps of his fur cap flying in the wind. The three
of us scrambled into the moving train.
1 Which element of fiction is used in this selection?
A
foreshadowing
B
flashback
C
suspense
D
dialogue
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Test Tip
To answer questions
about literary elements,
you must understand
the terminology and the
concepts that govern
them. Look up such
terms as plot, point
of view, tone, and
characterization and
discuss them with
your classmates.
Step
3
Step
1
Read the selection carefully. Are there any choices that
are definitely incorrect? Eliminate them.
Answer choice D can be eliminated.
Step
2
Make a brief list of the major events in the story.
narrator, mother, and brother Sebastian make plans to flee to Finland; they
wait in mounting panic for Sebastian at the train station; Sebastian arrives at
the last moment; the family scrambles onto the train
Now study the list you made in Step 2 to see if you can see a pattern in the way
that the events are told by the narrator. If you detect any incorrect answer choices,
eliminate them.
Answer choices A and B can be eliminated.
Step
4
Which answer choice is the best choice? Why?
C is the best answer choice because the narrator presents the events in chronological order and makes the
reader wait until the end to find out if Sebastian will arrive in time.
Exercises
37
Exercise 8
Practice
irections
D
Read the selections and identify the best answers to the questions that
follow.
from The Fall of the House of Usher
by EDGAR ALLAN POE
1
2
38
What narrative point of view does the author use in this selection?
A
interior monologue
B
third-person limited
C
third-person omniscient
D
first person
Which group of words from the selection best reflects the author’s tone?
F
oppressively, unnerved, desolate
G
imagination, heavens, sublime
H
dull, white, iciness
J
soundless, evening, poetic
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
During the whole of a dull, dark, and soundless day in the autumn of the year,
when the clouds hung oppressively low in the heavens, I had been passing alone, on
horseback, through a singularly dreary tract of country, and at length found myself, as
the shades of evening drew on, within view of the melancholy House of Usher. I know
not how it was; but, with the first glimpse of the building, a sense of insufferable gloom
pervaded my spirit. I say insufferable; for the feeling was unrelieved by any of that
half-pleasurable, because poetic, sentiment, with which the mind usually receives even
the sternest natural images of the desolate or terrible. I looked upon the scene before
me—upon the mere house, and the simple landscape features of the domain—upon the
bleak walls—upon the vacant eye-like windows—upon a few rank sedges—and upon a
few white trunks of decayed trees—with an utter depression of soul. . . . There was an
iciness, a sinking, a sickening of the heart—an unredeemed dreariness of thought
which no goading of the imagination could torture into aught of the sublime. What was
it—I paused to think—what was it that so unnerved me in the contemplation of the
House of Usher?
Exercise 8
from The Horned Toad
by GERALD HASLAM
“Expectoran su sangre!” exclaimed Great-grandma when-I-showed her the small
horned toad I had removed from my breast pocket. I turned toward my mother, who
translated: “They spit blood.”
“De los ojos,” Grandma added. “From their eyes,” Mother explained, herself
uncomfortable in the presence of the small beast.
I grinned, “Awwwwwww.”
But my great-grandmother did not smile. “Son muy tóxicos,” she nodded with finality.
Mother moved back an involuntary step, her hands suddenly busy at her breast. “Put
that thing down,” she ordered.
“His name’s John,” I said.
“Put John down and not in your pocket, either,” my mother nearly shouted. “Those
things are very poisonous. Didn’t you understand what Grandma said?”
I shook my head.
“Well . . .” Mother looked from one of us to the other—spanning four generations of
California, standing three feet apart—and said, “Of course you didn’t. Please take him
back where you got him, and be careful. We’ll all feel better when you do.” The tone of
her voice told me that the discussion had ended, so I released the little reptile where
I’d captured him.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1
The main conflict in this story
concerns
2
A
animal rights.
Which pair of words best
describes the character of the
boy in the story?
B
parental discipline.
F
skeptical but obedient
C
the generation gap.
G
amused and disrespectful
D
the rights of the elderly.
H
hostile and rebellious
J
kind but stubborn
Exercises
39
Exercise 9
Exercise
9
Literature: Figurative Language
The English II OCCT may ask you questions about figurative language.
Figurative language expresses an idea that is beyond the literal level of
meaning. Learn how to answer questions about figurative language by
completing the sample question that follows the selection.
The Black Snake
by MARY OLIVER
When the black snake
flashed onto the morning road,
and the truck could not swerve—
death, that is how it happens.
2
Now he lies looped and useless
as an old bicycle tire.
I stop the car
and carry him into the bushes.
3
He is as cool and gleaming
as a braided whip, he is as beautiful and quiet
as a dead brother.
I leave him under the leaves
4
and drive on, thinking
about death: its suddenness,
its terrible weight,
its certain coming. Yet under
5
reason burns a brighter fire, which the bones
have always preferred.
It is the story of endless good fortune.
It says to oblivion: not me!
6
It is the light at the center of every cell.
It is what sent the snake coiling and flowing forward
happily all spring through the green leaves before
he came to the road.
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
40
1
Exercise 9
1 In the second stanza, the speaker describes the snake as being
“looped and useless / as an old bicycle tire.” This is an example of
Step
1
A
metaphor.
B
simile.
C
oxymoron.
D
symbol.
Read the poem carefully, especially the second stanza.
Test Tip
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
To answer questions
about figurative
language, you need to
know the terms used
for the various types
and their definitions.
Look up such terms
as imagery, metaphor,
simile, symbol, and
personification and
discuss them with
your classmates.
Step
2
Now consider each answer choice.
(A): Is metaphor used in the second stanza? If so, how?
No.
(B): Is simile used in the second stanza? If so, how?
Yes. The dead snake is compared to an old bicycle tire. The comparison
contains the word as.
(C): Is oxymoron used in the second stanza? If so, how?
No.
(D): Is symbol used in the second stanza? If so, how?
No.
Step
3
On the basis of your answers to step 2, which answer choices can be eliminated?
A, C, and D
Step
4
Which answer choice is the best choice? Why?
B is the best answer choice because simile is the type of figurative language used in the second stanza.
Exercises
41
Exercise 9
Practice
irections
D
Read the selections and identify the best answers to the questions that
follow.
Morning at the Window
by T.S. ELIOT
They are rattling breakfast plates in basement kitchens,
And along the trampled edges of the street
I am aware of the damp souls of housemaids
Sprouting despondently at area gates.
The brown waves of fog toss up to me
Twisted faces from the bottom of the street,
And tear from a passer-by with muddy skirts
An aimless smile that hovers in the air
And vanishes along the level of the roofs.
42
“They are rattling breakfast
plates in basement kitchens” is
an example of
2
A
metonymy.
“I am aware of the damp souls
of housemaids / Sprouting
despondently at area gates” is
an example of
B
metaphor.
F
hyperbole.
C
imagery.
G
synecdoche.
D
understatement.
H
simile.
J
metaphor.
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1
Exercise 9
Making a Fist
by NAOMI SHIHAB NYE
For the first time, on the road north of
Tampico,
I felt the life sliding out of me,
a drum in the desert, harder and harder
to hear
I was seven, I lay in the car
watching palm trees swirl a sickening
pattern past the glass.
My stomach was a melon split wide inside
my skin.
“How do you know if you are going
to die?”
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3
4
I begged my mother.
We had been travelling for days.
With strange confidence she answered,
“When you can no longer make a fist.”
Years later I smile to think of that journey,
the borders we must cross separately,
stamped with our unanswerable woes.
I who did not die, who am still living,
still lying in the backseat behind all my
questions,
clenching and opening one small hand.
“A drum in the desert, harder and harder / to hear” is an example of
A
metaphor.
B
alliteration.
C
oxymoron.
D
rhyme.
“Years later I smile to think of that journey, / the borders we must cross
separately” is an example of
F
symbol.
G
onomatopoeia.
H
assonance.
J
imagery.
Exercises
43
Exercise 10
Exercise
10
Literature: Comparing Two
Selections
The English II OCCT may ask you to answer questions based on the
comparison of two selections. Learn how to answer these questions by
completing the sample questions that follow the selections.
A Blessing
by JAMES WRIGHT
44
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Just off the highway to Rochester, Minnesota,
Twilight bounds softly forth on the grass.
And the eyes of those two Indian ponies
Darken with kindness.
They have come gladly out of the willows
To welcome my friend and me.
We step over the barbed wire into the pasture
Where they have been grazing all day, alone.
They ripple tensely, they can hardly contain their happiness
That we have come.
They bow shyly as wet swans. They love each other.
There is no loneliness like theirs.
At home once more,
They begin munching the young tufts of spring in the darkness.
I would like to hold the slenderer one in my arms,
For she has walked over to me
And nuzzled my left hand.
She is black and white,
Her mane falls wild on her forehead,
And the light breeze moves me to caress her long ear
That is delicate as the skin over a girl’s wrist.
Suddenly I realize
That if I stepped out of my body I would break
Into blossom.
Exercise 10
The Peace of Wild Things
by WENDELL BERRY
When despair grows in me
and I wake in the middle of the night at the least sound
in fear of what my life and my children’s lives may be,
I go and lie down where the wood drake
rests in his beauty on the water, and the great heron feeds.
I come into the peace of wild things
who do not tax their lives with forethought
of grief. I come into the presence of still water.
And I feel above me the day-blind stars
waiting for their light. For a time
I rest in the grace of the world, and am free.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Test Tip
When answering
comparison questions,
look for subjects,
themes, and literary
techniques that link
the two selections. Ask
yourself the following
questions: “What do
these two authors agree
on?” “How do they view
the world in the same
way?” “How do they
express themselves
in similar language?”
As you read, jot down
these key points in
the margins of both
selections.
Step
2
1
Step
1
Which of the following is the best statement
of the theme that these two poems have in
common?
A
Wild animals are more beautiful than domestic
animals.
B
Humans should not trespass upon animal
habitats.
C
Humans can derive joy and comfort from being
with animals.
D
Living in the midst of nature is better than
living in the city.
Read both poems carefully. Write down the theme that
you think both poems share.
Both poems stress the positive feelings that can be experienced from contact
with nature and animals.
On the basis of your answer to Step 1, are there any answer choices that are definitely
incorrect? Eliminate them.
Answer choices A and B can be eliminated.
Step
3
Of the remaining answer choices, which one is the best? Why?
C is the best answer choice because both poems emphasize the joy that can be derived from contact with
animals, and neither poem contrasts living amid nature and living in the city.
Exercises
45
Exercise 10
Practice
irections
D
Read both selections and identify the best answers to the questions that
follow.
I, Too
miss rosie
by LANGSTON HUGHES
by LUCILLE CLIFTON
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Besides,
They’ll see how beautiful I am
And be ashamed–
I, too, am America.
46
End-of-Instruction English II OCCT Preparation and Practice Workbook
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Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
When I watch you
wrapped up like garbage
sitting, surrounded by the smell
of too old potato peels
or
when I watch you
in your old man’s shoes
with the little toe cut out
sitting, waiting for your mind
like next week’s grocery
I say
when I watch you
you wet brown bag of a woman
who used to be the best looking gal in
Georgia
used to be called the Georgia Rose
I stand up
through your destruction
I stand up
Exercise 10
1
2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3
4
What is the implied subject of both poems?
A
the civil rights movement
B
hunger and poverty
C
political power
D
revolution
What is the predominant tone of both poems?
F
anger
G
optimism
H
defiance
J
despair
What literary technique is employed in both poems?
A
first-person point of view
B
oxymoron
C
personification
D
refrain
Which of the following is the best statement of the common theme in
both poems?
F
African Americans will eventually achieve political power.
G
African Americans will conquer discrimination with pride and dignity.
H
African Americans will one day wear fine clothes and eat in the
dining room.
J
African Americans will no longer be ashamed to eat in the kitchen.
Exercises
47
Exercise 11
Exercise
11
Research: Accessing Information
The English II OCCT may ask you questions about accessing information.
Learn how to answer questions about accessing information by completing
the questions that follow each selection.
Mary Shelley was the well-known English author who wrote the
terrifying novel Frankenstein.
Shelley was born Mary Godwin in London, England, in 1797. When
she was sixteen, she met Percy Bysshe Shelley, a talented poet. They
married in 1816. The Shelleys developed a friendship with another
famous poet, Lord Byron. This friendship influenced Shelley’s writings,
and in 1818 she published Frankenstein.
In 1822 Percy Shelley drowned in Italy. To support herself and her
children, Mary wrote and published novels. These works included
Valperga, The Last Man, and an autobiographical work, Lodore. She
also edited poetry written by her late husband.
Mary Shelley died in 1851. Of her works, Frankenstein stands as
her greatest contribution to literature. The story continues to haunt
readers today.
1
When accessing
information, make sure
to get your facts straight.
Pay particular attention
to dates and the order of
events.
Step
1
Which of the following did Mary Shelley do
after 1822?
A
She met the poet Lord Byron.
B
She married Percy Bysshe Shelley.
C
She published her famous novel Frankenstein.
D
She wrote the autobiographical work Lodore.
Write down the events that occurred in Mary Shelley’s life after 1822.
Mary published Valperga, The Last Man, and Lodore; she edited Percy Shelley’s poetry;
she died in 1851.
Step
2
Step
3
48
Which answer choices can be eliminated?
A, B, and C
Which answer choice best states what Mary Shelley did after 1822?
End-of-Instruction English II OCCT Preparation and Practice Workbook
D
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Test Tip
Exercise 11
Wilmington Summer History Camp
Where you learn about history outside the classroom!
Schedule for Monday, June 25
• Arrival time: 10:00 A.M.—Cabins are assigned. Campers have two hours to
unpack and become acquainted with one another.
• Lunch: 12:00 P.M.—Lunch in the mess hall
• Badminton: 1:00 P.M.—A re-creation of the Battle of Gettysburg on field 2
• Dinner: 6:00 P.M.—Dinner in the mess hall
• Hike by starlight: 8:00 P.M.—Campers ages 15–18 take a guided nighttime
hike on the Jefferson Memorial Trail.
• Lights out: 10:00 P.M.—Campers retire for the night.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2 What are the campers expected to do at 10:00 P.M.?
Step
1
A
arrive
B
sleep
C
unpack
D
wake up
Read the schedule carefully. What time is the question asking about? Scan the
schedule for information about that time and write down the information.
10 P.M. – Campers retire for the night.
Step
2
On the basis of your answer to Step 1, which answer choices can be eliminated?
A, C, and D
Step
3
Which answer choice best states what campers are expected to do at 10:00 P.M.?
B
Exercises
49
Exercise 11
Practice
irections
D
Read the selection and identify the best answers to the questions
that follow.
Simsdale Botanical Gardens: Internship Opportunity
Simsdale Botanical Gardens, one of the most widely recognized centers for
the study and appreciation of native botanical growth, is offering summer
internships for the first time. Five positions will be awarded to the most
qualified applicants. Internships will begin during the second week in June
and run through the last week in August. Interns will be required to live at the
Environment House Project, which is located on the garden grounds.
This opportunity is available to high school students who plan to enroll in a
botany program at either a two-year or a four-year college or university. Each
application must include a copy of the applicant’s transcript. (Students entering
their senior year of high school will be given priority.)
Requirements
An overall 3.0 (B) grade-point average
Three letters of recommendation from teachers or peers
An essay (no longer than two pages) explaining why you would like to be
chosen and why you would make a good intern
Job Description
•
•
•
Interns will live in the conservation dwelling at the Environment House
Project and will be responsible for collecting relevant data. Because of
the nature of this project, interns will be expected to remain in residence
for the duration of the internship, though two days out of every ten will be
considered “off” days.
Interns will be expected to participate daily in groundskeeping, pruning,
transplanting, and garden maintenance. Interns will take directions from
the Gardens director.
Each intern will work in conjunction with the Gardens director on a
personal project. All project subjects will be determined during the first
week of the program and will involve experimentation in growing
techniques, breeding techniques, or conservation of resources. All
projects should be completed by the end of the internship.
Applications must be received no later than February 1.
50
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
•
•
•
Exercise 11
1
2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3
How many internships will be
awarded?
4
Where will the interns be
staying?
A
five
F
at a summer camp
B
four
G
in their own homes
C
three
H
at a hotel
D
two
J
in a conservation dwelling
How long will the internships
last?
5
How often are interns expected
to be on duty?
F
nearly five months
A
two days out of ten
G
nearly four months
B
four days out of ten
H
nearly three months
C
eight days out of ten
J
nearly two months
D
every day
Internships are available to
A
high school students.
B
college students.
C
high school graduates.
D
college graduates.
6
What is the deadline for
submitting applications to the
internship program?
F
June 2
G
February 1
H
August 15
J
April 10
Exercises
51
Exercise 12
Exercise
12
Research: Interpreting Information
The English II OCCT may ask you questions about interpreting information.
Learn how to answer questions about interpreting information by completing
the sample question that follows the selection.
Radiocarbon Dating
Imagine that you have discovered a fossil and want to know its
age. Radiocarbon dating is one of the most reliable methods used
to figure out the age of organic materials such as wood, shells,
bones, and plants. Using this method, scientists measure the
amount of carbon-14 in the organic material. Because carbon-14
deteriorates at a known rate from the time of an organism’s
death, how long ago the organism died can be determined by
measuring the amount of carbon-14 left in its remains.
Radiocarbon dating has been tested on ancient fossils whose
dates were already known, and the results were accurate.
However, there are limitations to radiocarbon dating—fossils that
are more than 50,000 years old cannot be dated because of the
miniscule amounts of carbon-14 that remain in them.
1
When reading for
interpretation, pay
attention to transition
words such as therefore
and however.
52
Pros:
one of the
most reliable
methods
for dating
organic
materials
Cons:
A
There is no way to test the accuracy of radiocarbon dating.
B
Organic material includes only wood, shells, bones, and
plant remains.
C
Fossils that are more than 50,000 years old cannot be dated.
D
Radiocarbon dating can be used for dating organic material
only.
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Test Tip
Which information belongs in the box labeled
Cons?
Exercise 12
Step
1
Read the selection carefully. Scan the selection for details that could be considered
a “con” to radiocarbon dating. Write them down.
Objects that are more than 50,000 years old cannot be dated.
Step
2
Now look at the answer choices.
(A): Is this statement accurate? If not, eliminate this answer choice.
(B): Is this statement a “con?” If not, eliminate this answer choice.
(C): Is this statement a “con?” If not, eliminate this answer choice.
(D): Is this statement a “con?” If not, eliminate this answer choice.
Step
3
On the basis of your answers to Steps 1 and 2, which answer choices can be
eliminated?
A, B, and D
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Step
4
Which answer choice is the best choice? Why?
C is the correct answer choice because it contains the only negative fact about radiocarbon dating in the
selection.
Exercises
53
Exercise 12
Practice
irections
D
Read the selection and identify the best answers to the questions that
follow.
Herman Melville
You may have heard of the book Moby Dick, written by the American author
Herman Melville. You may also know that Moby Dick is considered one of the
greatest novels ever written. Nonetheless, it might surprise you to find out that
Herman Melville was not always a highly regarded author.
Melville’s first two novels, Typee and Omoo, were widely read and financially
successful. They were both exciting tales of adventures at sea and experiences with
people in foreign lands. Melville became quite famous. However, upon the publication
of his third book, Mardi, Melville’s popularity began to wane. He was no longer
interested in telling tales of pure adventure, and his writing took on a philosophical
tone that alienated the general reading public of his time.
Melville’s next book, Pierre, was almost completely disregarded by the public.
Debt, frustration, and ill health finally forced Melville to take a low-paying job as a
customs inspector. Eventually, Melville abandoned prose and began to write poetry.
The Civil War is the principal subject of Melville’s poetry. He and his brother
made a trip to the front lines, and he published a book of poems, Battle-Pieces and
Aspects of the War, based on this experience.
Melville died in 1891 at the age of seventy-two. At this point, his work had been
completely forgotten by the public. His genius was to go unrecognized for the next
thirty years. Then, in the 1920s, his reputation began to improve as critics and
readers rediscovered his work. Today Moby Dick is one of the best-known novels
ever penned by an American author.
54
End-of-Instruction English II OCCT Preparation and Practice Workbook
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Melville published Moby Dick in October of 1851. It was an original novel,
incorporating aspects of sociology and philosophy, which confused readers by its
complex symbolism. The book sold poorly.
Exercise 12
1
A
Herman Melville’s Moby
Dick is one of the most
famous novels ever written
by an American author.
B
Herman Melville stopped
writing prose after his books
Moby Dick and Pierre were
considered to be failures.
C
D
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2
3
Which of the following is
the best summary of this
selection?
Herman Melville published
Moby Dick in 1851, but it
was not well received by
readers or critics.
Herman Melville is famous
today, but he was not
appreciated during his
own time.
Moving chronologically from
left to right, the following
chart presents the order of
Melville’s novels that received
an initially poor response from
the public.
Mardi
4
Which of the following is the
best summary of the final
paragraph of this selection?
A
Melville received little
recognition before he died,
but his work was
rediscovered in the 1920s
and has experienced a
resurgence in popularity.
B
When Melville died in 1891
at the age of seventy-two, his
work had been completely
forgotten by the public.
C
Melville’s only successes
occurred after his death
in 1891.
D
Melville is considered to be
one of the greatest novelists,
but he was not always as
highly regarded as he is
today and his genius went
unrecognized for thirty
years.
What is the most important
fact about Moby Dick in the
selection?
F
It is primarily a tale of
adventure.
G
It was published in October
of 1851.
H
It is about a white whale
and a ship’s captain.
J
It was initially considered a
failure.
Pierre
Which of the following titles
belongs in the center box?
F
Typee
G
Omoo
H
Battle-Pieces and Aspects of
the War
J
Moby Dick
Exercises
55
Exercise 13
Exercise
13
Usage
The English II OCCT may ask you questions about word usage. Learn how
to answer questions about word usage by completing the following sample
questions.
Everyone wanted to express their opinions at the student council
meeting.
1
Step
1
Which of the following is the best change, if any, to make to
the above sentence?
A
Change Everyone to Everybody.
B
Change their opinions to his or her opinion.
C
Change at to in.
D
Make no change.
Read the sentence carefully. Write down any errors that you find in
the sentence.
their
2
Test Tip
Asking yourself why
you think an answer
choice is correct may
help you avoid answer
choices that seem
correct but are not.
Think of a rule that applies to this kind of error. Write it.
A pronoun must agree in number with its antecedent.
How would you correct this error?
Change their to the singular his or her so the pronoun agrees with the
singular antecedent everyone.
Step
3
Now look at each answer choice. Which answer choices do not correct
the error detected in Steps 1 and 2? Eliminate them.
Eliminate answer choices A, C, and D
Step
4
Which answer choice is the best change to make to the above
sentence? Why?
B is the best answer choice because of the rule stated in Step 2.
56
End-of-Instruction English II OCCT Preparation and Practice Workbook
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Step
Exercise 13
At the movie theater on Friday night, Lidia accepted Raphael’s invitation to go
to the school dance.
2
Step
1
Which of the following is the best change, if any, to make to the above
sentence?
A
Change At to To.
B
Change school dance to School Dance.
C
Change accepted to excepted.
D
Make no change.
Read the sentence carefully. Write down any errors that you find in the sentence.
There are no errors.
Step
2
Now look at each answer choice. Which answer choices do not follow the rules of
usage? Eliminate them.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
(A): Should At be changed to To? If not, eliminate this answer choice.
(B): Should school dance be changed to School Dance? If not, eliminate this
answer choice.
(C): Should accepted be changed to excepted? If not, eliminate this answer choice.
(D): Should changes be made to the sentence? If so, eliminate this answer choice.
Step
3
Which answer choice is the best choice? Why?
D is the best answer choice because there are no errors in the sentence.
Exercises
57
Exercise 13
Practice
irections
D
Read the following selection and identify the best answers to the
questions that follow.
Hoover Dam
During the Great Depression, the American public was not optimistic about
the ability of humankind to create positive change. In 1931, in the midst of this
dismal time in American history, construction began on a project that would
give Americans something to celebrate. In the barren desert that lays along the
border of Arizona and Nevada, a dam would be built that could control the
Colorado River.
2
By taming the river, the dam would eliminate the devastation of floods.
Additionally, it would create a water and power source. A year-round water
supply was needed to inshure agricultural success in the area. The
anticipation of urban growth along the Pacific Coast meant a growing need for
power. Hoover Dam would meet those needs and make modern living possible
in the Southwestern and Pacific regions of the United States.
3
The building of the dam was a monumental effort that required the expertise
of the most knowledgeable engineers and the sweat of many laborers. The river
itself first had to be diverted so that the concrete foundation could be laid.
Tunnels to divert the water were dug on either side of the river. Miners drilled
into the bedrock of the Black Canyon, which lines the sides of the river. Then
the water was directed into four diversion tunnels. Once workers exposed the
bedrock on the floor of the river, he could lay the concrete. Engineers took great
pains to ensure proper pouring of the concrete to prevent future cracking that
could ruin the dam. Upon his completion in 1935, Hoover Dam was declared
“an engineering victory of the first order” by President Franklin D. Roosevelt.
4
Today, Hoover Dam blocks the waters of the Colorado River and forms Lake
Mead, the largest man-made reservoir in the United States. Water is carried
from Lake Mead to farms and cities in Nevada, Arizona, and California. There
are seventeen turbines at Hoover Dam, each capable of providing hydroelectric
power to 100,000 homes. Additionally, Hoover Dam has become a source of
inspiration for all people and has increased there hope for the future.
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
58
1
Exercise 13
1
Which of the following is the
best change, if any, to make to
the first sentence of the first
paragraph?
4
(During the . . . positive change.)
2
(Once workers . . . the concrete.)
A
Change ability to abilities.
F
Change workers to worker.
B
Change to to too.
G
Change he to they.
C
Change was to were.
H
Change the to this.
D
Make no change.
J
Make no change.
Which of the following is the
best change, if any, to make to
the last sentence in the first
paragraph?
5
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
(In the . . . Colorado River.)
3
Which of the following is the
best change, if any, to make to
the sixth sentence of the third
paragraph?
Which of the following is the
best change, if any, to make to
last sentence of the third
paragraph?
F
Change lays to lies.
(Upon his . . . Franklin D.
Roosevelt.)
G
Change desert to dessert.
A
H
Change along to among.
Change completion to
completions.
J
Make no change.
B
Change Hoover Dam to
Hoover dam.
C
Change his to its.
D
Make no change.
Which of the following is the
best change, if any, to make to
the third sentence of the
second paragraph?
(A year-round . . . the area.)
6
Which of the following is the
best change, if any, to make to
the last sentence of the last
paragraph?
A
Change to to two.
B
Change inshure to insure.
C
Change supply to supplies.
(Additionally, Hoover . . . the
future.)
D
Make no change.
F
Change people to peoples.
G
Change has to have.
H
Change there to their.
J
Make no change.
Exercises
59
Exercise 14
Exercise
14
Mechanics: Capitalization and
Punctuation
The English II OCCT may ask you questions about capitalization and
punctuation. Learn how to answer questions about capitalization and
punctuation by completing the following sample questions.
Anthony could not wait to see the statue of liberty during his trip
to New York.
1
Step
1
Which of the following is the best change, if any, to make to
the above sentence?
A
Change New to new.
B
Add a comma after liberty.
C
Change statue of liberty to Statue of Liberty.
D
Make no change.
Read the sentence carefully. Write down any errors that you find in
the sentence.
statue of liberty
Step
2
Find the capitalization
or punctuation error on
your own. Then use the
process of elimination
to confirm the answer
choice you selected.
Step
3
Think of a rule that applies to this kind of error. Write it.
Proper nouns should be capitalized.
How would you correct this error?
Change statue of liberty to Statue of Liberty.
Now look at each answer choice. Which answer choices do not follow
the rules for capitalization or punctuation?
A and B
Step
4
Of the remaining answer choices, which one is the best change to
make to the above sentence? Why?
C is the best answer choice because of the rule stated in Step 2.
60
End-of-Instruction English II OCCT Preparation and Practice Workbook
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Test Tip
Exercise 14
Jasmine and her brother wanted to see the babys room.
2
Step
1
What is the best change, if any, to make to the above sentence?
A
Change babys to baby’s.
B
Add a comma after Jasmine.
C
Add a comma after brother.
D
Make no change.
Read the sentence carefully. Write down any errors that you find in the sentence.
babys
Step
2
Think of a rule that applies to this kind of error. Write it down.
An apostrophe and an -s are used to show possession of most singular nouns.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
How would you correct this error?
Change babys to baby’s.
Step
3
Now look at each answer choice. Which answer choices do not follow the rules for
capitalization or punctuation?
B, C, and D
Step
4
Which answer choice is the best change to make to the above sentence? Why?
A is the correct answer choice because the room belongs to the baby, so baby’s must have an apostrophe and
an -s to show ownership.
Exercises
61
Exercise 14
Practice
irections
D
Read the following selection and identify the best answers to the
questions that follow.
The Greenhouse Effect
The greenhouse effect is the name, of the effect that Earth’s lower
atmosphere has on temperatures at the surface of Earth. Atmospheric gases,
such as water vapor, carbon dioxide, methane, and ozone, keep temperatures at
the surface of Earth warm. Without these gases, the average Global
temperature would be below the freezing point of water.
2
The surface of Earth gives off infrared radiation, or heat, which the
atmospheric gases trap and keep near ground level.
3
Environmental scientists are worried that pollution has affected the
atmospheric gases and that, as a result, these gases are trapping too much
radiation and making Earth’s surface too warm. Even a small increase in
average surface temperature could cause the partial melting of the polar ice
caps. This, in turn, could cause a major rise in the sea level, damaging coastal
habitats and causing other serious environmental problems.
4
Consider our twin planet, venus. Because of the thick atmosphere
surrounding Venus, its surface is extremely hot. This is an example of the
greenhouse effect.
5
As a result of the burning of fossil fuels such as coal and oil, the amount of
carbon dioxide and methane in the atmosphere has increased. This increase
could end up raising the average temperature of Earth’s surface.
6
Studies of the greenhouse effect sometimes produce indefinite results
because scientists have difficulty comparing Earth’s present temperature with
Earth’s temperature in the past. Scientists do not have hundreds of years of
information about Earth’s temperature, because scientists of the past did not
have the technology to record the temperature of the entire planet’s.
Nonetheless, many scientists firmly believe that the rise in global
temperatures during the last three decades is a direct result of the
greenhouse effect.
62
End-of-Instruction English II OCCT Preparation and Practice Workbook
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1
Exercise 14
1
Which of the following is the
best change, if any, to make to
the first sentence in the first
paragraph?
4
(The greenhouse . . . of Earth.)
2
Add a comma after effect.
F
B
Change greenhouse to
green-house.
Remove the comma after
planet.
G
Change venus to Venus.
C
Remove the comma after
name.
H
Change twin planet to
twin-planet.
D
Make no change.
J
Make no change.
Which of the following is the
best change, if any, to make to
the last sentence in the first
paragraph?
5
Which of the following is the
best change, if any, to make to
the second sentence in the last
paragraph?
(Scientists do . . . entire planet’s.)
Change Without to
without.
A
Change have to had.
B
Change planet’s to planet.
G
Change average Global to
Average Global.
C
Add a comma after past.
H
Change Global to global.
D
Make no change.
J
Make no change.
F
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
(Consider our . . . planet, venus.)
A
(Without these . . . of water.)
3
Which of the following is the
best change, if any, to make to
the first sentence of the fourth
paragraph?
Which of the following is the
best change, if any, to make to
the second paragraph?
(The surface . . . ground level.)
A
Change surface to Surface.
B
Change atmospheric to
Atmospheric.
C
Remove the commas before
and after or heat.
D
Make no change.
Exercises
63
Exercise 15
Exercise
15
Spelling
The English II OCCT may ask you questions about spelling. Learn how to
answer questions about spelling by completing the following sample
questions.
Sean suddenly hurryed back into the house when he realized that
he had left the water running.
1
Step
1
Which of the following is the best change, if any, to make to
the above sentence?
A
Change suddenly to suddenlly.
B
Change hurryed to hurried.
C
Change running to runing.
D
Make no change.
Read the sentence carefully. Write down any errors that you find in
the sentence.
hurryed
2
Sometimes there is
no spelling rule that
explains why a word
is spelled as it is. The
more you read, the
more familiar you will
be with these unusual
words.
Step
3
Think of a rule that applies to this kind of error. Write it.
When a word ends in a consonant and a -y, change the -y to -i before adding a
suffix that does not begin with -i.
How would you correct this error?
Change hurryed to hurried.
Now look at each answer choice. Which answer choices
do not follow the rules of spelling?
A, C, and D
Step
4
Which answer choice is the best change to make to the above
sentence? Why?
B is the correct answer choice because of the rule stated in Step 2.
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End-of-Instruction English II OCCT Preparation and Practice Workbook
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Step
Test Tip
Exercise 15
The children were sitting on a bench in the shoping mall.
2 Which of the following is the best change, if any, to make to the above
sentence?
Step
1
A
Change children to childs.
B
Change sitting to siting.
C
Change shoping to shopping.
D
Make no change.
Read the sentence carefully. Write down any errors that you find in the sentence.
shoping
Step
2
Think of a rule that applies to this kind of error. Write it down.
When adding -ing to a word that ends in a consonant preceded by a vowel, the consonant must be doubled.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
How would you correct this error?
Change shoping to shopping.
Step
3
Now look at each answer choice. Which answer choices do not follow the rules of
spelling?
(A): Should children be changed to childs? If not, eliminate this answer choice.
(B): Should sitting be changed to siting? If not, eliminate this answer choice.
(C): Should shoping be changed to shopping? If not, eliminate this answer choice.
(D): Should changes be made to the sentence? If so, eliminate this answer choice.
Step
4
Which answer choice is the best change to make to the above sentence? Why?
C is the correct answer choice because of the rule stated in Step 2.
Exercises
65
Exercise 15
Practice
irections
D
Read the selection and identify the best answers to the questions that
follow.
Summer Art Classes
1
My heart pounded. As excited as I was about going to special summer classes for
young artists, I felt a bit lost and lonely. As I stepped into the flood of people arriving
at the local college, I was suddenly a timid sixteen-year-old and not the sophisticated
artist that I had pictured myself to be.
2
I tried to walk quickly and confidentlly to my dormitory room, but I accidentally
walked into the boys’ shower room. Fortunately, it was empty. I found my room
without any further embarrassments. I passed some other students along the way.
They seemed so comfortable with each other and confident about themselves. I
wondered how I could ever get to know other students.
3
When I got to class the folowing morning, I chose a seat near the back of the
room and quietly responded “here” when the instructor called my name. Then I
rechecked the supplies in my tote bag—brushes, palette, pastel crayons, watercolor
paints, and a drawing pad.
The art instructor seemed enthusiastic and said, “I see some of you have come
prepared to draw, and that’s great. But first, I’m going to tell you what you can
expect from my class. I think it would be great if you took some notes.”
5
My heart sank. I hadn’t brought a simple pen! I wondered who I should ask to
borrow a pen from. The only people I recognized were the two students I had seen
the day before. I didn’t know them, but I decided to take a chance. I asked one if I
could borrow a pen.
6
“To be honest with you,” she replied, “I didn’t bring any pens. I just brought my
art supplys.” She turned to the other student to see if he had any extra pens. “Sorry,
Danielle,” he replied, “I didn’t bring any.”
7
8
66
“Well,” I said, “that’s three in a row. In hockey, they call that a hat-trick.”
We all giggled and then proceeded to take our notes with pastel crayons. All of
our notes were completely illegible, and we laughed about that later in the day. I
guess it wasn’t that hard to get to know new people.
End-of-Instruction English II OCCT Preparation and Practice Workbook
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4
Exercise 15
1
Which of the following is the
best change, if any, to make
to the second sentence of the
first paragraph?
4
(As excited . . . and lonely.)
2
Change excited to excitted.
F
Change seemed to seemmed.
B
Chance special to speciel.
G
Change come to came.
C
Change lonely to lonly.
H
D
Make no change.
Change prepared to
preparred.
J
Make no change.
Which of the following is the
best change, if any, to make
to the first sentence of the
second paragraph?
5
Which of the following is the
best change, if any, to make to
the underlined portion of the
sixth paragraph?
Change confidentlly to
confidently.
(“I didn’t . . . art supplys.”)
A
Change didn’t to did’nt.
G
Change accidentally to
accidentaly.
B
Change brought to
bringed.
H
Change boys’ to boy’s.
C
J
Make no change.
Change supplys to
supplies.
D
Make no change.
F
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
(The art . . . that’s great.)
A
(I tried . . . shower room.)
3
Which of the following is the
best change, if any, to make to
the first sentence of the fourth
paragraph?
Which of the following is the
best change, if any, to make to
the first sentence of the third
paragraph?
(When I . . . my name.)
A
Change folowing to
following.
B
Change chose to choosed.
C
Change instructor to
instructer.
D
Make no change.
Exercises
67
Exercise 16
Exercise
16
Grammar: Verb Form and Tense
The English II OCCT may ask you questions about verbs. Learn how to
answer questions about verbs by completing the following sample practice
questions.
Today everyone was arrived on time to begin working on the
science experiment.
1
Which of the following is the best change, if any, to make to
the above sentence?
A
Change begin to began.
B
Change was arrived to arrived.
C
Change working to worked.
D
Make no change.
Step
Test Tip
1
was arrived
Step
2
Now look at each answer choice. Which answer choices
do not use verbs correctly?
(A): Should begin be changed to began? If not, eliminate this
choice.
(B): Should was arrived be changed to arrived? If not, eliminate this
choice.
(C): Should working be changed to worked? If not, eliminate this choice.
(D): Should changes be made to the sentence? If so, eliminate this
choice.
Step
3
Which answer choice is the best change to make to the above
sentence? Why?
B is the correct answer choice because was arrived is an incorrect form of the
past tense verb arrived.
68
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Pay close attention to
the context in which
each verb is used to
determine its correct
tense.
Read the sentence carefully. Write down any errors that
you find in the sentence.
Exercise 16
I run home because I forgot to turn off the oven.
2
Step
1
Which of the following is the best change, if any, to make to the
sentence?
A
Change I to they.
B
Change run to runs.
C
Change run to ran.
D
Make no change.
Read the sentence carefully. Write down any errors that you find in the sentence.
run
Step
2
Now look at each answer choice. Which answer choices do not use verbs
correctly?
(A): Should I be changed to they? If not, eliminate this answer choice.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
(B): Should run be changed to runs? If not, eliminate this answer choice.
(C): Should run be changed to ran? If not, eliminate this answer choice.
(D): Should changes be made to the sentence? If so, eliminate this answer choice.
Step
3
Which answer choice is the best change to make to the above sentence? Why?
C is the correct answer choice because ran is the correct past tense form of the verb to run.
Exercises
69
Exercise 16
Practice
irections
D
Read the selection and identify the best answers to the questions that
follow.
Instant News
Today’s instant news industries was gearing toward speed. Accuracy is the
first-victim of this quest to report a story quickly. The second victim is complexity.
News media are competed not only against each other but also against soap
operas and talk shows. Audiences are generally not interested in a subtle,
detailed analysis of an issue. Audiences want good guys and bad guys. They
want-drama. They want action. Instant news gives it to them.
2
Compared to instant news, newspapers has the great advantage of time.
Most newsworthy events occur during the day. Newspapers are compiled at
night. This allows newspapers to weed through the heated accusations and
erroneous assumptions that have polluted instant news media all day long. A
newspaper usually will replace these instant reports with a researched news
story: a deliberate, measured consideration of the issues and events.
3
Consider the following story. I am an enthusiastic baseball fan with a
particular passion for the Oklahoma Redhawks. One day I was happening
to tune in to one of the sports-news networks, only to be informed that my
favorite player might soon be traded to a rival team.
4
An hour later, a reporter stated that my favorite player was now destined for
a different rival team. Two hours later, another reporter confidently explained
that the player was, in fact, to be traded to a third team not previously named.
5
After four hours, I turned off the television. The next day’s newspaper revealed
that, contrary to the rumors, the player was staying with the Redhawks. I was
disillusioned, realizing that I had wasted most of the previous evening.
6
Even worse, I realized that I had allowed the hype to convince me that I
needed to keep watching the television. And even if something had happened,
did I really need to know about it before the next day’s newspaper arrived?
News is worth waiting for if waiting means that the story is true and accurate
by the time you read it.
70
End-of-Instruction English II OCCT Preparation and Practice Workbook
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1
Exercise 16
1
Which of the following is the
best change, if any, to make to
the first sentence of the first
paragraph?
4
(Today’s instant . . . toward speed.)
(A newspaper . . . and events.)
Change was gearing to are
geared.
F
Change will to will be.
G
Change was gearing to
were gearing.
Change measured to
measuring.
H
Change issues to issued.
C
Change speed to speeding.
J
Make no change.
D
Make no change.
A
B
5
2
Which of the following is the
best change, if any, to make to
the fourth sentence of the first
paragraph?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
(News media . . . talk shows.)
3
Which of the following is the
best change, if any, to make to
the last sentence of the second
paragraph?
Which of the following is the
best change, if any, to make to
the last sentence of the third
paragraph?
(One day . . . rival team.)
A
Change tune to tuned.
F
Change are to is.
B
G
Change each other to
everyone.
Change was happening to
happened.
C
Remove to be.
D
Make no change.
H
Change are competed to
compete.
J
Make no change.
Which of the following is the
best change, if any, to make to
the first sentence of the second
paragraph?
(Compared to . . . of time.)
A
Change Compared to Has
compared.
B
Change has to will be.
C
Change has to have.
D
Make no change.
Exercises
71
Exercise 17
Exercise
17
Sentence Structure
The English II OCCT may ask you questions about sentence structure.
Learn how to answer questions about sentence structure by completing the
following practice questions.
Daniel strained to row the oars through the water. The
water was thick with moss and dead branches from trees that
surrounded the lake.
1
Which of the following is the best way to combine these
two sentences?
A
Daniel strained to row the oars through the water, with moss
and dead branches from trees that surrounded the lake.
B
Daniel strained to row the oars through the water, moss, and
dead branches from trees that surrounded the lake.
C
Daniel strained to row the oars through the water, which
was thick with moss and dead branches from trees that
surrounded the lake.
D
Daniel strained to row the oars through the moss and dead
branches from trees that surrounded the lake.
1
When answering
questions about
sentence structure,
words or sentences that
disrupt meaning should
be deleted or moved.
Step
3
Step
2
Read the selection carefully.
Now read each answer choice. Do any answer choices
alter the meaning of the original two sentences? Eliminate
them.
Eliminate answer choices A, B, and D
Which answer choice is the best choice? Why?
C is the best answer choice because it combines the original sentences
and does not sound awkward or change their meaning.
72
End-of-Instruction English II OCCT Preparation and Practice Workbook
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Step
Test Tip
Exercise 17
Peta and her mother placed the oak end table that Peta’s mother bought at the
furniture store next to the sofa in the living room.
2
Step
1
Which of the following is the best revision of the sentence?
A
Peta’s mother bought an oak end table at the furniture store. Peta and her
mother placed the table next to the sofa in the living room.
B
Peta’s mother bought an oak end table at the furniture store. She placed
the table next to the sofa in the living room.
C
Next to the sofa in the living room, Peta and her mother placed the oak
end table. Peta’s mother had bought it at the furniture store.
D
Peta and her mother bought an oak end table at the furniture store. They
placed them next to the sofa in the living room.
Read the sentence carefully. Write down what you think is wrong with the sentence.
The two dangling phrases at the end of the sentence mean that the furniture store is located next to the sofa,
which can hardly be the writer’s intended meaning.
Step
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2
Now read each answer choice. Eliminate any answer choices that do not convey
the writer’s intended meaning or that contain style problems, such as awkwardness
or needless repetition.
Answer choices B, C, and D can be eliminated.
Step
3
Which answer choice is the best choice? Why?
A is the best answer choice because it revises the original sentence to express the writer’s intended meaning
in a stylistically and grammatically correct manner.
Exercises
73
Exercise 17
Practice
irections
D
Read the selection and identify the best answers to the questions that
follow.
Wild Animal Preserve Internship
I wanted to get a good internship this past summer. I never thought the
internship would be at a wild animal preserve. I was one of fifteen kids who were
chosen to help out at Blanchard State Preserve, an institution that was established
to help endangered species. I was delighted to be working at such an exciting place.
However, I soon found out that working with wild animals is a difficult job.
2
As an intern, I had to ride along with a veterinarian and observe some of the
preserve’s residents—a litter of wildcat kittens—as they romped around. It was
difficult for us to get close enough to give them the medicine that they needed,
they romped around so much. It took several tries to inject each of the kittens.
While we tried to inject them, they would not keep still. I got pretty tired and achy
from carrying equipment for the vet, and sometimes I got tired just from waiting.
We often had to wait over an hour for just the right moment to make contact with
a kitten.
3
Hard work and waiting weren’t the only difficult things about my internship.
The general working conditions were pretty uncomfortable. We were outdoors in
the hot summer sun every day. We frequently had to wear special padded jackets
and leather gloves in case we came in contact with a young wildcat that wanted
to cut its baby teeth on us as we tried to hold it down. We had to wear long pants
tucked into our boots because there were ticks in the tall grass that we walked
through. You can imagine how comfortable that was in the hot weather.
4
Even though my wild animal preserve internship turned out to be more difficult
than I had expected, I’m really glad that I got the chance to work there. The people
I worked with were really terrific, and watching the animals taught me a great
deal. I even earned credit that I will be able to use in college. It was the first step in
my veterinary training, which was the best thing about my internship.
74
End-of-Instruction English II OCCT Preparation and Practice Workbook
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1
Exercise 17
1
What is the best way to
combine the first two
sentences of this selection?
2
(I wanted . . . animal preserve.)
A
I wanted to get a good
internship this past summer,
because I never thought the
internship would be at a
wild animal preserve.
B
C
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D
What is the best way to
rewrite the third sentence of
the first paragraph?
(I was . . . endangered species.)
F
I wanted to get a good
internship this past summer,
but I never thought the
internship would be at a
wild animal preserve.
I was one of fifteen kids that
were chosen to help
out at Blanchard State
Preserve, and this preserve
is an institution that was
established to help
endangered species.
G
I wanted to get a good
internship this past
summer, I never thought
the internship would be at a
wild animal preserve.
I was one of fifteen kids that
were chosen to help out at
Blanchard State Preserve,
that was established to help
endangered species.
H
I was one of fifteen kids
that was chosen to help out
at, an institution that was
established to help endangered
species, Blanchard State
Preserve.
J
Make no change.
I wanted to get a good
internship this past
summer I never thought the
internship would be at a
wild animal preserve.
3
What is the best way to
rewrite the second sentence of
the second paragraph?
(It was . . . so much.)
A
Eliminate the comma after
needed.
B
Replace the comma after
needed with a period.
C
Put the word because
between the comma and
they.
D
Make no change.
Exercises
75
Exercise 18
Exercise
18
The Writing Process: Prewriting
The English II OCCT will ask you to write a short essay in response to a
writing prompt.
Prewriting is the first stage in the writing process. Learn prewriting skills by
completing the following exercises. The prompt below is linked to the
excerpt from The Story of My Life by Helen Keller, which appears on
page 30 of this book.
1
Step
1
Writing Prompt:
In The Story of My Life, Helen Keller writes about a very
important day in her life. Write about a very important day
in your life. Tell what happened on that day and explain
why it was so important to you.
Read the prompt carefully. Make sure you understand what the
prompt is asking you to do.
Step
Test Tip
76
Write down notes about a very important day in your life.
Remind students that their notes do not have to be in complete
sentences. Brevity is desirable at this stage in the writing process.
Step
3
Step
4
Decide which details best explain why this day is so
important to you. A good topic is one that you can
support with interesting details.
Now place the information that you gathered from
brainstorming into a web, list, outline, or other
organizational tool. Try using the web below.
End-of-Instruction English II OCCT Preparation and Practice Workbook
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Brainstorming is
intended to generate
ideas for writing. Graphic
organizers afford a quick
way of organizing your
ideas. When planning a
short essay, you can’t
afford to spend more
than approximately
five minutes on the
prewriting stage of the
writing process.
2
Exercise 18
2 Writing Prompt:
Some high school students work at part-time jobs after school. Think
about the positive and negative aspects of this practice.
Then write an essay discussing the pros and cons of combining
schoolwork with a part-time job.
Step
1
Step
2
Read the prompt carefully. Make sure you understand what the prompt is asking
you to do.
Write down notes about the pros and cons of combining schoolwork with a parttime job.
Explain to students that this prompt does not ask for a persuasive, or argumentative, essay. Students are
simply asked to discuss the pros and cons, giving a balanced treatment of the topic.
Step
3
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Step
4
Decide which points present a balanced view of the issue. A good topic is one that
you can develop fully and fairly.
Now place the information that you gathered from brainstorming into a web, list,
outline, or other organizational tool. Try listing your main points below.
Pros
Ideally, this list should be balanced.
Cons
There should be an equal number
of pros and cons.
Exercises
77
Exercise 18
Practice
irections
D
While your teacher reads aloud each of the following two writing
prompts, read along silently. Then brainstorm answers to the questions
and write them on the lines provided. Finally, transfer the answers to the
graphic organizers printed at the bottom of this page and the next page.
Writing Prompt:
Everyone has a favorite childhood memory. Describe your memory in
detail. Then explain what your memory means to you.
Point out to students that this prompt asks for two types of writing: description and exposition. Discuss these two
types of writing with the class.
I.
My favorite childhood memory
This part of the essay should contain mainly descriptive writing.
B.
II.
What my favorite memory means to me
A.
This part of the essay should contain mainly expository writing.
B.
78
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A.
Exercise 18
Writing Prompt:
Think about yourself when you were a high school freshman. Explain
how you are different now and how you are the same.
Explain to students that this prompt asks for a comparison/contrast essay. Discuss comparison/contrast writing
strategies with the class.
Myself
today
Myself as
a freshman
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
How
I am the
same
Exercises
79
Exercise 19
Exercise
19
The Writing Process: Drafting
Drafting is the second stage of the writing process. When you draft, you
write the actual essay while using the graphic organizer you created in the
prewriting stage of the writing process. Learn drafting skills by studying the
guidelines below and by doing the exercises that follow.
Drafting Guidelines
•
Make sure to respond fully to the writing prompt.
•
Make sure to include an introductory and a concluding paragraph.
•
Make sure that your introductory paragraph contains your thesis, or
main idea.
•
Make sure that your ideas are presented in a logical and orderly
manner.
•
Make sure that your ideas are supported by details and examples.
Writing Prompt:
In The Story of My Life, Helen Keller writes about a very
important day in her life. Write about a very important day in
your life. Tell what happened on that day and explain why it was
so important to you.
The purpose of drafting
is to compose your
essay as carefully as
you possibly can. Using
your graphic organizer
as a guide, make
sure that your draft is
organized, coherent, and
well developed. At this
stage, don’t worry too
much about mistakes in
mechanics or spelling.
You will have a chance
to correct these mistakes
during the final stage of
the writing process.
80
Step
1
Step
2
This is the prompt that you used for the prewriting
exercise on page 76. Read it again.
Look at your prewriting exercise on page 76. Have you
written down enough ideas to fully respond to the
prompt? If not, add more ideas so that you can develop
your essay adequately.
Remind students that each idea must be supported with at least one
example or detail.
Step
3
Using the expanded web on page 81, reorganize the
information in your prewriting exercise on page 78.
Decide what information should be placed in the
beginning, middle, and end of your essay.
End-of-Instruction English II OCCT Preparation and Practice Workbook
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Test Tip
Exercise 19
Step
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4
Using the ideas you organized in Step 3, write your thesis statement.
Make sure students understand that a thesis statement is a one- or two-sentence statement of the main
purpose or idea of the essay.
Practice
Now draft your essay. Make sure that you include your thesis statement in your
introductory paragraph.
Remind students to refer to their expanded web for a guide to organizing their drafts.
Exercises
81
Exercise 19
Remind students to write neatly and to organize their drafts into coherent, well-developed paragraphs. They will
not have time to copy their drafts during the revising and editing stage of the writing process.
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82
End-of-Instruction English II OCCT Preparation and Practice Workbook
Exercise 19
When students are finished writing their drafts, have them evaluate their work by using the
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Drafting Guidelines on page 80.
Exercises
83
Exercise 20
Exercise
20
The Writing Process: Revising and
Editing
Revising and editing is the final stage of the writing process. Learn revising
and editing skills by consulting the checklist below and then by doing the
practice exercise that follows.
Writer’s Checklist
Is the topic addressed in my writing?
❏
Are my ideas expressed in complete sentences?
❏
Do I explain or support my ideas with enough details?
❏
Are the details I included directly related to my topic?
❏
Are my ideas arranged in a clear order for the reader to follow?
❏
Do my paragraphs have topic sentences when appropriate?
❏
Do I start each sentence with a capital letter and capitalize other
appropriate words?
❏
Have I used correct punctuation at the end of each sentence and
within each sentence?
❏
Is my spelling correct throughout my writing?
❏
Will the reader be able to read my handwriting?
Practice
irections
D
Test Tip
Using the above checklist, revise and edit the draft you
wrote on pages 81–83. Make your changes by crossing
out errors and neatly writing corrections in the
margin or between lines of text.
Write clearly and neatly.
You will score your best
if your teacher can
understand your
thoughts and read your
writing.
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❏
Practice
Test
Practice Test
Section 1
Writing Task
Use page 120 of your answer form to plan your writing. Then write
an essay in response to the prompt.
When scorers assess your writing, they will look for evidence that
you can
❒ address the prompt;
❒ develop your ideas thoroughly;
❒ organize your ideas;
❒ stay focused on your purpose for writing;
❒ make your writing thoughtful and interesting; and
❒ use correct spelling, capitalization, punctuation, grammar,
usage, and sentence structure.
Read this quotation from James Baldwin:
Think about the above quotation and what it suggests about life as
the best teacher.
Write an essay about an important truth that you learned from
experience. You can describe an experience and explain the lesson
or lessons it taught you. Be sure to include an introduction, a body,
and a conclusion in your writing.
STOP
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“Trust life, and it will teach you, in joy and sorrow,
all you need to know.”
Practice Test
Section 2
irections
D
Read each selection and the questions that follow it. Choose the best
answer for each question. Find the question number on the answer form
on page 121 that matches the question number in the Practice Test. Then
mark your answer on the answer form.
A Chemistry Surprise
The passing bell echoed loudly in Matif ’s head. He slammed his locker shut
and headed morosely for chemistry lab. Matif ’s best friend, Xiu, shut her own
locker and followed closely behind, laughing.
“Time for chemistry,” she teased, knowing that Matif didn’t much care for
that class.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Matif smiled tensely. He mumbled, “Real funny,” as he marched unhappily
toward the chemistry laboratory.
Matif took his customary seat at the back of the lab, next to Xiu. As the bell
rang for class, Matif considered his predicament. It wasn’t that he didn’t like
chemistry; he just preferred consumer science. A lot. After all, in consumer
science, you don’t have to sit still and take notes. You can chat with your
teacher and with your classmates. And you get to eat your classwork! Matif
grimaced at Xiu.
“I wish that, just once, we didn’t have to do this stupid chemistry lab. I’d
rather be cooking omelets!” Matif whispered. Xiu laughed.
“Not me,” she said. “I like chemistry!”
The chemistry teacher, Dr. Herrera, began class. “Settle down, everyone,”
she said. “We will be working on an interesting project today. Take a close look
at your lab tables.”
On their lab table, Matif and Xiu found a test tube, a hot plate, a beaker of
water, and some chemicals.
“What are we going to do with these?” Matif whispered.
Xiu shook her head slowly. “I’ve no idea,” she replied.
As Dr. Herrera explained the lab assignment and the safety procedures,
Matif surveyed the scene. “Just more of the same,” he thought miserably.
“More chemistry.”
Practice Test
87
Practice Test
Matif and Xiu began the lab. They followed Dr. Herrera’s instructions and
put on their goggles and gloves before heating the water on the hot plate. They
carefully combined all of the chemicals in a test tube. Then they cautiously
submerged the test tube in the hot water.
Dr. Herrera said, “Now hold the test tube in the hot water for five minutes.
Be careful so that you do not burn yourself.”
As Matif and Xiu held the test tube in the water, they whispered to each
other.
“What do you think we are making?” Xiu asked. Matif didn’t reply. He
didn’t really care what they were making.
Finally Dr. Herrera said that the five minutes were up. She instructed the
class to carefully pour the contents of the test tube into the petri dish.
“Class, we normally wouldn’t smell unknown chemicals,” Dr. Herrera said,
“but it is safe to smell these chemicals, and you need to smell them as part of
the experiment. Go ahead and smell.” Dr. Herrera smiled.
“What?” Matif reacted. “We’re supposed to smell the petri dish? No way.”
Matif and Xiu looked disbelievingly at the petri dish and the clear liquid
now inside it. “Well, I guess if Dr. Herrera said it is safe to smell it, then we
can smell it,” said Xiu doubtfully. To Matif ’s astonishment, Xiu lifted the petri
dish and sniffed.
Matif could not believe his ears. Toothpaste? He hesitated for a minute. He
slowly leaned into the dish. He took a wavering sniff, and then a deeper one.
Xiu was right. The liquid did smell like toothpaste!
“Class, you have just made wintergreen oil,” said Dr. Herrera, “an
important component of products such as toothpaste and bubble gum.”
Matif chuckled to himself. He had never realized how similar chemistry and
consumer science were until that day.
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“It smells like mint toothpaste!” Xiu exclaimed. “It really does! You should
smell it, Matif,” said Xiu. “Really.”
Practice Test
1
The selection is written in
which of the following forms?
3
A
narrative fiction
Which of the following would
be another good title for this
selection?
B
lyric poetry
A
“Dr. Herrera’s Class”
C
scientific report
B
D
historical fiction
“Toothpaste and Bubble
Gum”
C
“To Mix Up Some Mint”
D
“Chemistry Can Be Fun”
Reading Standard 3.1a
Depth: 2
2
Why does Matif like consumer
science class better than
chemistry class?
F
He likes omelettes better
than wintergreen oil.
Reading Standard 3.2.e
Depth: 3
4
What does the word morosely
mean in this selection?
F
gloomily
G
He is always hungry.
G
impatiently
H
He gets to eat his
assignments.
H
furiously
J
sedately
J
There is no explanation
given in the selection.
Reading Standard 1.5
Depth: 2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Reading Standard 2.1.b
Depth: 1
Practice Test
89
Practice Test
5
The information in this
selection shows that
7
A
Matif cooks a good omelet.
With which of the following
statements would Dr. Herrera
most likely agree?
B
Xiu is Matif ’s lab partner.
A
C
Dr. Herrera is not concerned
with laboratory safety.
Goggles and gloves should
be worn while conducting an
experiment.
D
hot plates are used in every
laboratory assignment.
B
Petri dishes should be used
in every experiment.
C
Students should learn how to
make their own toothpaste.
D
It is better to hold the
test tube in hot water for
six minutes than for five
minutes.
Reading Standard 2.2.b
Depth: 2
6
We can infer that Matif is
F
shy around Xiu.
G
set in his ways.
H
disrespectful of teachers.
J
flexible in his opinions.
Reading Standard 2.2.b
Depth: 2
Reading Standard 2.4.d
Depth: 3
8
What does the word
predicament mean in the
selection?
perplexing situation
G
difficult lab assignment
H
satisfying friendship
J
challenging class work
Reading Standard 1.5
Depth: 2
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F
Practice Test
irections
D
Read this passage. Then answer the questions that follow.
The Edible Schoolyard
As each generation passes, people in the United States become less and
less connected to their food sources. For most of history, people survived by
farms and hunting. They ate crops that they had raised and meat that they
had hunted. In fact, when the United States was founded over two hundred
years ago, almost every citizen worked on a farm. These early settlers were
dependent upon farming for the food they ate.
The Decline of the Farming Population
As time passed, more and more people moved into cities. Farming
communitys continued to thrive, however, chiefly because they supplied food to
nearby cities. Technology advanced. Machinery was developed that could easily
out-produce a manual-labor workforce, and small farms slowly became a-thing
of the past. Farmers who could not keep up with the cost of modern technology
were forced to sell their land, and large industrialized farms became the chief
producers.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Where the Food Comes From
In the modern economy, farm goods are imported and exported all around
the globe. Increasingly people bought their food from grocery stores or eat food
that has been prepared for them in restaurants rather than grow their own.
The vast majority of people in the United States do not know how the food they
eat reaches their community.
Making a Connection
In 1995 in Berkeley, California, Alice Waters began a program to teach
children about food cultivation. A chef and former schoolteacher, Waters saw
the need for students to find a connection between the world in which they live
and the food that they consume. She thoughts that a school was the perfect
place to provide that connection. She purchased land near the Martin Luther
King Jr. Middle School and started an organic farm. Students from the school
enroll in her program, called the Edible Schoolyard Project, for a chance to till
the soil, plant the seeds, pull the weeds, and harvest the garden’s bounty.
The original garden manager of the project, David Hawkins, knew that he
would have to find a way for twenty-five or more twelve- and thirteen-yearolds to work cooperatively. He soon found that students who had never seen a
seed took to the garden with enthusiasm and diligence.
Practice Test
91
Practice Test
A Complete Circle
Students working on the project participate in every aspect of making the
garden a success. Everyone helps design the garden. Students work together
to keep the student-made irrigation system in working order. They also learn
that waste has a place in a garden—all the trimmings and pulled weeds are
composted. This compost is later added to the soil to replenish vital nutrients
and to keep the soil fertile.
Because of the Edible Schoolyard Project, hundreds of students have
now had the opportunity to grow their own food. They now have a fuller
appreciation for Earth’s ability to provide and a fuller understanding of the
need to care for Earth’s resources. This program, helping a new generation
to reconnect with the food we all need to survive, has since been emulated in
many middle schools across the nation.
9
Which of the following is the
best change, if any, to make in
the first sentence in the first
paragraph?
What is the best change, if any,
to make to communitys in the
second sentence in the second
paragraph?
A
Communitys
B
community’s
B
Add a comma after states.
C
communities
C
Change become to have
became.
D
Make no change.
D
Make no change.
Writing Standard 3.2.c
Depth: 1
Which of the following is the
best change, if any, to make in
the second sentence of the first
paragraph?
F
Delete the comma after
history.
G
Change farms to farming.
H
Delete by.
J
Make no change.
Writing Standard 3.2.b
Depth: 1
12
Which of the following is the
best change to make, if any,
to the second sentence in the
third paragraph?
F
Change people to People.
G
Change their own to own.
H
Change bought to buy.
J
Make no change.
Writing Standard 3.1.b
Depth: 1
Writing Standard 3.3.a
Depth: 2
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Delete the comma after
passes.
A
10
11
Practice Test
13
Which of the following is the
best change to make, if any, to
the third sentence in the fourth
paragraph?
A
Change thoughts to
thought
B
Change was to were.
C
Delete to.
D
Make no change.
14
Which of the following is
the best revision of the last
sentence of the last paragraph?
E
This program will help a
new generation to reconnect
with the food we all need to
survive, so it has since been
emulated in middle schools
across the nation.
F
This program has since been
emulated in middle schools
across the nation, helping a
new generation to reconnect
with the food we all need to
survive.
G
This program, having since
been emulated across the
nation, will help a new
generation in middle schools
to reconnect with the food we
all need to survive.
H
This program helps a new
generation to reconnect
with the food we all need to
survive by being emulated
in middle schools across the
nation.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Writing Standard 3.1.b
Depth: 1
Writing Standard 3.3.b
Depth: 2
Practice Test
93
Practice Test
irections
D
Read this passage. Then answer the questions that follow.
Poisonous Plants
from U.S. Army Field Manual: Survival
Successful use of plants in a survival situation depends on positive
identification. Knowing poisonous plants is as important to you as knowing
edible plants. Knowing the poisonous plants will help you avoid sustaining
injuries from them.
How Plants Poison
Plants generally poison by:
• Contact. This contact with poisonous plant causes any type of skin irritation
or dermatitis.
• Ingestion. This occurs when a person eats a part of a poisonous plant.
• Absorption or inhalation. This happens when a person either absorbs the
poison through the skin or inhales it into the respiratory system.
Plant poisoning ranges from minor irritation to death. A common question
asked is, “How poisonous is this plant?” It is difficult to say how poisonous
plants are because:
• Every plant will vary in the amount of toxins it contains due to different
growing conditions and slight variations in subspecies.
• Every person has a different level of resistance to toxic substances.
• Some persons may be more sensitive to a particular plant.
Some common misconceptions about poisonous plants are:
• Watch the animals and eat what they eat. Most of the time this statement is
true, but some animals can eat plants that are poisonous to humans.
• Boil the plant in water and any poisons will be removed. Boiling removes
many poisons, but not all.
• Plants with a red color are poisonous. Some plants that are red are
poisonous, but not all.
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• Some plants require a large amount of contact before you notice any adverse
reaction although others will cause death with only a small amount.
Practice Test
The point is there is no one rule to aid in identifying poisonous plants. You
must make an effort to learn as much about them as possible.
Treating Contact Dermatitis
When you first contact the poisonous plants or when the first symptoms
appear, try to remove the oil by washing with soap and cold water. If water
is not available, wipe your skin repeatedly with dirt or sand. Do not use dirt
if you have blisters. The dirt may break open the blisters, and leave the body
open to infection. After you have removed the oil, dry the area. You can wash
with a tannic acid solution and crush and rub jewelweed on the affected area to
treat plant-caused rashes. You can make tannic acid from oak bark.
Treating Ingestion Poisoning
Symptoms of ingestion poisoning can include nausea, vomiting, diarrhea,
abdominal cramps, depressed heartbeat and respiration, headaches,
hallucinations, dry mouth, unconsciousness, coma, and death.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
If you suspect plant poisoning, try to remove the poisonous material from
the victim’s mouth and stomach as soon as possible. If the victim is conscious,
induce vomiting by tickling the back of his by giving him warm saltwater. If the
conscious, dilute the poison by administering large quantities of water or milk.
Examples of Poisonous Plants
Plants that can cause
Plants that can cause
contact dermatitis
ingestion poisoning
Cowhage poison ivy
Castor bean
Poison oak
Chinaberry
Poison sumac
Death camas
Rengas tree
Lantana
Trumpet vine
Manicheel
Oleander
Pangi physic nut
Poison and water
hemlocks
Rosary pea
Strychnine tree
Practice Test
95
Practice Test
15
Knowing poisonous plants is
as important to a survivor as
knowing edible plants.
In this sentence from the
selection, what does the word
edible mean?
A
useless
B
tasty
C
eatable
D
perennial
Reading Standard 1.5
Depth: 2
16
One way to get ingestion
poisoning is to
F
climb a strychnine tree.
G
brush against poison ivy.
H
eat water hemlock.
J
breathe smoke from burning
trumpet vines.
17
Which of the following is
the main purpose of this
selection?
A
to list all the poisonous
plants found in the United
States
B
to explain how to treat the
effects of some poisonous
plants
C
to provide a foolproof
method for identifying
poisonous plants
D
to point out which poisonous
plants are most dangerous
Reading Standard 2.4.c
Depth: 3
Writing Standard 4.1.a
Depth: 1
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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Practice Test
18
What is the first thing to
do when treating contact
dermatitis?
20
This selection is an example
of which of these styles of
writing?
wrap the victim in warm
blankets
F
persuasive essay
G
memoir
G
wash the affected area with
soap and water
H
short story
H
induce vomiting
J
informational article
J
apply a tannic acid solution
F
Reading Standard 3.1.a
Depth: 2
Reading Standard 4.1.a
Depth: 1
19
Which of the following plants
can cause ingestion poisoning?
A
poison sumac
B
oleander
C
poison oak
D
rengas tree
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Reading Standard 4.1.a
Depth: 1
Practice Test
97
Practice Test
irections
D
Read this passage. Then answer the questions that follow.
Park Regulations
Sec. 11-1-1
A. Purpose and Definition
In order to prevent the parks, parkways, recreational facilities, and
conservancy areas within the City from injury, damage, or desecration,
these regulations are enacted. The term “park” as hereinafter used in this
Chapter shall include all grounds, structures, and watercourses which are
located within any area dedicated to the public use as a park, parkway,
recreational facility, or conservancy of the City.
B. Specific Regulations
1. Littering. No person shall litter, dump, or deposit any rubbish, refuse,
earth, or other material in any park.
2. Pets. Dogs, cats, or other pets are prohibited in all City parks, unless
permitted by the Parks and Recreation Board. Excepted from the
prohibition are animals specifically trained to assist the disabled.
4. Park Property. No person shall kill, injure, or disturb birds or animals,
wild or domestic, within any park. No person shall cut down, trample,
deface, or maim in any manner any tree, shrub, flower, soil, fountain,
building, or other park property.
5. Vehicles. All motorized vehicles are restricted to designated parking areas,
roads, and drives. Speed limit is 15 mph. Snowmobiles are not allowed.
6. Park Hours. Subject to certain exceptions, all City parks shall be closed to
persons from 9:00 p.m. to 7:00 a.m. the following day. The exceptions are:
a) Persons launching or loading a boat at a public boat ramp or public dock.
b) The hiking trails are closed from 9:00 p.m. to 6:00 a.m.
c) Scheduled athletic games at least halfway concluded by 9 p.m. shall be
allowed to continue at Cutler Park until 12:00 a.m.
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3. Fires. No person shall start, tend, or maintain a fire except in personal
grills or designated fireplaces. Personal grills shall be used in designated
picnic areas only. All fires should be thoroughly extinguished before leaving
the area. Unburned fuel and ashes from extinguished fires shall be disposed
of in such a manner as to prevent damage to any park property.
Practice Test
21
If you wanted to hike in Reed
Park, the earliest time you
could begin is
Which of the following is the
main purpose of this selection?
A
to inform readers
A
5:00 a.m.
B
to relay historical facts
B
6:00 a.m.
C
to tell a story
C
7:00 a.m.
D
D
8:00 a.m.
to convince readers of an
opinion
Reading Standard 4.1.a
Depth: 1
22
23
Reading Standard 2.1.a
Depth: 3
On the basis of the
information in the passage,
what are you permitted to do
in the park?
F
pick flowers
G
trap squirrels
H
begin a baseball game at
9:02 p.m.
J
use personal grills in
designated picnic areas
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Reading Standard 4.1.a
Depth: 2
Practice Test
99
Practice Test
irections
D
Read this passage. Then answer the questions that follow.
The Black Death
from When Plague Strikes
by JAMES CROSS GIBLIN
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The bubonic plague—the Black Death—arrived in Sicily in October 1347,
carried by the crew of a fleet from the east. All the sailors on the ships were
dead or dying. In the words of a contemporary historian, they had “sickness
clinging to their very bones.”
The harbor masters at the port of Messina ordered the sick sailors to remain
on board, hoping in this way to prevent the disease from spreading to the town.
They had no way of knowing that the actual carriers of the disease had already
left the ships. Under cover of night, when no one could see them, they had
scurried down the ropes that tied the ships to the dock and vanished into Messina.
The carriers were black rats and the fleas that lived in their hair. Driven by
an unending search for food, the rats’ ancestors had migrated slowly westward
along the caravan routes. They had traveled in bolts of cloth and bales of hay,
and the fleas had come with them.
Although it was only an eighth of an inch long, the rat flea was a tough,
adaptable creature. It depended for nourishment on the blood of its host, which
it obtained through a daggerlike snout that could pierce the rat’s skin. And in
its stomach the flea often carried thousands of the deadly bacteria that caused
the bubonic plague.
The bacteria did no apparent harm to the flea, and a black rat could tolerate
a moderate amount of them, too, without showing ill effects. But sometimes the
flea contained so many bacteria that they invaded the rat’s lungs or nervous
system when the flea injected its snout. Then the rat died a swift and horrible
death, and the flea had to find a new host.
Aiding the tiny flea in its search were its powerful legs, which could jump
more than 150 times the creature’s length. In most instances the flea landed on
another black rat. Not always, though. If most of the rats in the vicinity were
already dead or dying from the plague, the flea might leap to a human being
instead. As soon as it had settled on the human’s skin, the flea would begin to
feed, and the whole process of infection would be repeated….
From Sicily, trading ships loaded with infected flea-bearing rats carried the
Black Death to ports on the mainland of Italy. Peddlers and other travelers
helped spread it to inland cities such as Milan and Florence.
Because the cities had no running water, even the wealthy seldom washed
their heavy clothing, or their own bodies. As a result, both rich and poor were
prime targets for lice and fleas and the diseases they carried—the most deadly
being the bubonic plague….
Practice Test
24
How did the plague come to
Europe?
F
Infected black rats left a ship
at Messina.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Which of the following best
describes the organization of
this selection?
F
question and answer
G
Peddlers brought the plague
to Italy.
G
analysis of an argument
H
comparison and contrast
H
Infected sailors spread the
germs to people in Florence.
J
explanation
J
Spices contaminated with
plague bacteria were sold in
Milan.
Reading Standard 2.1.b
Depth: 1
25
26
Which of the following is
the best evidence that fleas
carried the Black Plague?
A
They could bite through a
rat’s skin.
B
They could leap from rats to
humans.
C
The plague bacteria did not
make them sick.
D
Plague bacteria existed in
their stomachs.
Reading Standard 4.1.b
Depth: 2
27
Information in this selection
suggests that after the plague
spread through Italy
A
it died out because the fleas
could find no new hosts.
B
travelers carried the plague
to other European countries.
C
people began to develop
immunity to the plague
bacteria.
D
cold weather killed the fleas
and stopped the spread of
the plague.
Reading Standard 2.2.b
Depth: 2
Reading Standard 2.4.d
Depth: 3
Practice Test
101
Practice Test
28
Which set of statements best
summarizes this selection?
F
G
29
The harbor masters in
Messina refused to allow sick
sailors to enter the city. This
precaution, however, failed
to prevent the plague from
spreading.
The plague spread from
Messina to Milan and
Florence. Poor hygiene
made the people in those
cities highly susceptible to
infection.
Rats brought the plague to
Messina. It then spread to
Milan and Florence.
J
The plague was carried by
rats infected by fleas that
lived in their hair. Trading
ships carried the plague from
Messina to ports in Italy, and
travelers carried it to inland
cities.
Reading Standard 2.3.a
Depth: 2
A
The rat flea is an eighth of
an inch long.
B
A rat flea can jump a
distance of more than 150
times its length.
C
Milan and Florence are cities
in Italy.
D
The harbor masters at
Messina were foolish.
Reading Standard 2.4.a
Depth: 3
30
The author most likely wrote
this passage in order to
F
inform readers about the
origin and spread of a deadly
disease
G
describe an unusual time
period in history
H
build a case for ways to
prevent infection
J
encourage readers to explore
the Middle Ages
Reading Standard 3.2.e
Depth: 3
End Section 2
STOP
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H
Which of the following ideas
from the selection is an
opinion?
Practice Test
Section 3
irections
D
You will now read one poem and answer some questions. Then you will
read a related poem and answer some more questions.
Delicious Death
by ALMA LUZ VILLANUEVA
to my son, Marc
Memory: You were fifteen in the mountains,
your friends were going hunting,
you wanted to go.
Cold, autumn day-sky of steel
and rifles, the shade of bullets. We
fought. I didn’t want to let you go.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
And you stood up to me, “My friends are
going, their parents let them hunt, like
am I some kind of wimp or what, Mom . . .”
We walked into Thrifty’s to buy the bullets,
you would use one of their rifles—I imagined
you being shot or shooting another eager boy/man.
“What you kill you eat, do you understand?”
I stared each word into your eyes. As you
walked away, I said to the Spirits, “Guard
this human who goes
in search of
lives.”
*****
You brought home four small quail.
I took them saying, “Dinner.” I stuffed
them with rice, apples, baked them in garlic,
onions, wine. “Tonight, Mom?” “Yes, tonight.”
I plucked the softest tail feathers and as you
showered, I placed them in your pillow case:
Practice Test
103
Practice Test
“May the hunter and
the prey be
one.
May the hunter eat
and be eaten in
time.
May the boy always
be alive in the
man.”
*****
We ate, mostly, in silence—
I felt you thinking, I just
killed this, what I’m chewing . . .
On the highest peaks the first
powder shines like the moon—
winter comes so quickly.
The wonder of the hunt is on my tongue,
I taste it—wild, tangy, reluctant—
this flesh feeds me well.
I light the candles and thank the quail
in a clear voice—I thank them for their
small bodies, their immense, winged souls.
“God, Mom, you’re making me feel like a
killer.” “Well, you are and so am I.”
Swallowing, swallowing this delicious death.
104
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On your face soft, blonde hair (yes, this
son is a gringo) shines like manhood—
childhood leaves so quickly.
Practice Test
31
Which statement best
expresses the main theme
of the poem?
Children need a great
deal of protection.
B
Allowing children to grow
up is sometimes difficult
for parents.
A
shining metal.
B
natural forces.
C
dangerous weapons.
C
Hunting is too violent for
children.
D
human hunters.
D
Children are sometimes
different from their
parents.
Which statement best
expresses the hunters’
attitude toward their prey
in the poet’s culture?
F
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
When the speaker says,
“Cold, autumn day-sky of
steel / and rifles, the shade
of bullets,” she is comparing
the sky to
A
Reading Standard 3.2.a
Depth: 2
32
33
Hunters feel superiority
and contempt for the
animals they kill.
G
Hunters kill animals
solely for survival.
H
Hunters kill animals
solely for sport.
J
Hunters feel empathy
and respect for the
animals they kill.
Reading Standard 3.3.a
Depth: 2
34
“Swallowing, swallowing this
delicious death.”
In this line from the poem,
the phrase “swallowing this
delicious death” means
F
refusing to accept the
reality of death.
G
accepting the
inevitability of death.
H
savoring the superiority
of humans over animals.
J
recognizing that hunting
is a necessary evil.
Reading Standard 3.3.a
Depth: 2
Reading Standard 3.4.b
Depth: 3
Practice Test
105
Practice Test
In Blackwater Woods
by MARY OLIVER
Look, the trees
are turning
their own bodies
into pillars
of light,
are giving off the rich
fragrance of cinnamon
and fulfillment,
the long tapers
of cattails1
are bursting and floating away over
the blue shoulders
of the ponds,
and every pond,
no matter what its
name is, is
1
wetland plants having sausage-shaped seed
heads at the top of tall stems
106
End-of-Instruction English II OCCT Preparation and Practice Workbook
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nameless now.
Every year
everything
I have ever learned
Practice Test
In my lifetime
leads back to this: the fires
and the black river of loss
whose other side
is salvation,
whose meaning
none of us will ever know.
To live in this world
you must be able
to do three things;
to love what is mortal;
to hold it
against your bones knowing
your own life depends on it;
and, when the time comes to let it go,
to let it go.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
35
Which words from the poem
contain an example of
personification?
A
B
“the trees / are turning /
their own bodies / into pillars
/ of light”
“and every pond, / no matter
what its / name is, is / nameless
now”
C
“the fires / and the black
river of loss / whose other
side / is salvation . . .”
D
“when the time comes to let
it go, / to let it go”
36
The metaphor “long tapers of
cattails” in stanza 3 suggests
that the season is
F
autumn.
G
spring.
H
summer.
J
winter.
Reading Standard 3.3.a
Depth: 2
Reading Standard 3.3.a
Depth: 2
Practice Test
107
Practice Test
37
What archetypal, or universal,
pattern occurs in this poem?
A
the changing of the seasons
B
the natural cycle of birth,
life, and death
C
D
39
Which idea is expressed in
both “Delicious Death” and “In
Blackwater Woods”?
A
the daily cycle of darkness
and light
Living in the country is more
dangerous than living in the
city.
B
the cycle of human life from
youth to old age
Death is a natural part of
life.
C
Hunting animals can
result in the extinction of
endangered species.
D
As people get older, they
learn to accept death.
Reading Standard 3.4.c
Depth: 3
38
Which statement best
expresses the main theme of
the poem?
F
No one knows the meaning
of salvation.
G
People must love intensely
and yet be willing to give up
what they love.
H
Although natural objects
have no names, people can
love them as individuals.
40
Which verse form is used in
both “Delicious Death” and “In
Blackwater Woods”?
F
iambic pentameter
G
blank verse
H
rhyming couplets
J
free verse
Reading Standard 3.4.c
Depth: 2
Reading Standard 3.2.a
Depth: 2
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J
Trees, cattails, and ponds
are example s of the glory of
nature.
Reading Standard 3.4.c
Depth: 2
Practice Test
irections
D
Read the passage. Then answer the questions that follow.
The Mountains
That Time Forgot
by KAY JOHNSON
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Stepping into the jungle of the central Cardamom Mountains is like looking
at nature under a huge microscope. A solid wall of green comes into focus
slowly, revealing a teeming riot of life. Everything seems oversized. Bluewinged butterflies as big as birds flit by. Wild orchids and giant, moss-covered
rocks surround the dozens of waterfalls that dot the area. High above, a thick
roof of greenery covers a lost world that seems untouched by time and human
progress.
That’s not far from the truth. Cambodia’s Cardamoms have been shrouded
in mist and mystery for more than three decades, cut off from the world by
a group of guerilla fighters known as the Khmer Rouge who used the jungle
as a refuge. While the nation was ravaged by the guerrillas’ war against the
government, the mountains lay untouched: The region is now the largest, most
pristine wilderness in mainland Southeast Asia. Recently, scientists began
to uncover the secrets of the Cardamoms, with stunning results. Dozens of
globally threatened species—including tigers, elephants, and a rare crocodile
thought to be extinct—were discovered flourishing in isolation. Survey
biologists believe several new species are yet to be discovered.
But researchers aren’t alone in taking advantage of the area’s new
accessibility. In recent months logging companies and settlers have also moved
in. The government has already granted five timber concessions that extend
into the Cardamoms. At least two logging roads now lead into the central
mountains. With the roads have come thousands of settlers, slashing and
burning trees to clear land for farming. Cambodians say they need the land,
and the government is desperate for logging revenue. Ecologists say they have
seen similar cases before, where virgin forests have been mostly wiped out,
causing soil erosion, flooding, and loss of wildlife. In a report, Fauna and Flora
International warned that Cambodia must take steps to safeguard the region
now. “If we wait another five years,” says the group’s Frank Momberg, “we will
basically lose Indochina’s crown jewel.”
Named after the spice that still grows on its slopes, the Cardamoms are
choked with life, whether moss of vine, insect or reptile. Walking anywhere is
slow going, as Cambodian wildlife officer Chheang Dany knows all too well.
Chheang spent three weeks picking his way through the dense vegetation as
part of a biodiversity survey. “We would go 5 or 6 km (3 or 3 3/4 mi.) a day and
then sleep in the jungle,” Chheang recalls.
Practice Test
109
Practice Test
Researchers identified 76 threatened plant and animal species in the
Cardamoms, and they believe there are more to be found. Among the
discoveries was a population of rare Siamese crocodiles, thought to be extinct
in the wild. There are elephants and tigers, as well as biologically important
insects and reptiles. In just 12 days, researchers recorded 292 species of moth.
With such promising numbers, it’s easy to see why conservationists are
asking for the Cardamoms to be protected. But biodiversity means little to the
estimated 13% of Cambodians who have no land to farm. In recent months
about 5,000 settlers have taken to the Cardamoms and staked a claim to
whatever unoccupied land they could find. Others are moving into the central
mountain jungle. Mao Doeun, 46, has spent the last three months clearing
land for farming. He has built a two-room wooden shack for himself and his
family and planted rice, bananas, jackfruit, and vegetables. “I know the forest
is important, but I am very poor,” he says. “I can’t go to the city to work. I only
know how to fight and how to farm.”
Trusting the logging companies isn’t wise, cautions Cambodia’s official
logging-industry monitor, Global Witness. Global Witness surveyors took
photos of an illegal logging road in the Cardamoms built by the country’s
leading timber company. The photos were taken 30 days after Cambodia’s
forestry director had ordered the company to halt construction. When the case
came to court, the company was found guilty but let off easily.
In the past year, Cambodia has made some progress toward protecting its
forests. But it remains unclear whether the government has the will to cancel
contracts in the powerful industry, which generates $11 million a year for the
government.
Authorities might do well to consider the practical reasons for protecting
the region. In neighboring Thailand, overlogging and settlement not only
stripped the jungle away but also caused soil erosion that led to disastrous
floods in the 1980s. Conservationists warn that Cambodia’s lowland farming
areas could suffer the same fate if overlogging in mountain areas continues. In
the end, Cambodia may have more to lose in the Cardamoms than its glorious
wildlife.
—From TIME, September 11, 2000
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The roads that logging companies are building in the Cardamoms have
cleared the way for even more settlers to move in. Activists insist that for
this reason alone, the government should declare the entire region a wildlife
sanctuary, or at least force timber companies to destroy their roads after
they have finished work. The companies, for their part, insist such fears are
overblown. According to Henry Kong, an official with a Cambodian timber
group, loggers target only three or four high-quality trees per hectare, fell
them, and leave the rest of the forest intact. “We can jointly manage the
Cardamoms for economic benefit as well as for conservation,” Kong says.
Practice Test
41
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
42
Why were the Cardamom
Mountains safe from the
logging companies until
recently?
A
The mountains and swamps
made logging difficult.
B
Many dangerous animals
inhabited the jungle.
C
People feared the presence of
the Khmer Rouge.
D
The government did not
allow anyone to use the area.
43
Read the following sentence
from the passage.
According to Henry Kong, an
official with a Cambodian timber
group, loggers target only three
or four high-quality trees per
hectare, fell them, and leave the
rest of the forest intact.
In this sentence, the word
hectare refers to what kind of
measurement?
A
time
Reading Standard 2.1.b
Depth: 2
B
land area
What does Frank Momberg
most likely mean when he
describes the Cardamom
Mountains as “Indochina’s
crown jewel”?
C
volume
D
weight
F
The Cardamoms are
Indochina’s richest source of
precious stones.
G
The Cardamoms are
Indochina’s largest area of
unspoiled wilderness.
H
J
Indochina’s most expensive
jewelry is made in the
Cardamoms.
The Cardamoms are
Indochina’s most valuable
source of timber.
Reading Standard 2.2.a
Depth: 2
Reading Standard 1.4
Depth: 2
44
Logging companies are a
threat to the environment
in the Cardamoms mainly
because
F
their activities pollute the
air.
G
farmers use the logging
roads to move into the
region.
H
they cut down large areas of
the forest.
J
the loss of even a few trees
upsets the delicate ecological
balance.
Reading Standard 2.2.b
Depth: 2
Practice Test
111
Practice Test
45
Named after a spice that
still grows on its slopes, the
Cardamoms are choked with life,
whether moss of vine, insect, or
reptile.
47
In this sentence from the
passage, the word choked
means
A
teeming.
B
strangled.
C
obstructed.
D
overcrowded.
What is the main idea of this
passage?
A
The Cardamoms should
be used primarily as an
economic resource for the
benefit of farmers and
logging companies.
B
The Cardamoms are
inhabited by oversized plants
and dangerous animals.
C
The Cardamoms remained a
pristine wilderness because
people feared the Khmer
Rouge.
D
Logging companies and
settlers have encroached
upon a wilderness area that
conservationists want to
protect.
Reading Standard 1.5
Depth: 2
46
Which of the following causeand-effect chains summarizes
a relationship of events
described in the passage?
threats to wildlife—
farming—logging
G
soil erosion—loss of trees—
threats to wildlife
H
loss of trees—soil erosion—
flooding
J
flooding—soil erosion—
destruction of wilderness
Reading Standard 2.3.a
Depth: 2
Reading Standard 2.3.a
Depth: 2
48
This passage is an example
of which of these styles of
writing?
F
personal memoir
G
newspaper editorial
H
short story
J
informational article
Reading Standard 3.1.a
Depth: 2
112
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F
Practice Test
irections
D
Read the passage. Then answer the questions that follow.
Plate Tectonics
In 1914 Alfred Wegener, a German scientist proposed a theory that he
called continental drift. He proposed that the continents had at one time
been connected but were slowly moving apart. It was not until the 1950s that
geologists began to seriously ponder Wegener’s theory. Continental drift became
the geological theory known as plate tectonics.
A Surface in Motion
According to the theory of plate tectonics, the surface of Earth is separated
into vast flat chunks called plates that fit together to form the seemingly
unified surface of the planet. The surface of Earth seems stationary, it is always
moving. Under the Earth’s surface lies a semiliquid mass of partially molten
rock called the mantle. The plates float atop the mantle, jostling and colliding.
Sometimes some of the liquid mantle, called magma, is pushed up between the
plates because of the movement. On the surface of Earth, we experience the
“jostling” of plate edges as earthquakes and the appearance of liquid magma as
lava from volcanic eruptions. Some tremors are so slight that they go unnoticed
by people, others are so strong that they cause great damage.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
High-Frequency Earthquake Zones
Although earthquakes can occur anywhere, landmasses that lie along
the edge of a plate are more likely to experience earthquakes. Regions that
have more frequent earthquakes also have many volcanoes, because they are
located close to plate edges. Other regions do not have as many earthquakes
or volcanoes because they are located in the middle of plates, where jostling is
minimal and magma has a hard time seeping through.
When earthquakes are plotted on a map of the world, zones of heavy and
light earthquake activity can be seen. For instance, a “ring of fire” of high
earthquake and volcanic eruption frequency circles the edges of the Pacific
Ocean. Because both earthquakes and volcanoes are caused in part by the
motion of Earth’s plates, regions of high-frequency earthquake activity coincide
with regions of high-frequency volcanic activity. The western coast of North
America has many active volcanoes, including the famous Mount Saint Helens.
Japan which has many volcanoes, such as the famous Mount Fuji.
Practice Test
113
Practice Test
Constantly Moving
Earth’s plates are constantly moving and bumping into each other. Over
great stretches of time, new continents have been created and existing
landmasses have been moved great distances. In fact, it is believed that
Antarctica, today completely ice-bound near the cold south pole, was once
located near the equator! Landmasses that are now separated by oceans could
someday be united. The theory of plate tectonics helped to further our geological
understanding of our ever-changing world.
49
Which of the following is the
best change, if any, to make in
the first sentence in the first
paragraph?
A
Add a comma after called.
B
Add a comma after
scientist.
C
Change theory to Theory.
D
Make no change.
51
Which of the following is the
best way to rewrite the last
two sentence of the second
paragraph?
Some tremors are so slight
that they go unnoticed by
people, because others are so
strong that they cause great
damage.
B
While some tremors are so
slight that they go unnoticed
by people, others are so
strong that they cause great
damage.
C
Some tremors are so slight
that they go unnoticed by
people, therefore others are
so strong that they cause
great damage.
D
Some tremors are so slight
that they go unnoticed by
people, in fact, others are so
strong that they cause gread
damage.
Writing Standard 3.2.c
Depth: 1
50
What is the best way, if any, to
rewrite the second sentence in
the second paragraph?
F
The surface of the Earth
seems stationary, and it is
always moving.
G
The surface of the Earth
seems stationary because it
is always moving.
H
The surface of the Earth
seems stationary, but it is
always moving.
J
Make no change.
Writing Standard 3.3.c
Depth: 2
114
Writing Standard 3.3.c
Depth: 2
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A
Practice Test
52
Which of the following is the
best change to make, if any, to
the first sentence of the fourth
paragraph?
54
Which of the following is the
best change to make, if any,
to the last sentence in the last
paragraph?
F
Change are plotted to is
being plotted.
F
Add a comma after
tectonics.
G
Delete the comma after
world.
G
Change helped to helps.
H
Delete the word geological.
H
Change activity to
activities.
J
Make no change.
J
Make no change.
Writing Standard 3.1.b
Depth: 1
Writing Standard 3.1.c
Depth: 1
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
53
Which of the following is the
best change to make, if any,
to the third sentence of the
fourth paragraph?
A
Add a comma after Because.
B
Add a comma after regions.
C
Change coincide to
coinside.
D
Make no change.
Writing Standard 3.2.c
Depth: 1
Practice Test
115
Practice Test
irections
D
Read the passage. Then answer the questions that follow.
An Amazing Gift
Today is November 11, 2000, and it is my eighty-first birthday. All my life
I have shared my birthday with my twin sister, Daniella. When we were kids,
our mother used to get us so excited as we made plans for our birthday. We
did not have much money, but somehow our mother would plan and save so
that we had what seemed to us a very extravagant party. She would bake a
cake, and we would invite neighborhood friends over to celebrate. Before every
birthday, we would cut and paste special party decorations. Often we made
party lanterns, which Mother would string through the living room. Along with
our friends, we had a great time dancing around in the shadows made by the
beautiful lanterns.
I’ll never forget the year that Daniella and I turned seventeen. The
previous summer, our friends had begun to go out in the evening without
their parents. The big thing was to walk down to Delci’s Sweet Shop, the soda
counter two blocks away, and have malted milkshakes. Our parents had no
problem with our going for a shake, but they insisted that we be home before
dark. We respected our parents and did not want to be difficult, but all of our
friends had later curfews. Deep down I think that Daniella and I resented the
overprotectiveness of our parents.
Our seventeenth birthday fell on the Friday before fall break. By the end of
October, our mother had begun talking about our birthday celebration. “I think we
should do something really special this year,” she told us one evening. “Girls, make
a list of all your friends from school, and we’ll have a really big party this year on
the evening of your birthday. Not just the neighborhood kids, but everyone!”
Daniella and I knew that everyone from school already had plans to go
to Delci’s that evening to celebrate fall break. They had been planning it for
weeks. I looked at Daniella and then at my mother. Daniella was watching her
feet when she said, “I think this year I’d rather just have a family celebration.”
My mother looked confused when I agreed with Daniella, but she didn’t argue.
116
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That fall, when school started again after the summer break, Delci’s became
even more popular. Every now and then we’d go with friends for a treat after
school, but we knew that our friends usually went to Delci’s on Friday nights.
We kept asking for permission to go, but our parents kept turning us down.
Delci’s became a point of contention in our house. By Thursday evening,
Daniella and I had a host of reasons we should be allowed to stay out with our
friends. Our parents always had a list ofreasons they would not allow us to
stay out after dark. Friday morning breakfasts were often tense and silent.
Practice Test
The morning of our birthday, our mother had to call to us twice before we
came to the breakfast table.
“Happy birthday to my sweet girls,” she chimed as we walked into the kitchen.
My father was waiting at the table with a strange expression on his face. As
we sat down, Daniella and I noticed at almost the same time that there was a
five-dollar bill under each of our juice glasses.
“We didn’t think you should have to spend your allowance on a treat on
your birthday,” my father said.
“Go to Delci’s and buy yourselves the nicest, thickest shakes tonight,” my
mother added. “We know you’ve been waiting for us to allow you to go. Go and
have a good time with your friends!”
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Daniella and I were stunned. We had given up on being allowed to go out
with our friends. “Thank you,” we said at the same time. We could hardly
contain ourselves through breakfast, because we were so excited. Our parents
looked pleased, but there was a hint of something sad in my mother’s face that
morning when she sent us off to school.
Daniella and I had a wonderful time that evening. After we had dinner
with our parents, we got ready to go to Delci’s. Even the walk down to the
corner, one we’d taken at least a thousand times in our lives, seemed special
that night. Our friends were all there when we arrived, and I remember that
milkshake as the sweetest treat of my life. We laughed and joked, and when we
all started walking home, the streetlights cast a magical glow around my sister
and me.
I did not think anything could make me feel happier on the inside than
those streetlights. They shone onto the dark pavement, reminding me that
our parents had finally decided we were grown up enough to stay out in the
evening. We called goodnight to our friends when we reached our door and
then we walked inside. The scene behind the door was the only thing that
could have surpassed those streetlights.
My mother and father were sitting on the couch waiting for us. The whole
house was dark except for the familiar old party lanterns that my mother had
strung around the room. The sight of those lanterns and the lovely shadows
they cast around the room brought back memories of the wonderful birthday
celebrations of the previous sixteen years. I knew that Daniella and I had
taken a big step toward adulthood that night. But those lanterns reminded me
that we would always have beautiful memories of childhood.
Now, even though we have celebrated our birthdays together with family
and friends so many times, we still reminisce about one of the most important
birthday celebrations we ever had—the birthday on which we finally began to
feel like adults.
Practice Test
117
Practice Test
55
This selection is an example
of which of these styles of
writing?
A
narrative fiction
B
persuasive argument
C
fable
D
fantasy
57
In this quotation from the
passage, the phrase “the big
thing” means
Reading Standard 3.1.a
Depth: 2
56
Read the following sentence
from the passage.
We did not have much money, but
somehow our mother would plan and
save so that we had what seemed to us a
very extravagant party.
The word extravagant means
“The big thing was to walk down
to Delci’s Sweet Shop, the soda
counter two blocks away, and have
malted milkshakes.”
A
the most exciting activity.
B
the current fad.
C
the most important idea.
D
the most popular
entertainment.
Reading Standard 3.3.a
Depth: 2
58
Which word best describes the
tone of this passage?
F
decorated.
F
profound
G
lavish.
G
nostalgic
H
neighborhood.
H
juvenile
J
ordinary.
J
intellectual
Reading Standard 3.2.d
Depth: 2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Reading Standard 1.5
Depth: 2
End Section 3
STOP
118
End-of-Instruction English II OCCT Preparation and Practice Workbook
Practice Test
59
The twins can be described as
60
This selection is mainly about
A
rebellious.
F
being a twin.
B
compliant.
G
Delci’s sweet shop.
C
disobedient.
H
a birthday memory.
D
indifferent.
J
becoming an adult.
Writing Standard 2.3.a
Depth: 2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Reading Standard 3.2.d
Depth: 2
Practice Test
119
Practice Test
Section 1 Answer Form
Name:______________________________
Date:___________________________
lanning
P
Use this page to plan your writing. You might consider using a graphic
organizer, such as a web, cluster, list, or outline. Then write your essay
on a separate sheet of paper.
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120
End-of-Instruction English II OCCT Preparation and Practice Workbook
Practice Test
Section 2 Answer Form
Name:______________________________
Date:___________________________
Poisonous Plants
A Chemistry Surprise
1
A
B
C
D
15
A
B
C
D
2
F
G
H
J
16
F
G
H
J
3
A
B
C
D
17
A
B
C
D
4
F
G
H
J
18
F
G
H
J
5
A
B
C
D
19
A
B
C
D
6
F
G
H
J
20
F
G
H
J
7
A
B
C
D
8
F
G
H
J
Park Regulations
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
The Edible Schoolyard
9
A
B
C
D
10
F
G
H
J
11
A
B
C
D
12
F
G
H
J
13
A
B
C
D
14
F
G
H
J
21
A
B
C
D
22
F
G
H
J
23
A
B
C
D
The Black Death
24
F
G
H
J
25
A
B
C
D
26
F
G
H
J
27
A
B
C
D
28
F
G
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J
29
A
B
C
D
30
F
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Practice Test
121
Practice Test
Section 3 Answer Form
Name:______________________________
Delicious Death and In Blackwater
Woods
Plate Techtonics
49
A
B
C
D
31
A
B
C
D
50
F
G
H
J
32
F
G
H
J
51
A
B
C
D
33
A
B
C
D
52
F
G
H
J
34
F
G
H
J
53
A
B
C
D
35
A
B
C
D
54
F
G
H
J
36
F
G
H
J
37
A
B
C
D
38
F
G
H
J
39
A
B
C
D
55
A
B
C
D
40
F
G
H
J
56
F
G
H
J
57
A
B
C
D
58
F
G
H
J
59
A
B
C
D
60
F
G
H
J
The Mountains That Time Forgot
41
A
B
C
D
42
F
G
H
J
43
A
B
C
D
44
F
G
H
J
45
A
B
C
D
46
F
G
H
J
47
A
B
C
D
48
F
G
H
J
An Amazing Gift
End-of-Instruction English II OCCT Preparation and Practice Workbook
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
122
Date:___________________________