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8 English Language Arts
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To the Student
New York Ready™—English Language Arts
Practice is a review program for the New York
State Testing Program English Language Arts
Test. In this practice test, you will respond
to 66 ELA items (57 multiple-choice, 7 shortresponse, and 2 extended-response). Most
of these items ask you about literary and
informational passages you will read. Others ask
about a literary selection you will listen to. The
practice passages and items are similar to those
you will find on the New York State Testing
Program English Language Arts Test.
Becoming familiar with the test format
will help you succeed on the New York State
Testing Program English Language Arts Test.
Your teacher will explain how you will do the
practice test and how to record your answers.
Be sure to follow the directions for the practice
test. As you complete the practice test, read or
listen to the passages and answer the questions
carefully. Record your answers in your book.
Remember to write out your answers or to fill in
the answer bubbles completely. If you change an
answer, you must erase your first answer fully.
While you work on the practice test, use
the Testing Tips below. Read these helpful tips
carefully. They can make you a better test-taker.
CONTENTS
Practice Test
Book 1: Reading . . . . . . . . . . . . . . . . 1
Book 2: Listening. . . . . . . . . . . . . . . 20
Book 3: Reading/Writing. . . . . . . . . 36
Answer Form. . . . . . . . . . . . . . . . . . . . 45
Testing Tips for Answering
Multiple-Choice Questions
• Read each question carefully before you try
to answer it.
• Be sure you know what the question is
asking you to do.
• Read all the answer choices before you
choose your answer. Cross out any answer
choices that you know are wrong. Then fill
in the correct answer bubble.
• Read the question one more time. Then
check that your answer makes sense.
Photography Credit:
page 29: (compilation) Elnur/Shutterstock.com,
GWImages/Shutterstock.com, odze/Shutterstock.com,
rick seeney/Shutterstock.com, ©2008 JupiterImages
Corporation
©2012—Curriculum Associates, LLC
North Billerica, MA 01862
No part of this book may be reproduced by any means
without written permission from the publisher.
All Rights Reserved. Printed in USA.
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
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Book 1
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irections
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Read this passage. Then answer questions 1 through 4.
Wilma Mankiller
Wilma Mankiller was born on November 18, 1945, in Oklahoma. She grew up on her
family’s farm in Mankiller Flats. The farm was on land that was granted to her Cherokee
grandfather, John Mankiller, as part of a settlement after the United States government
forced the Cherokee to relocate. Wilma’s family name comes from a term of respect for
Native American warriors who once protected villages.
Life on the farm was a continual struggle for the Mankiller family. Young Wilma saw the
harsh realities that often accompany poverty. After two years of severe drought, the family
farm failed in 1957. Wilma and her family moved to San Francisco, California, as part of
another government program. This program was set up to move poor Native Americans
from rural areas to urban areas. The family still struggled, but Wilma managed to finish
high school, go on to college, and earn a degree in sociology.
During the mid-1970s, Mankiller returned to Oklahoma. She became a communitydevelopment director and helped initiate many programs to improve Cherokee
communities. Some of these programs included building water systems and renovating
housing.
In 1979, Mankiller decided to continue her education at the University of Arkansas. One
day, while returning home from class, she was seriously injured in a collision with another
car. One of Mankiller’s best friends had been driving the other car and was killed. Mankiller
had to endure the emotional loss of her friend, as well as 17 operations to her leg. Mankiller
says that it was during her long recuperation that she began to examine her life and her
goals. She decided to further dedicate herself to her people.
Mankiller believed that Native Americans had to take responsibility for their own future.
One of Mankiller’s first priorities was to create social programs, including better education,
health care, and housing conditions. She also helped establish a program that provided
assistance to Native Americans in need.
Go On
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During the late 1960s, Mankiller became a social worker. She also became active in the
Native American Rights movement. Her concern for Native American issues was further
fueled in 1969 by the occupation of Alcatraz Island, in California, by a group of Native
American students. Their goal was to draw attention to the issues affecting their people—
high unemployment, poor housing, and low literacy rates. Shortly after this event, Mankiller
began working with the Pit River Tribe in California. She helped improve education
programs for young children and adults.
1
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Book 1: Reading
One year after Mankiller’s automobile accident, she suffered another health crisis. She
was diagnosed with a disease called myasthenia (my as THEE nee ah) gravis (GRA vis). This
disease causes weakness in the muscles. Mankiller has said that it was this disease that
helped her to realize how precious life is. She steeled herself to work even harder on projects
that would benefit her people. One of these projects was the Bell Community project, in
which members of a Cherokee community were able to revitalize their neighborhoods on
their own.
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The Bell Community project was an enormous success. As a result, Mankiller gained
national attention as an expert in community development. Ross Swimmer, Principal Chief
of the Cherokee Nation at the time, asked Mankiller to run as his Deputy Principal Chief.
Not everyone supported Mankiller’s decision to accept his offer. In fact, many people
opposed having a woman hold such an important position. During her campaign, Mankiller
was often harassed and even threatened. Despite these obstacles, Mankiller was elected
Deputy Principal Chief in 1983. She soon gained the respect of her opponents, however,
especially after creating a program that helped establish small businesses.
In 1985, the Principal Chief resigned. Cherokee law states that the Deputy Chief takes
over the duties of the former chief. At the age of 31, Mankiller became Principal Chief of the Cherokee Nation. She represented the second largest Native American nation in the
United States.
©
Under the leadership of Wilma Mankiller, membership in the Cherokee nation increased
from 55,000 members to 156,000. The effects of her work and dedication are still felt in the
Cherokee community today.
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In 1986, Mankiller married a long-time colleague, Charlie Soap. Soap was also the
former director of tribal development. Soon after, Mankiller developed yet another health
problem. She had a serious kidney ailment that required a transplant. Her brother provided
a donor kidney. During her recuperation from surgery, Mankiller decided that she would
run again for chief so that she could further promote tribal causes. She was reelected in 1991.
During her new term, Mankiller focused on many issues, but one that she thought was most
important was the preservation of Cherokee traditions. Due to her poor health, Mankiller
did not seek reelection in 1995. However, she continued to give speeches around the country
and published a book of essays, Every Day Is a Good Day, in 2004.
Book 1: Reading
2
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1 The Mankiller family farm failed mainly
4 Which statement from the passage
due to
A
B
C
D
represents the author’s view of Mankiller’s
career?
poor weather conditions
lack of money to plant crops
a flawed government program
a lack of knowledge about farming
A “Wilma and her family moved to
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San Francisco, California, as part of
another government program.”
B “Some of these programs included
building water systems and renovating
housing.”
C “The effects of her work and
dedication are still felt in the Cherokee
community today.”
D “Mankiller believed that Native
Americans had to take responsibility
for their own future.”
2 What organizational strategy does this
passage use?
A
B
C
D
chronological order
problem and solution
cause and effect
main idea supported by details
3 Why did Native American students occupy
Alcatraz Island?
car accident
B to draw attention to the social
problems they lived with
C to demonstrate against the difficulties
women faced in getting leadership
positions
D to protest harsh conditions for Native
American prisoners on Alcatraz
Go On
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A to mourn the loss of a guard killed in a
3
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Book 1: Reading
D
irections
Read this Norse myth. Then answer questions 5 through 12.
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The Death of Balder
Balder, the Norse god of light, was much beloved by all the other gods, except of course
Loki, the god of mischief, who did not really like anyone but himself. For some time, Balder
had been having horrific dreams that his life was in grave danger. Frigga, his mother, made
everything on Earth—fire, water, metal, stones, trees, animals, diseases, and poisons—swear
an oath not to do any harm to Balder, which they gladly promised. However, in her effort to
protect Balder, Frigga ignored the mistletoe shrub, deciding not to require it to swear the
oath because it was so small and young.
When the other gods saw that nothing could harm Balder, they amused themselves by
throwing darts and stones at him. Some even slashed at him with their sharply honed
weapons, with no ill effect. This sport was seen as an honor to Balder.
Loki, however, was vexed to see this amusement and especially to see that Balder was
unharmed by it. Disguising himself as an old woman, Loki went to visit Frigga at her
mansion. Pretending to be distressed, the disguised Loki told Frigga about the gods’ sport of
throwing their weapons at Balder. To reassure the old woman, Frigga explained, “I made all
things on Earth take an oath, but regrettably I did not ask the mistletoe to swear the oath.”
Loki pounced on this tidbit of information like a dog on a juicy bone. Almost immediately it
gave him a wicked idea.
After leaving Frigga, he sought out the poisonous mistletoe, cut a twig from it, and
hastened to the palace of the gods. Once there, Loki approached blind Hodur, Balder’s
brother. “Why aren’t you participating in the sport of throwing weapons at Balder?” he
asked. “Everyone else is doing it, so why should you miss out on the fun?”
Hodur replied, “I cannot see Balder and, furthermore, I have nothing to throw.”
Loki encouraged Hodur to do honor to Balder, as the other gods were doing. Loki said, “I will guide your hand.” Then, placing the mistletoe twig in Hodur’s hand, he pointed
Hodur’s arm at Balder. Hodur hurled the mistletoe like a javelin at Balder, who, pierced
through, fell dead.
©
The gods mourned Balder, and they did not let Loki go unpunished. They bound him in
chains and suspended above his head a hideously loathsome serpent that constantly drips
poison over the face of the mischievous god. Loki’s wife sits by his side with a cup and
catches the drops of poison. Occasionally, she must leave his side to empty the cup. Then, the
poison drips on Loki’s face, and he howls in terror and twists his body so savagely that the
whole world rumbles and shakes, which produces the phenomenon that we humans call an
earthquake.
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Book 1: Reading
4
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5 Frigga’s actions suggest that she is
A
B
C
D
8 When Loki invites Hodur to “do honor to”
Balder, he suggests that throwing weapons
at Balder will demonstrate Balder’s
carefree
inconsistent
powerless
protective
A
B
C
D
evil
great strength
vulnerability
cleverness
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6 When the author says, “Loki pounced on
this tidbit of information like a dog on a
juicy bone”, she means that
A
B
C
D
9 Why do the gods throw weapons at Balder?
A
B
C
D
Loki went on all fours
Loki gave his dog a bone
Loki seized the information eagerly
Loki jumped in the air at the
realization
to amuse themselves
to vex Frigga
to try to kill him
10 What do the gods seem to take most
7 Which choice gives the correct order of
seriously?
events in the story?
A
B
C
D
A the gods attack Balder; Loki cuts the
mistletoe; Hodur throws it; Loki is
punished.
B the gods attack Balder; Hodur cuts
the mistletoe; Loki throws it; Loki is
punished.
C Balder has bad dreams; Frigga forgets
mistletoe; Hodur throws a twig; Hodur dies.
D Loki visits Frigga; Hodur kills Balder;
Frigga devises punishment; Loki is
punished.
Loki’s jealousy
Hodur’s blindness
Frigga’s laments
Balder’s death
Go On
©
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to upset Hodur
5
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Book 1: Reading
11 From whose point of view is this myth told?
A
B
C
D
a god who saw Balder die
Frigga
a friend of Loki’s
a narrator outside the story
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12 Which statement from the myth best shows what the Norse valued?
“Loki’s wife sits by his side with a cup and catches the drops of poison.”
“This sport was seen as an honor to Balder.”
“Once there, Loki approached blind Hodur, Balder’s brother.”
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“For some time, Balder had been having horrific dreams that his life was in grave danger.”
©
A
B
C
D
Book 1: Reading
6
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D
irections
Read this article. Then answer questions 13 through 16.
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Something to Crow About
Quick! What do crows and humans have in
common? Give up?
occurred in 2002 in a lab at Oxford University in
England, caused quite a stir in the world of animal
research. A New Caledonian crow named Betty was
trying to pull a small bucket of food out of a glass
tube. The bucket had a handle, and Betty used a
straight piece of wire to try to pull up the bucket.
After several failed attempts, Betty did something
absolutely amazing. She used her beak to wrap the
wire around the outside of the glass tube. Then she
formed the wire into a hook. Betty then used the
hook to lift the bucket by its handle out of the tube.
The answer is—crows and humans are both
pretty good at using tools. If you’re picturing a bunch
of shiny black-feathered crows that are wearing hard
hats and tool belts and hammering and sawing away
on long pieces of wood while they whistle a catchy
tune, stop right there! We’re neither talking about
cartoon characters nor the kinds of power tools you
can get at a hardware store. Rather, we’re talking
about real crows and the tools they use to survive.
In 2009, Oxford University researchers
discovered another capacity that New Caledonian
crows possess. Conducting an experiment with seven
crows, scientists found that five were able to use up
to three tools in correct sequence. These crows used
three wooden sticks, one at a time, in order to obtain
food. First, the crows grabbed a short hooked stick in
their beaks, used it to drag a medium-sized hooked
stick from a glass tube, and then used the mediumsized stick to retrieve an even longer stick. The crows
were only able to use the longest stick to get to their
food. From these experiments on sequential tool use,
researchers have concluded that crows have advanced
problem-solving capabilities. Scientists are also
studying the way elephants, dolphins, and
chimpanzees make and utilize tools.
Now it seems that we’re not alone. Crows are
clever, intelligent birds that use tools frequently.
Crows will cut, tear, and shape stiff leaves into sharp points with their beaks. Then they’ll use the
sharpened leaves as spears to probe for bugs among
dead leaves. Crows have also been seen using twigs
and sticks to dig for food. They have even used scraps of paper as a sponge or a scoop. In Japan and in California, people have reported seeing crows strategically dropping nuts onto roadways so that cars can run over them and crack the hard
shells open.
Researchers said they weren’t aware of any other
animal besides humans, of course, that had made a
hook out of something not found in nature to solve a
problem. We’d say that gives crows something to
crow about!
In recent years, scientists have discovered that
when faced with a problem, crows, like people, will
also improve on tools. That discovery, which
Go On
©
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Scientists have long believed that the ability to
create and develop sophisticated tools places human
beings at the top of the animal kingdom chart. Since
the beginning of human existence, humans have
been creating new tools and improving on old ones.
The ability to fashion and improve on tools is what
has always set humans apart from other animals.
7
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Book 1: Reading
13 The author most likely wrote this article for readers who are interested in
A
B
C
D
habits of crows
how non-human animals use tools
an example of the science being done at Oxford University
how researchers teach animals to use tools
O
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O
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P
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14 Which statement about crows’ use of tools is best supported by the article?
A
B
C
D
Crows use tools with a facility equal to man’s.
Although it’s unexpected, crows do use tools.
Crows can quickly fashion tools out of almost any material.
Scientists expressed skeptism that the crows are intentionally using tools.
15 Which sentence provides an example of the crows’ ability to make tools?
A “After several failed attempts, Betty did something absolutely amazing.”
B “Crows are clever, intelligent birds that use tools frequently.”
C “A New Caledonian crow named Betty was trying to pull a small bucket of food out of a
16 Which generalization is best supported by the article?
Researchers at Oxford are primarily interested in crow behavior.
Crows are among the brightest animals on Earth.
People all over the world are interested in how animals use tools.
Our ability to make tools is one thing that defines us as human.
©
A
B
C
D
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glass tube.”
D “Then she formed the wire into a hook.”
Book 1: Reading
8
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D
irections
Read this poem. Then answer questions 17 through 20.
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The Wild Honey Suckle
by Philip Freneau
Fair flower, that dost so comely grow,
Hid in this silent, dull retreat,
Untouched thy honied blossoms blow,
Unseen thy little branches greet:
  5 No roving foot shall crush thee here,
No busy hand provide a tear.
By Nature’s self in white arrayed,
She bade thee shun the vulgar eye,
And planted here the guardian shade,
10 And sent soft waters murmuring by;
Thus quietly thy summer goes,
Thy days declining to repose.
Smit with those charms, that must decay,
I grieve to see your future doom;
15 They died—nor were those flowers more gay,
The flowers that did in Eden bloom;
Unpitying frosts, and Autumn’s power
Shall leave no vestige of this flower.
From morning suns and evening dews
20 At first thy little being came:
If nothing once, you nothing lose,
For when you die you are the same;
The space between, is but an hour,
The frail duration of a flower.
Go On
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9
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Book 1: Reading
17 Which best describes the rhyming pattern
19 The speaker repeatedly describes the flower’s
used in this poem?
A
B
C
D
isolation to make clear that
A the flower is safe from harm
B the flower’s life goes on out of
ABBACC
ABCABC
ABABCC
ABCCBA
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human sight
C the flower is the most beautiful in
the world
D the flower is hiding from other flowers
18 The speaker in the poem uses his
description of the flower’s life to show that
life is
of this poem?
A Cooperation often yields positive
results.
B Isolation can break a person’s spirit.
C Things are always changing.
D Life is a series of challenges.
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difficult
boring
short
beautiful
©
A
B
C
D
20 Which statement best describes the theme
Book 1: Reading
10
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D
irections
Read this article. Then answer questions 21 through 26.
The Golden Apple
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Where would Italian gourmet chefs be without the tomato? You may think the fruit
originated in Italy. But this is not so. In fact, the tomato is thought to have originated in a land thousands of miles away from Italy. It probably came from the dry coastal desert
region of Peru. Today, eight species of the tomato still grow wild in the Andes locale.
Relatives of this wild tomato also grew, and still do, in western regions of Central America
and South America.
Historians believe that ancient Aztecs of Central America grew the first domesticated
tomato. They called the small yellow fruit xitomatl (pronounced ze-toe-mo-tel), meaning
“plump thing with a navel.” Later, other Central American tribes called the fruit tomati.
Aztec writings reveal that tomatoes were prepared with peppers and salt. This combination
could have been the original salsa.
European botanists worked to create hybrids of the tomato plant during the eighteenth
and nineteenth centuries. In the mid 1700s, colonists carried the hybrids to North America.
Thomas Jefferson grew tomatoes and served them at his dinner table in the 1780s. By this
time, the fruit varied in color from white to yellow to orange to red. The tomato was ripe
when it turned deep red.
The tomato remained under suspicion when it was reintroduced to the Americas. Legend
has it that in 1820, Colonel Robert Gibbons decided to disprove the belief that the tomato
was poisonous. He ate a bushel of tomatoes in front of a Boston courthouse. Spectators
crowded there to watch the colonel die. Imagine their shock when the colonel survived! The
popularity of the fruit mushroomed after this incident. By 1858, tomato seeds were being
sold in seed catalogs. And by 1863, seeds of the first modern-looking, red, smooth-skinned
variety of tomato were available in seed catalogs.
Today, tomatoes are grown commercially in every state except Alaska. They are the most
widely used canned vegetable. About 75 percent of the tomatoes grown are used to make
juice, canned tomatoes, sauces, and ketchup.
Go On
©
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A Spanish explorer, Hernán Cortés, invaded Mexico. His forces defeated the Aztec
Empire by 1521. Some historians believe that Cortés first brought the small yellow fruit to
Europe. Others credit Christopher Columbus. The earliest mention of the tomato appeared
in the writings of Andrea Mattioli, an Italian physician and botanist. The name he gave the
fruit was pomi d’oro, meaning “golden apple.” He also warned people not to eat the fruit
because it was a relative of the nightshade, a poisonous plant. The tomato plant became more
popular in Europe as an ornamental houseplant. The French called the plant poma amaris,
meaning “love apple.” And the first cookbook to mention the tomato was published in Italy
in 1692.
11
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Book 1: Reading
21 According to the article, Mattioli most
24 According to the article, what is the main
likely named the tomato “golden apple”
because
A
B
C
D
reason why people believed Colonel
Gibbons might die from eating tomatoes?
A The only safe tomatoes were those
he made lots of money selling tomatoes
the fruit grew on trees like apples
the title fit the appearance of the fruit
the fruit was very expensive to grow
O
D
T
O
N
Y
P
O
C
grown in Europe.
B No American had ever eaten tomatoes
before.
C Eating a bushel of anything was
considered dangerous.
D The tomato was related to the
nightshade plant.
22 Read this sentence from the article.
L
egend has it that in 1820, Colonel
Robert Gibbons decided to disprove the
belief that the tomato was poisonous.
25 Read this sentence from the article.
Which word means about the same as
“poisonous”?
A
B
C
D
T
oday, eight species of the tomato still
grow wild in the Andes locale.
unhealthy
corruptive
deadly
malicious
What does the word “locale” most likely
mean?
A
B
C
D
continent
garden
region
weather
the tomato after the year 1820?
wary
approving
optimistic
suspicious
26 According to the article, who is responsible
for bringing the tomato to Europe?
A
B
C
D
explorers
Aztecs
gardeners
chefs
©
A
B
C
D
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23 Which word best describes attitudes toward
Book 1: Reading
12
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D
irections
Read this myth. Then answer questions 27 through 32.
Theseus and the Minotaur
O
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Long ago the area around the Aegean Sea was controlled by a king named Minos. Minos
ruled his kingdom from his palace at Knossos on the island of Crete. On the grounds of his
castle, King Minos had built a labyrinth, a maze of winding tunnels, full of twists and turns.
In the center of the labyrinth, Minos placed the Minotaur, a terrible monster, half man and
half bull. Every year Minos demanded that Athens, one of the cities in his domain, send a
dozen of its finest youth to him. Minos would set the young men and women inside the
labyrinth, at the mercy of the Minotaur.
Theseus, a brave and noble youth of Athens, heard the stories of King Minos and the
beastly Minotaur. He vowed to go to Crete, hunt down the Minotaur, and slay him.
Theseus prepared to sail to Crete. Strapping on his father’s sword and picking up his
shield and knife, Theseus went down to the sea, boarded a ship headed to Crete, and set sail.
When the ship arrived in Crete, a huge crowd was there to greet the Athenians. Among
them was the beautiful Princess Ariadne, the daughter of King Minos. Ariadne caught a
glimpse of the noble Theseus. Is it possible to fall in love with only a glimpse? For Ariadne, it
seemed not only possible but true. Ariadne knew that Theseus had come to Crete to slay the
Minotaur, and she was determined to help him.
Minos did not share his daughter’s fine feelings. When he heard that Theseus had
arrived, he had the Athenian youth brought to his palace.
“Do you think you can save yourself from the Minotaur?” Minos asked snidely.
Enraged, Minos called for his guards and ordered them to take away Theseus’s sword
and imprison the youth in the palace’s dungeon.
That night in the depths of the dungeon, Theseus heard footsteps outside his door. The
footsteps came closer and closer. When his cell door opened, Theseus jumped to his feet,
prepared to do battle with anyone who entered. But it was the Princess Ariadne with
Theseus’s sword and a spool of gold thread in her hand.
“Come with me,” she said to the unbelieving Theseus, handing him his sword. “I will
take you to the labyrinth and tell you its secret.”
When they reached the entrance to the labyrinth, Ariadne turned to Theseus. “Take
this,” she said, placing the golden thread in his hand. “As you go through the labyrinth,
unwind the thread. When you have killed the Minotaur, follow the thread back to me.
Remember, Theseus,” she continued, “every labyrinth is a circle that begins where it ends
and ends where it begins.”
Go On
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“I will save myself and all of Athens from your evil, Minos,” Theseus boldly replied. “I will find my way through the labyrinth and destroy the Minotaur with my sword.”
13
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Book 1: Reading
Armed with his sword and the thread, Theseus entered the labyrinth. Doors and halls
were everywhere. Heeding Ariadne’s words, he unwound the thread from the spool as he
explored the halls of the labyrinth. Soon he could hear the Minotaur’s roar. It grew louder
and louder. At last, Theseus reached the monster. Raising his sword and then bringing it
down with a swift blow, Theseus slew the Minotaur.
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Following the trail of golden thread shining in the darkness of the labyrinth, Theseus
soon found himself outside the labyrinth’s entrance where Ariadne waited. The two raced to
the Athenian ship standing in the harbor. Theseus ordered the crew to set sail immediately.
Although the ships of King Minos came after them, it was not long before the Athenian ship
drew far ahead. For now, Theseus and Ariadne were joyful to be together, thankful to have
escaped the wrath of King Minos.
28 By going to Crete, Theseus intends to
Athens ... send a dozen of its finest youth to
him,” the narrator is
A
B
C
D
A emphasizing that Minos was cruel to
©
sacrifice good people
B suggesting that Minos only dealt with
the best people
C emphasizing how few good youth lived
in Athens
D suggesting that Minos had a particular
fondness for young people
defend himself even in a dungeon
learn the trick of the king’s labyrinth
win the heart of a beautiful young lady
prove that he is heroic and courageous
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27 By saying that “Minos demanded that
Book 1: Reading
14
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29 The king reacts to Theseus’s challenge with
A
B
C
D
31 When Princess Ariadne tells Theseus,
“I will take you to the labyrinth and tell you
its secret,” she means that she will
amusement
outrage
horror
frustration
A tell Theseus gossip about the labyrinth
B whisper to Theseus what the labyrinth
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has kept private
C explain to Theseus how he can get
through the labyrinth
D tell Theseus how the labyrinth was
constructed
30 The myth is told from the point of view of
A Theseus
B Minos
C a narrator who knows the thoughts of
32 Theseus is able to slay the Minotaur as a
result of
A
B
C
D
King Minos’s foolishness
Ariadne’s riddle
his enchanted sword
his courage and Ariadne’s help
Go On
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all the characters
D a narrator who knows the thoughts of
only one character
15
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Book 1: Reading
D
irections
Read this article. Then answer questions 33 through 39.
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A Brief History of Women in America
Women’s history in America is a story of great change. In general, women have
progressed toward greater independence and equality. A few women have led the way at
almost every turn in their history. But their story is not a simple one. Inequalities persist
to this day. The story of the changing roles and attitudes toward women in America is a
story of individuals as well as groups.
Women’s Struggles and Triumphs in Colonial Times
Anne Hutchinson is one of the first key names in women’s history. She challenged the
rules of the Massachusetts Bay Colony, which banished her as a result. The belief that women
were basically evil was common at this time, and was acted upon at the Salem Witch Trials
in 1692.
Colonial history also shows the triumph of women. In 1773, women joined together to
form the political group called the Daughters of Liberty. A year later, women in Edenton,
North Carolina, showed their power through a boycott of British goods. Meanwhile, a few
women, disguised as men, went off to fight the Revolutionary War. Others marched
alongside their husbands, providing nursing and other support.
When the Industrial Revolution came to America, women began to leave the farm and
work on their own for the first time. One of the first factories to employ large numbers of
women was in Lowell, Massachusetts. Women made history there by staging a strike in
1834. Three years later, the first college for women, Mount Holyoke, opened. In the same
year, Oberlin College, in Ohio, became the first college to admit both men and women.
The women’s rights movement began in the 19th century. Two of its key goals were the
right to vote and property rights equal to those of men. These goals were formally adopted at
the Seneca Falls Convention, the first national women’s rights convention, in 1848.
©
During the Civil War, women once again made history as individuals and as a group.
Women founded approximately 20,000 aid societies. Some marched off to war as soldiers.
Others acted as spies. No matter their role, women played an integral part in the war.
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Women’s Fight for Rights During the 1800s
Book 1: Reading
16
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Women’s Efforts Yield Results in the 1900s
In 1920, women finally got the right to vote. Women’s lives also changed as new
inventions freed them from many household chores, and a booming economy led to new
ideas about both work and leisure. Women began entering professions, such as teaching and nursing, in large numbers. More worked in factories and as store clerks. A few even
became pilots.
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During World War II, women entered the workplace in even greater numbers. In 1942,
the United States for the first time created women’s branches in each of the armed services.
Women served both at home and abroad.
During the Civil Rights Movement, individuals such as Rosa Parks led the way in the
fight for integration. As a group, women progressed in 1964 by helping to pass an
amendment to ban job discrimination against women. In 1966, they formed the National
Organization of Women. In 1972, they also helped pass the Equal Rights Amendment (ERA)
in Congress. Even though the states never ratified the ERA, the rights of women continued
to advance anyway. Women made history as the country saw its first female Supreme Court
justice in 1981, its first major female candidate for vice-president in 1984, and its first female
secretary of state in 1996.
The Twenty-First Century Sees Women’s Efforts Come to Fruition
Go On
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Early in the century, the country saw its first major female candidate for president,
Hillary Rodham Clinton. (She didn’t win, but she became the country’s third female
secretary of state, following Condoleezza Rice.) Today, women continue to progress toward
equality in the workplace, in the armed services, and at home. The next chapter of the story
is being written right now, all across the United States.
17
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Book 1: Reading
33 The information in the article suggests that
35 The information under the subheading
during the lifetime of Anne Hutchinson,
many people believed that women
A
B
C
D
“Women’s Efforts Yield Results in the 1900s”
is best described as
A a summary of gains women made in
did not enjoy enough rights
were symbols of liberty
were born evil
should all be banished
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the 20th century
B specific information on women who
served as pilots
C an argument for why the ERA should
have been ratified
D background information on how
World War II started
34 Oberlin College, in Ohio, was the first
college
A
B
C
D
to admit women
to admit men and women
to employ women
to have a woman president
36 Which statement is supported with facts or
examples in the article?
A Women have made great progress and
©
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now enjoy equal rights.
B The women’s rights movement dates
back to Anne Hutchinson.
C Women sometimes gained rights by
writing letters to legislators.
D Wartime has often provided
opportunities for women.
Book 1: Reading
18
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37 This article would be most helpful to a
39 Read this sentence from the article.
student researching
No matter their role, women played an
integral part in the war.
A how aid societies founded by women
served Union soldiers during the
Civil War
B why the states refused to ratify the
Equal Rights Amendment
C connections between the Civil Rights
Movement and the women’s rights
movement
D details of Condoleezza Rice’s time as
United States Secretary of State
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What does the word “integral” mean as it is
used in this sentence?
A
B
C
D
overwhelming
essential
minimal
forgotten
38 Which sentence from the article best
reflects a cultural value of the American
women’s rights movement?
Massachusetts Bay Colony, which
banished her as a result.”
B “One of the first factories to employ
large numbers of women was in Lowell,
Massachusetts.”
C “In 1942, the United States for the first
time created women’s branches in each
of the armed services.”
D “Early in the century, the country saw
its first major female candidate for
president, Hillary Rodham Clinton.”
STOP
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A “She challenged the rules of the
19
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Book 1: Reading
Book 21
D
irections
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In this part of the test, you will listen to a story called “The Middle of Nowhere.” Then you will
answer some questions to show how well you understood what was read.
You will listen to the story twice. As you listen carefully, you may take notes on the story anytime
you wish during the readings. You may use these notes to answer the questions that follow. Use
the space on pages 20 and 21 for your notes.
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Notes
Book 2: Listening
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STOP
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Notes
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Book 2: Listening
40 Why does the narrator say that his father is
43 Which of the following best describes the
“like a captain of the high seas”?
narrator’s father?
A because his father likes to tell stories
B because he looks up to his father
C because the reunion takes place on
A He is too serious to play with his sons.
B He does not enjoy spending time with
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his family.
C He is more interested in the future than
the past.
D He prefers old-fashioned things over
modern ones.
a boat
D because his father is in charge of
the trip
41 Which of the following is unclear in
the story?
44 The narrator’s father called Danny Flynn by
his full name because
A why the reunion site is called the
A Danny Flynn did odd jobs for the
Middle of Nowhere
B whether the family is able to find their
way to the reunion
C why the road goes around Danny
Flynn’s barn
D how many people are in the car
narrator’s grandmother
B Danny Flynn was a childhood friend
C the narrator’s father thought it was
more respectful
D the narrator’s father is older than
Danny Flynn
42 Why is the narrator confused by the gas
A because there is no place to swipe a
©
credit card
B because they no longer work
C because his father refuses to explain
how they work
D because they are candy-apple red
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pumps at the old gas station?
Book 2: Listening
22
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45 Complete the chart below to explain how the narrator feels at the beginning of the story about not
having a map for their trip to the Middle of Nowhere. Then explain how the narrator feels at the end
of the story. Use details from the story “The Middle of Nowhere” to support your answer.
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How the narrator feels at the
beginning about not having a map
How the narrator feels at the end
about not having a map
46 Near the end of the story, what does Dad mean when he says, “The best-laid plans of mice and men
often go awry”? Use details from “The Middle of Nowhere” to support your answer.
Go On
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23
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Book 2: Listening
47 Give two reasons why the narrator’s family call their destination the Middle of Nowhere. Use details
©
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from “The Middle of Nowhere” to support your answer.
Book 2: Listening
24
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Planning Page
You may PLAN your writing for question 48 here if you wish, but do NOT write your final answer on this
page. Write your final answer on pages 26 and 27.
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Go On
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Answer
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Book 2: Listening
48 The narrator of the story seems to admire his father even though he gets the family lost on the way
to the reunion. What kind of personality does the narrator’s father have that makes the narrator
admire him? How do you know?
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In your response, be sure to:
• describe the narrator’s father in detail
• explain what kind of personality you think the narrator’s father has
• explain how you know that the narrator likes these things about his father
• use details from the story to support your answer
©
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Check your writing for correct spelling, grammar, capitalization, and punctuation.
Book 2: Listening
26
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STOP
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Book 2: Listening
D
irections
Read this article about ice cream. Then answer questions 49 through 55.
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Ice Cream Fact and Fiction
“We dare not trust our wit for making our house pleasant to our friend, so we
buy ice cream.”
—Ralph Waldo Emerson
✔ Fact: Ice cream is big business in the United States. According to the
International Ice Cream Association, in 2006, total U.S. sales of
ice cream and frozen desserts reached about $23 billion.
✔ Fact: The U.S. leads the world in producing ice cream and ice cream
frozen desserts.
✔ Fact: Americans eat huge amounts of ice cream, an average of almost
5 gallons per year.
✔ Fiction: Americans eat more ice cream than any other nationality.
According to statistics released by the Canadian Dairy
Information Centre, that title rightfully belongs to
New Zealanders.
Where It All Started
Ice, sugar, and fruit or other flavorings are not enough to make true ice cream, however.
True ice cream must have cream. The addition of cream to ices may have begun in Italy
during the Renaissance, but there is no historical documentation of this fact. The first
European records of real ice cream making date back to the court of Louis XIV (1638–1715),
the French king known for luxury.
There are other possibilities for the first creation of ice cream. It may have existed in
China earlier than 1000 a.d. Nevertheless, the theory that Marco Polo brought the idea to
Europe from China is pure fiction.
Ice Cream Reaches America
©
It is a fact that ice cream came to America from both England and France. The first
known recorded instance of ice cream being served in America dates from 1744. The place
was the home of the governor of Maryland. The dish probably arrived there by way of the
English, who most likely learned to make ice cream from the French.
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As with other dishes and inventions, there is no one specific date, time, or place to attach
to the birth of ice cream. Ices were probably served in the Roman and Byzantine Empires.
Book 2: Listening
28
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About fifty years later, the French Revolution helped to make ice cream far more popular
in America. When French people escaping the revolution came to America, they brought
their love for ice cream with them. Some set up ice cream shops or shops that featured sweet
foods as well as ice cream.
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These early places to buy ice cream, known as ice cream gardens, were a big hit with
American women and children. One reason for their great popularity was that women could
not enter the oyster houses and taverns where men socialized. The ice cream garden gave
them their own safe place, which was also appropriate for children and for enjoying food
and company outside the home. At least one food historian suggests that the ice cream
garden was the forerunner of the ice cream social, the family-oriented fundraising event run
by many a church and community organization to this day.
Parlors, Sodas, Cones, and Sundaes
Once Americans began eating ice cream, it is a fact to say that they never stopped. Ice
cream parlors sprang up across the nation. But people weren’t just eating ice cream outside
their homes. Instead, the ice cream crank, which was patented in 1848, soon made it possible
to make ice cream at home. All a person needed was a supply of ice and a little muscle for
turning the crank. By the 1880s, the ice cream crank was a common household item, and the
American love affair with ice cream had already turned into a very happy marriage.
It was inevitable that Americans would find new ways to serve, transport, and enjoy their
ice cream. In big cities such as New York and Philadelphia, ice cream became a part of street
culture. Ice cream sellers walked the streets selling ice creams in paper cups and paper
cones. The first appearance of a drink with ice cream, the ice cream soda, was documented
in Philadelphia in 1874.
©
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There are many theories about the birth of the first edible ice cream cone. Cones most
certainly became popular at the St. Louis World’s Fair in 1904. The story of the invention of
the cone at the fair is probably fiction, however. The story says that when an ice cream seller
ran out of cups, Ernest A. Hamwi rolled up a type of Persian pastry called the zalabia or
jalebi to hold the ice cream. What is true, however, is that once the ice cream cone appeared,
it never went out of style.
The town of Two Rivers, Wisconsin,
takes credit for the invention of the ice
cream sundae. The town claims that a local
merchant there first served ice cream topped
with chocolate sauce, which swiftly became
the local rage. Soon, the merchant began
experimenting with other toppings, which
included peanuts and apple cider. The name
sundae, however, was not associated with
this dish at the time. That is said to have
happened when a little girl at another shop
in a nearby town asked for the treat, but was
told that it was served only on Sundays.
Supposedly, her response, which could be
fact or fiction, was “This must be Sunday.”
In the late 1800s, many families
owned their own ice cream crank.
29
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Go On
Book 2: Listening
National Ice Cream Month
Ice cream has remained so
Most Popular Ice Cream Flavors
in the United States
popular in this country that we
actually have a national ice cream
mint chocolate chip
month (July) and a national ice
strawberry
cream day. In 2010, National Ice
butter pecan
other
Cream Day was celebrated on
Sunday, July 18. Recognizing in 1984
chocolate
that approximately 90% of the
American population enjoyed—or
vanilla
loved—this treat, President Ronald
Reagan created these designations.
He urged people across the nation to
Source: NPD Group, National Eating Trends Services
observe ice cream day and month
with “appropriate ceremonies and
activities.”
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49 Which of these questions should the article
51 With which statement would the speaker
most likely argue?
answer to give readers more information
than what is already in the article?
A What is an ice cream crank?
B Where did ice cream sundaes
history.
B There are many uncertain theories in
the history of ice cream.
C Americans eat too much ice cream
and should stop celebrating ice cream
month.
D Americans may not know much of the
history of one of their favorite foods. come from?
C Who made the first banana split?
D Who brought ice cream to America?
50 According to the article, the story of the
invention of the ice cream cone
is probably not true
is believed by historians
started with Ronald Reagan
occurred in Philadelphia
©
A
B
C
D
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A Ice cream has a long and fascinating
Book 2: Listening
30
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52 The partial outline below contains
54 Study the index from a book about the
information about the history of ice cream.
history of ice cream.
A. Where It All Started
Origins of Cooling Food, 12–53
Natural Cooling, 12–26
Mixing with Snow and Ice, 12–21
Salts in Water, 22–26
Mechanical Development, 27–53
First Ice Cream Maker, 27–38
Refrigeration, 39–53
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1. Details of birth unknown
2. As early as Romans and
Byzantines
3. French first in Europe
4. B. Ice Cream Reaches America
On which pages would you most likely find
information about how people first used
machines to keep their food cool?
Based on information in the article, which
detail best completes this outline?
A Ice cream garden popular with women
B Part of street culture in New York
C Came to America from England
A
B
C
D
and France
D May have been in China even earlier
12–21
22–26
39–53
55 After vanilla, what flavor of ice cream do
53 This article would be most helpful to a
Americans like best?
student researching
A
B
C
D
A how the Romans and Byzantines
served ice cream
B what flavors of ice cream Americans
most like to eat
C how to design and build a useable ice
cream crank at home
D what desserts besides ice cream
Americans enjoy
mint chocolate chip
strawberry
butter pecan
chocolate
Go On
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12–53
31
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Book 2: Listening
D
irections
Read this story about two girls taking a test. Then answer questions 56 through 61.
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The Quiet Girl
by Kim Parker
Jennifer paused in mid-sentence with her pen in mid-air. She could hear the new
student, Anjouli, shifting in the seat behind her. Anjouli must be having trouble with her
essay, Jennifer speculated, because she is still learning English. Jennifer knew she shouldn’t
turn around, or she might get them both in trouble. Mrs. Sabotowitz was pacing slowly up
and down the room, making sure no one was copying anyone else’s work. She always acted
like she expected the worst of everyone! Jennifer went back to her essay. The topic she had
chosen was more challenging than usual, but she felt confident that she was about to get
another A. In conclusion, she began. She knew she wrote well. After this paragraph, her essay
would be done.
What would it feel like to be Anjouli? Jennifer mused, her imagination filling in the
blanks. Maybe Anjouli’s parents put pressure on her to get good grades. She never spoke up
in class, so along with not being fluent in English, she must be shy. Anjouli was the only
student from Pakistan in the entire school, so she must also feel left out. Jennifer had heard
another girl at lunch whispering that her parents would not let her make friends with
someone like Anjouli because of her different beliefs. When Jennifer reported this to her
mother, her mother was appalled. “Then you should be her friend,” she said emphatically.
“Nobody deserves to be stereotyped!”
Suddenly, Mrs. Sabotowitz was saying something just above Jennifer’s left ear.
“Did you hear me, Jennifer?” Her voice sounded loud and angry.
“What?” Jennifer said, blushing at the way Mrs. Sabotowitz was glaring down at her.
“I said, I’ll take your paper. Yours too, Anjouli. I want to see both of you after class.”
“Looks like this time J won’t be getting an A!” Gerardo taunted wickedly.
“Neither will you,” Mrs. Sabotowitz snapped, snatching his paper too.
©
Twenty minutes later, Jennifer and Anjouli were standing in front of Mrs. Sabotowitz’s
desk looking bewildered. Mrs. Sabotowitz regarded one, then the other, with suspicion.
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While proofreading her last sentence, Jennifer heard Anjouli heave an anxious sigh. Had
she been able to write anything at all? Jennifer was about to turn over her paper and set
down her pen, as Mrs. Sabotowitz always told her students to do when they were finished,
when suddenly she did something unpremeditated. Slowly, casually, she leaned to one side
and gazed vaguely out the window. If Anjouli was able to read what Jennifer had written, it
might help the new girl. That wouldn’t exactly be cheating, Jennifer reasoned, would it?
Book 2: Listening
32
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“Jennifer, were you trying to help another student cheat? I saw you place your essay
where Anjouli could read it.”
Jennifer was speechless. What could she say? No one had ever accused her of dishonesty
before. She had meant well, but that didn’t sound like a good excuse right now. She was
about to stammer something when Anjouli interjected, “Please don’t give Jennifer a bad
grade. She only wanted to help me.” Then Anjouli added, “She didn’t know I didn’t need it.”
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Mrs. Sabotowitz frowned and delivered a swift rebuttal to Anjouli’s argument. Later,
however, she found that the two girls had written on different topics. Jennifer’s work was not
her best; Anjouli’s, on the other hand, was exceptional. In the end, Jennifer received a B.
Anjouli got an A.
56 Which best states the plot of the story?
58 Which word best describes Jennifer’s
behavior toward Anjouli?
A A student needs help with writing.
B One student tries to help another
A
B
C
D
student succeed by cheating.
C A student is having trouble learning
English.
D A student is being stereotyped and
ignored by other students.
self-absorbed
proud
conceited
sympathetic
57 According to the story, Mrs. Sabotowitz
A
B
C
D
Jennifer’s opinion
the narrator’s opinion
Anjouli’s opinion
the whole class’s opinion
Go On
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“always acted like she expected the worst of
everyone.” Whose opinion is this?
33
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Book 2: Listening
59 What does Jennifer’s mother think about
61 What does the narrator mean by Jennifer’s
Anjouli and her cultural background?
“imagination filling in the blanks”?
A She is worried that the girl is being
A Her imagination helps her answer
treated differently.
B She is shocked by the girl’s closedmindedness.
C She is disappointed that the girl attends
her daughter’s school.
D She is confused about the girl and
saddened by her beliefs.
questions on the test.
B Her imagination allows her to make
guesses about Anjouli.
C Her imagination leaves her without any
ideas of what to do.
D Her imagination tells her how she can
teach Anjouli to speak English.
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60 This story is told by
STOP
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Jennifer
Jennifer’s mom
Anjouli
an outside narrator
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A
B
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Book 31
D
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In this part of the test, you are going to read two passages, “The President and the Wheelchair”
and “Remembering F.D.R.” Then you will answer questions 62 through 66 and write about what
you have read. You may look back at the passages as often as you like.
The President and the Wheelchair
Franklin D. Roosevelt, the 32nd president of the United States, had a disability. He
contracted polio in 1921, and it cost him the use of his legs. He used a wheelchair every day.
When Roosevelt appeared in public, he walked slowly, often on the arm of one of his sons,
pulling himself along in steel leg braces. Yet during Roosevelt’s term in office (1933–1945),
millions of Americans knew little or nothing about his condition.
Why wasn’t Roosevelt’s disability big news?
Why didn’t Roosevelt’s opponents use his condition against him?
Roosevelt was elected to two terms as governor of New York and four terms as president.
In all those elections, Roosevelt’s opponents rarely tried to make his condition an issue. He
was occasionally called a “cripple.” But when he first ran for governor of New York, his
disability did not have a negative impact on voters. This may have been partly due to those
public attitudes about the impoliteness of the subject. Whatever the reason, voters did not
decide elections based on his inability to walk.
How did his disability shape his presidency?
©
Roosevelt did not ignore his condition. He could not. He needed help every day getting
out of bed, getting dressed, and going to the bathroom. Before becoming president, he
funded a clinic for polio victims in Georgia. As president, he established a foundation that
was later named the March of Dimes. The foundation invested millions in fighting polio.
Although he rarely discussed his disability, Roosevelt was also an inspiration to Americans
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Today, every move a public figure makes is covered on TV, radio, newspapers, and the
Internet. In Roosevelt’s time, most news coverage was in newspapers. Thousands of pictures
of him were taken, but photographers always shot after he was seated. (As president,
Roosevelt was photographed only twice in his wheelchair.) Although he had publicly
discussed his disability while governor of New York (1929–1933), he downplayed its
seriousness. In public, he projected an appealing sense of optimism during the hard times of
the Great Depression. But there’s another, more important reason. In the 1930s and 1940s,
people with disabilities were considered “sick.” Eleanor Roosevelt herself referred to her
husband’s condition as an “illness.” Personal and private matters such as this were not
discussed openly. It was considered impolite. As a result of these attitudes, no reporter
would have dared ask Roosevelt about his condition.
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who shared it. They saw him as a symbol of what people with disabilities could accomplish.
A 12-year-old boy wrote, “I don’t know when I shall be able to walk again, but I am not
giving up hope. You had paralysis but that didn’t stop you from progressing.”
Today, historians rank Roosevelt among the nation’s most successful presidents. He
helped bring the country out of the Great Depression and led it through World War II. And
he did it all, as he said in a rare public comment about his disability, “having to carry about
ten pounds of steel on the bottom of my legs.”
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62 The author describes two main reasons why Franklin D. Roosevelt’s condition was not widely
discussed during his terms as governor and president. In the diagram below, describe those
two reasons.
Go On
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Reasons why Roosevelt’s
condition was not discussed
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63 Explain how Roosevelt’s disability affected actions he took before and during his presidency,
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even though he rarely mentioned his disability in public. Use details from “The President and the
Wheelchair” to support your answer.
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Remembering F.D.R.
Franklin D. Roosevelt died in 1945, during his fourth term in office. Fifty years later, a
memorial was built for him in Washington, D.C. It stands alongside other memorials to
America’s greatest presidents. But the memorial was controversial. Because his legs had been
paralyzed by the disease polio, Roosevelt used a wheelchair every day from 1921 until the
end of his life. The main statue in the memorial showed Roosevelt seated, but hid his
wheelchair under a large cloak. It was possible for visitors to miss it entirely.
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When the memorial was dedicated in 1997, about two dozen protesters, many in
wheelchairs or on crutches, showed up to protest it. They argued the memorial did not
accurately show Roosevelt as the person with a disability he really was. By that time,
however, the decision had already been made to add a new statue. It’s a simple, life-size
sculpture showing Roosevelt in the eyeglasses, suit, and hat that Americans would have
recognized in the 1930s and 1940s. But it also shows him plainly sitting in a wheelchair.
Instead, a quote from Roosevelt’s wife Eleanor was chosen: “Franklin’s illness gave him
strength and courage he had not had before. He had to think out the fundamentals of living
and learn the greatest of all lessons—infinite patience and never-ending persistence.” But the
quote refers to his disability as an “illness.” Activists believe this makes disability simply
something to be overcome. Instead, Garland-Thomson wrote, it is better to “advance the idea
that disability is integral to a person’s character and life experience, rather than a defect to
be eliminated.”
Garland-Thomson summed up the controversy over the Roosevelt memorial: “The
disagreement was a struggle between familiar old stories and bold new ones, between
moving stories about personal suffering and empowering ones about social equality.” Years
later, the struggle continues.
Go On
©
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Disability rights activists did not want Roosevelt shown in a wheelchair only to create
sympathy for him, or to serve as an example of what people with disabilities could
accomplish. In 2001, Rosemarie Garland-Thomson wrote about the memorial in the
Chronicle of Higher Education. “Discrimination, more than impairment, is what people
with disabilities have to surmount,” she said. By showing Roosevelt as an accomplished man
with a disability, rather than a disabled man who accomplished something, activists hoped
to change public attitudes toward people with disabilities. They argued in favor of placing
the following quote alongside the new statue: “We know that equality of individual ability
has never existed and never will, but we do insist that equality of opportunity still must be
sought.” This quote supports the belief that Roosevelt’s disability should be considered one
aspect of his life, but not the defining fact of his life.
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64 Describe what was controversial about the original design of the Franklin D. Roosevelt memorial in
1997. Use details from “Remembering F.D.R.” to support your answer.
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65 Explain why some disability rights activists object to Eleanor Roosevelt’s quote displayed at her
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husband’s memorial. Use details from “Remembering F.D.R.” to support your answer.
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Planning Page
You may PLAN your writing for question 66 here if you wish, but do NOT write your final answer on this
page. Write your final answer on pages 42 and 43.
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Go On
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Answer
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66 Write an essay in which you describe how opinions about disability have changed between
Roosevelt’s presidency and today. Use details from both articles to support your answer.
In your answer, be sure to
• describe what people thought about Roosevelt’s disability in the 1930s and 1940s
• describe how people view Roosevelt’s disability today
• explain how people viewed those with disabilities in the 1940s and how they are viewed today
• use details from both articles to support your answer
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Check your writing for correct spelling, grammar, capitalization, and punctuation.
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STOP
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New York Ready™—ELA Practice, Grade 8
Answer Form
Name
Teacher
School
Grade
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City
Cut along the dotted line.
Practice Test
Book 1
1. A B C D
2. A B C D
3. A B C D
4. A B C D
5. A B C D
6. A B C D
7. A B C D
8. A B C D
9. A B C D
10. A B C D
11. A B C D
12. A B C D
13. A B C D
14. A B C D
15. A B C D
16. A B C D
17. A B C D
18. A B C D
19. A B C D
20. A B C D
21. A B C D
22. A B C D
23. A B C D
24. A B C D
25. A B C D
26. A B C D
27. A B C D
28. A B C D
29. A B C D
30. A B C D
31. A B C D
32. A B C D
33. A B C D
34. A B C D
35. A B C D
36. A B C D
37. A B C D
38. A B C D
39. A B C D
Book 2
40. A B C D
41. A B C D
42. A B C D
43. A B C D
44. A B C D
For numbers 45 through 48,
write your answers in the book.
45. See page 23.
46. See page 23.
47. See page 24.
48. See page 26.
49. A B C D
50. A B C D
51. A B C D
52. A B C D
53. A B C D
54. A B C D
55. A B C D
56. A B C D
57. A B C D
58. A B C D
59. A B C D
60. A B C D
61. A B C D
Book 3
For numbers 62 through 66,
write your answers in the book.
62. See page 37.
63. See page 38.
64. See page 40.
65. See page 40.
66. See page 42.
45
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