Common Core Edition
New York CCLS
Practice
7
Teacher Guide
English Language Arts
Addresses latest
NYSmTe11s/2t0/12
updates fro
st 3
Replaces Practice Te
©2013—Curriculum Associates, LLC
North Billerica, MA 01862
Permission is granted for reproduction of this book
for school/home use.
All Rights Reserved. Printed in USA.
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Table of Contents
For the Teacher
Completed Answer Form
Answers to Short- and Extended-Response Questions
English Language Arts Rubrics for Scoring
2
4
5
7
Correlation Charts
Common Core Learning Standards Coverage by the Ready™ Program10
Ready™ New York CCLS Practice Answer Key and Correlations
12
Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council
of Chief State School Officers. All rights reserved.
New York Common Core Learning Standards:
http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy
©Curriculum Associates, LLC 1
For the Teacher
What is Ready™ New York CCLS Practice?
Ready™ New York CCLS Practice is a review program
for the Common Core Learning Standards for English
Language Arts. By completing this book, students
develop mastery of the Common Core Learning
Standards for Reading, Writing, and Language. To
develop this mastery, students read a variety of passages
and answer comprehension questions that correlate to
the Common Core Learning Standards.
How does Ready New York CCLS Practice
correlate to the Common Core Learning
Standards for English Language Arts?
The test has 73 questions (63 multiple choice, 8 short
response, and 2 extended response) that address the
Reading for Literature and Reading for Information
standards, which comprise the Reading strand of the
CCLS. Extended-response questions correlate to
standards from the Reading, Writing, and Language
strands of the CCLS.
Ready New York CCLS Practice includes stories and
articles from well-known publications, distinguished
passages from the public domain, and sharply crafted
original works. Each passage in Ready New York
CCLS Practice is consistent with the complexity and
rigor that the CCLS requires of literary and
informational texts. Ready New York CCLS Practice
includes literary passages, informational passages,
and paired passages.
How should I use Ready New York
CCLS Practice?
This book can be used in various ways. To simulate the
test-taking procedures of the New York State Testing
Program, have students complete each part of the
practice test in one sitting on three consecutive days.
(See the timetable to the right.) After students have
completed the entire practice test, correct and review
answers with them. Prior to administration of the
statewide English Language Arts assessment, use this
test to evaluate progress and identify students’ areas
of weakness.
2
How do I introduce my students to
Ready New York CCLS Practice?
Provide each student with a student book and two
sharpened No. 2 pencils with a good eraser. Have
students read the introduction on the inside front
cover of the student book. Tell students to pay
particular attention to the tips for answering
multiple-choice questions.
Before having students begin work, inform them of the
amount of time they will have to complete each part of
the practice test. You may choose either to follow or to
adapt the following timetable for administering the
practice test:
Day One
Book 1 (questions 1–42) 70* minutes
Books 2 & 3
70* minutes
(questions 43–67)
Day Three Book 4 (questions 68–73) 50* minutes
Day Two
*Each Testing Day will be scheduled to allow
90 minutes for completion.
Where do students record their answers?
Students record their answers to the multiple-choice
questions on the answer form at the back of the student
book. Have students remove the answer form and fill in
the personal information section. Ensure that each
student knows how to fill in the answer bubbles.
Remind students that if they change an answer, they
should fully erase their first answer. A completed
answer form is on page 4 of this teacher guide.
Students will complete the short- and extendedresponse questions in their student book.
©Curriculum Associates, LLC What is the correction procedure?
Correct and review the answers to multiple-choice
questions as soon as possible after students have
completed the practice test. As you review the answers,
explain concepts that students may not fully
understand. Encourage students to discuss the thought
process they used to answer the questions. When
answers are incorrect, help students understand why
their reasoning was faulty. Students sometimes answer
incorrectly because of a range of misconceptions about
the strategy required to answer the question.
Discussing why the choices are incorrect will help
students understand the correct answer.
Use the 2-Point Rubric—Short Response (page 7) to
score the short-response questions. Use the New York
State Grade 6–8 Expository Writing Evaluation Rubric
(pages 8 and 9) to score the extended-response
questions (questions 67 and 73).
How should I use the results of Ready
New York CCLS Practice?
Ready New York CCLS Practice provides a quick review
of a student’s understanding of the Common Core
Learning Standards for English Language Arts. It can
be a useful diagnostic tool to identify standards that
need further study and reinforcement. Use the
Ready™ New York CCLS Practice Answer Key
and Correlations, beginning on page 12, to identify
the standard that each question has been designed to
evaluate. For students who answer a question
incorrectly, provide additional instruction and practice
through Ready New York CCLS Instruction. For a
list of the Common Core Learning Standards that
Ready New York CCLS Practice assesses, see the
Common Core Learning Standards Coverage by
the Ready™ Program chart beginning on page 10.
If you wish to familiarize students with the use of a
rubric, provide students with a copy. Discuss the
criteria with them. Then show students some responses
that you have evaluated using the rubric. Explain
your evaluations.
©Curriculum Associates, LLC 3
Ready™ New York CCLS ELA Practice, Grade 7
Answer Form
Name
Teacher
Grade
School
City
Book 1
1. A
2.
A
3.
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A
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A
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A
10.A
11.A
12.A
13.A
14.A
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18.A
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20.A
21.A
22.A
23.A
24.●
25.A
26. A
27.A
28.A
29.A
30.A
31.A
32.A
33.●
34.A
35.A
36.A
37.●
38.●
39.A
40.A
41.A
42.●
4
B
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B
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B
B
B
B
B
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B
B
B
B
B
B
B
B
B
B
B
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B
B
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B
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B
B
B
B
B
B
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B
B
B
B
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B
B
Book 2
● D
C
C
C
C
C
C
C
C
C
C
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C
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C
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C
C
C
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C
C
C
C
C
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C
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C
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C
C
C
C
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C
C
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C
C
C
D
D
D
D
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D
D
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D
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D
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D
D
D
D
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D
D
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D
43. A
44.●
45.●
46.A
47.A
48.A
49.A
50.A
51.A
52.A
53.●
54.A
55.A
56.A
57.A
58.●
59.A
60.A
61.A
62.A
63.A
● C
D
B C D
B C D
B ● D
B C ●
● C D
● C D
B ● D
● C D
B ● D
B C D
B ● D
B C ●
B C ●
B ● D
B C D
B ● D
B C ●
● C D
B C ●
● C D
Book 3
For numbers 64
through 67, write
your answers in
the book.
64.See page 5.
65.See page 5.
66.See page 5.
67.See page 5.
Book 4
For numbers 68
through 73, write
your answers in
the book.
68.See page 6.
69.See page 6.
70.See page 6.
71.See page 6.
72.See page 6.
73.See page 6.
●
D
D
D
D
D
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D
D
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D
D
D
D
D
D
D
D
●
D
©Curriculum Associates, LLC ANSWERS TO SHORT- and EXTENDED-RESPONSE QUESTIONS
Book 3 pages 36–43
Sample Extended-Response Answer
Sample Short-Response Answers
67. Student book page 42
64. Student book page 39
In “The (Untrue) Story of John Smith and
Pocahontas,” the author portrays Smith’s
capture as something that was likely scary to
Smith, but probably not dangerous. The author
notes Powhatan most likely captured Smith to
perform a ritual “meant to ceremonially adopt
the Englishman,” thereby bringing Smith into
Powhatan’s family. The author states that “the
paramount chief hoped to bring him into the
family, to claim the Englishman’s power as
his own.”
In A General History of Virginia, Smith’s own
version of events is very different. Smith, in
his retelling, states that he was taken into the
longhouse where he was greeted by 200 people
dressed as follows: “their heads and shoulders were
painted red, many of their heads were bedecked
with white bird feathers, and they each wore a
great chain of white beads about their necks.” They
presented him with a feast, but when the feast
was over, the tribesmen—led by Powhatan—were
preparing to beat him when Pocahontas begged
them to stop. He goes on to say that “she put his
head in her arms and laid her own upon his to save
him from death.” According to Smith, Pocahontas’s
actions caused Powhatan and his men to spare
Smith’s life.
In both accounts, Smith is afraid and views
the events as “fearsome”; however, in Walters’s
account, Powhatan and his men likely didn’t mean
Smith any harm.
People who believe the legend of Pocahontas claim
that Pocahontas, a princess, saved the heroic
John Smith from certain death. The author of the
passage states that Pocahontas’s tribe had no
princesses, and he notes that a young girl such as
Pocahontas likely would not have been allowed
into the longhouse after Smith’s capture. Because of
this, she couldn’t have been the one to “save” him.
65. Student book page 40
The author supports this line of reasoning by
describing how the legend of Pocahontas makes for
“a good story.” He explains that many Virginians
had wanted a story to help explain how the state
came to be, and he reveals the ways in which the
legend of Pocahontas appealed to these people.
In the legend, John Smith becomes a hero, and
Pocahontas’s actions create a sense of drama
and romance.
66. Student book page 40
In the passage, John Smith hopes to portray
Pocahontas as someone who was so struck by John
Smith that she felt the need to save him. Smith
describes how Pocahontas begs the other members
of the tribe not to kill him, and toward the end of
the passage, he states that his stories of “the love of
Pocahontas” helped comfort the Jamestown settlers.
©Curriculum Associates, LLC 5
Book 4 pages 44–55
72. Student book page 52
Sample Short-Response Answers
68. Student book page 46
The author’s purpose is to give facts about a
valuable invention and its impact on diving. She
begins by describing the way the Aqua-Lung was
invented and how it was different from previous
underwater breathing devices, in that it delivered
air only when the diver breathed. She then gives
information about diving devices that came before
the Aqua-Lung (such as Le Prieur’s device that
released air continuously) to show that the AquaLung was an important invention, but it wasn’t the
only device that made an impact on diving.
Sample Extended-Response Answer
73. Student book page 54
Both passages treat the pioneer experience
similarly by describing the hardships of pioneer
life. In O Pioneers!, some of the characters are in
debt and their crops are failing. Many people are
moving away to large cities so they don’t have to
farm anymore. The author uses vivid detail to
describe how dry the land is: so dry that Alexandra
shouldn’t even use precious water to grow flowers.
In “Women of the Lone Prairie,” pioneer life is also
described as difficult. Pioneers had to fight fires
and locusts. A single hailstorm could destroy an
entire crop. These farmers were also struggling to
make a living.
The two passages treat the pioneer experience in
some different ways, as well. Alexandra and Carl in
O Pioneers! are neighbors and seem to be good
friends. In “Women of the Lone Prairie,” though,
the pioneers were isolated. One woman had to give
birth alone at her house because she did not have
any neighbors or a doctor nearby.
Even given these differences, O Pioneers! seems to
give an accurate portrayal of pioneer life. It does
not seem to gloss over the fact that many parts of
pioneer life were difficult, and in fact shows what
was probably a very realistic event: a pioneer
family giving up and returning to the city.
69. Student book page 46
Paragraph 2 outlines Cousteau’s career
accomplishments in addition to his inventions.
He was a marine scientist and an environmentalist.
Cousteau wrote many books and produced many
films about the ocean. He also led expeditions to
explore the ocean aboard his ship, Calypso.
70. Student book page 51
We can infer that the families have been friends for
a while. Alexandra has helped Carl’s father many
times. Carl feels guilty for leaving Alexandra
during the drought. Alexandra cares for Carl. She
cries when she learns he is leaving. She also wants
the best for Carl, and says she knows he can do
great things.
71. Student book page 51
6
The author uses details that describe the setting as
beautiful and pleasant, but also dry and
unyielding. These details include smells, such as
the description of Alexandra’s garden that “smelled
of drying vines”. The author also uses visual
details, such as the description of the rows of
flowers and other garden items. Other sensory
details include the feel of the warm “sun-baked”
earth as Carl and Alexandra sat down to talk, and
the feel of “the warm sun pleasant on one’s back
and shoulders.”
The author uses diaries, letters, and memoirs to
show what pioneer life was like for women. He
quotes those letters, so the stories are written in
first person. The women tell their own stories.
We get to read their feelings and thoughts
firsthand. The stories are more real and authentic
because they are told by the actual people who
lived them. If the story did not have these quotes,
the stories might seem made-up or less real.
©Curriculum Associates, LLC English Language Arts Rubrics for Scoring*
2-Point Rubric—Short Response
Score
Response Features
2 Point
The features of a 2-point response are
• Valid inferences and/or claims from the text where required by the prompt
• Evidence of analysis of the text where required by the prompt
• Relevant facts, definitions, concrete details, and/or other information from the text to
develop response according to the requirements of the prompt
• Sufficient number of facts, definitions, concrete details, and/or other information from
the text as required by the prompt
• Complete sentences where errors do not impact readability
1 Point
The features of a 1-point response are
• A mostly literal recounting of events or details from the text as required by the prompt
• Some relevant facts, definitions, concrete details, and/or other information from the
text to develop response according to the requirements of the prompt
• Incomplete sentences or bullets
0 Point
The features of a 0-point response are
• A response that does not address any of the requirements of the prompt or is
totally inaccurate
• No response (blank answer)
• A response that is not written in English
• A response that is unintelligible or indecipherable
*Reprinted courtesy of New York State Education Department.
©Curriculum Associates, LLC 7
New York State Grade 6–8 Expository Writing Evaluation Rubric*
Use the following rubric (beginning below and ending on page 9) to score students’ extended responses.
Score
Criteria
4
Essays at this level:
3
Essays at this level:
Content and Analysis—the extent to
which the essay conveys complex ideas and
information clearly and accurately in order
to support claims in an analysis of topics
or texts
• clearly introduce a topic in a manner that is • c learly introduce a topic in a manner
compelling and follows logically from the
that follows from the task and purpose
task and purpose
•d
emonstrate grade-appropriate analysis
• demonstrate insightful analysis of
of the text(s)
the text(s)
Command of Evidence—the extent to
which the essay presents evidence from
the provided texts to support analysis
and reflection
• develop the topic with relevant, wellchosen facts, definitions, concrete details,
quotations, or other information and
examples from the text(s)
• sustain the use of varied, relevant evidence
Coherence, Organization, and Style—the
extent to which the essay logically organizes
complex ideas, concepts, and information
using formal style and precise language
• e xhibit clear organization, with the use
• exhibit clear organization, with the
of appropriate transitions to create a
skillful use of appropriate and varied
unified whole
transitions to create a unified whole and
enhance meaning
• e stablish and maintain a formal style
using precise language and domain• establish and maintain a formal style, using
specific vocabulary
grade-appropriate, stylistically sophisticated
language and domain-specific vocabulary
•p
rovide a concluding statement or
with a notable sense of voice
section that follows from the topic and
information presented
• provide a concluding statement or section
that is compelling and follows clearly from
the topic and information presented
Control of Conventions—the extent to
which the essay demonstrates command
of the conventions of standard English
grammar, usage, capitalization, punctuation,
and spelling
• demonstrate grade-appropriate command
of conventions, with few errors
•d
evelop the topic with relevant facts,
definitions, details, quotations, or
other information and examples from
the text(s)
• s ustain the use of relevant evidence,
with some lack of variety
•d
emonstrate grade-appropriate
command of conventions, with
occasional errors that do not hinder
comprehension
*Reprinted courtesy of New York State Education Department.
8
©Curriculum Associates, LLC New York State Grade 6–8 Expository Writing Evaluation Rubric (continued)*
Score
Criteria
2
Essays at this level:
1
Essays at this level:
0
Essays at this level:
Content and Analysis—the
extent to which the essay
conveys complex ideas and
information clearly and
accurately in order to support
claims in an analysis of topics
or texts
• introduce a topic in a manner that
follows generally from the task
and purpose
• demonstrate a literal
comprehension of the text(s)
• introduce a topic in a manner
that does not logically follow
from the task and purpose
• demonstrate little understanding
of the text(s)
• demonstrate a lack of
comprehension of the
text(s) or task
Command of Evidence—the
extent to which the essay
presents evidence from the
provided texts to support
analysis and reflection
• partially develop the topic of the
essay with the use of some textual
evidence, some of which may
be irrelevant
• use relevant evidence
inconsistently
• demonstrate an attempt to use
evidence, but only develop
ideas with minimal, occasional
evidence which is generally
invalid or irrelevant
• provide no evidence or
provide evidence that
is completely irrelevant
Coherence, Organization, and
Style—the extent to which
the essay logically organizes
complex ideas, concepts, and
information using formal style
and precise language
• exhibit some attempt at
organization, with inconsistent use
of transitions
• establish but fail to maintain
a formal style, with inconsistent
use of language and
domain-specific vocabulary
• provide a concluding statement
or section that follows
generally from the topic and
information presented
• exhibit little attempt at
organization, or attempts to
organize are irrelevant to the task
• lack a formal style, using
language that is imprecise or
inappropriate for the text(s)
and task
• provide a concluding statement
or section that is illogical or
unrelated to the topic and
information presented
• e xhibit no evidence
of organization
•u
se language that
is predominantly
incoherent or
copied directly from
the text(s)
•d
o not provide a
concluding statement
or section
Control of Conventions—
the extent to which the essay
demonstrates command of the
conventions of standard English
grammar, usage, capitalization,
punctuation, and spelling
• demonstrate emerging command of • demonstrate a lack of command
• a re minimal, making
conventions, with some errors that
of conventions, with frequent
assessment of
may hinder comprehension
errors that hinder comprehension
conventions unreliable
• If the prompt requires two texts and the student only references one text, the response can be scored no higher
than a 2.
• If the student writes only a personal response and makes no reference to the text(s), the response can be scored
no higher than a 1.
• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.
• A response totally copied from the text(s) with no original student writing should be scored a 0.
*Reprinted courtesy of New York State Education Department.
©Curriculum Associates, LLC 9
Correlation Charts
Common Core Learning Standards Coverage by the Ready™ Program
The chart below correlates each Common Core Learning Standard to the Ready™ New York CCLS Practice
item(s) that assess it, and to the Instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use
this chart to determine which lessons your students should complete based on their mastery of each standard.
(Note: An asterisk identifies items that are correlated to standards in multiple strands. Extended-response items
correlate to standards in the Reading, Writing, and Language strands.)
Ready New York CCLS Instruction and Practice
Common Core Learning Standards for Grade 7 —
English Language Arts Standards
Instruction
Practice Item
Numbers
Student
Lesson(s)
Additional
Coverage in
Teacher Resource
Book Lesson(s)
Reading Standards for Literature
Key Ideas and Details
RL.7.1Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences
drawn from the text.
4, 5, 21, 40, 41, 45,
60, 70
5
6–8, 12–16, 19
RL.7.2Determine a theme or central idea of a text and analyze
its development over the course of the text; provide an
objective summary of the text.
1, 7, 8, 19, 20, 36,
38, 42, 47, 48, 59,
63
7, 8
5, 6, 12–16, 19
RL.7.3Analyze how particular elements of a story of drama
interact (e.g., how setting shapes the characters or plot).
2, 22, 44, 58, 71
6
5, 7, 8, 15, 16, 19
3, 17, 35, 37, 43, 57
12, 13
5–8, 14–16, 19
39, 61
14, 15
12, 13, 16
6, 18, 46, 62
16
5, 8, 12, 13
73*
19
15
Craft and Structure
RL.7.4Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or drama.
RL.7.5Analyze how a drama’s or poem’s form or structure
(e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.6Analyze how an author develops and contrasts the point
of view of different characters or narrators in a text.
Integration of Knowledge and Ideas
RL.7.9Compare and contrast a fictional portrayal of a time,
place, or character and a historical account of the same
period as a means of understanding how authors of
fiction use or alter history.
Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council
of Chief State School Officers. All rights reserved.
New York Common Core Learning Standards:
http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy
10
©Curriculum Associates, LLC Ready New York CCLS Instruction and Practice
Common Core Learning Standards for Grade 7 —
English Language Arts Standards
Instruction
Practice Item
Numbers
Student
Lesson(s)
Additional
Coverage in
Teacher Resource
Book Lesson(s)
Reading Standards for Informational Text
Key Ideas and Details
RI.7.1Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text.
9, 14, 30, 52, 69
3
1, 2, 4, 9–11, 17,
18
RI.7.2Determine two or more central ideas in a text and analyze
their development over the course of the text; provide an
objective summary of the text.
15, 23, 28, 34, 53,
56
1, 2
3, 4, 9–11, 17
RI.7.3Analyze the interactions between individuals, events, and
ideas in a text (e.g., how ideas influence individuals or
events, or how individuals influence ideas or events).
13, 25, 31, 54
4
1–3, 9, 11, 18
RI.7.4Determine the meaning of words and phrases as they
are used in a text, including figurative, connotative, and
technical meanings; analyze the impact of a specific word
choice on meaning and tone.
10, 24, 29, 49, 51
9
1–4, 10, 11, 17, 18
RI.7.5Analyze the structure an author uses to organize a text,
including how the major sections contribute to the whole
and to the development of the ideas.
11
10
1, 2, 9, 11, 18
RI.7.6Determine an author’s point of view or purpose in a text
and analyze how the author distinguishes his or her
position from that of others.
16, 26, 33, 55, 64,
66, 68, 72
11
3, 9, 10, 17, 18
RI.7.8Trace and evaluate the argument and specific claims in
a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
12, 27, 32, 50, 65
17
2, 10, 18
RI.7.9Analyze how two or more authors writing about the
same topic shape their presentations of key information
by emphasizing different evidence or advancing different
interpretations of facts.
67*
18
1, 9
67*, 73*
21
3, 6, 7, 15
67*, 73*
21
8, 10, 14, 15, 19
L.7.1Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
67*, 73*
20
1–3, 6–10, 13–15,
18–19
L.7.2Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling
when writing.
67*, 73*
20
4, 5, 10, 12
Craft and Structure
Integration of Knowledge and Ideas
Writing Standards
Text Types and Purposes
W.7.2Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
Research to Build and Present Knowledge
W.7.9Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Language Standards
Conventions of Standard English
©Curriculum Associates, LLC 11
Ready™ New York CCLS Practice Answer Key and Correlations
The chart below shows the answers to multiple-choice items in the Ready™ New York CCLS Practice test, plus
the depth-of-knowledge (DOK) index, standard, and the corresponding Ready™ New York CCLS Instruction
lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.
Practice Test
Key
DOK
Standard(s)
Ready™ New York CCLS
Instruction Lesson(s)
C
3
RL.7.2
7
2
B
2
RL.7.3
6
3
A
1
RL.7.4
12
4
B
2
RL.7.1
5
5
A
2
RL.7.1
5
6
D
2
RL.7.6
16
7
A
2
RL.7.2
7
8
A
2
RL.7.2
8
Question
Book 1
1
12
9
D
2
RI.7.1
3
10
B
1
RI.7.4
9
11
D
2
RI.7.5
10
12
C
2
RI.7.8
17
13
D
1
RI.7.3
4
14
C
2
RI.7.1
3
15
A
2
RI.7.2
1
16
C
2
RI.7.6
11
17
A
1
RL.7.4
12
18
D
2
RL.7.6
16
19
A
3
RL.7.2
7
20
C
2
RL.7.2
7
21
D
2
RL.7.1
5
22
B
2
RL.7.3
6
23
D
2
RI.7.2
1
24
A
2
RI.7.4
9
25
B
2
RI.7.3
4
26
C
2
RI.7.6
11
27
B
2
RI.7.8
17
28
C
2
RI.7.2
2
29
D
1
RI.7.4
9
30
C
1
RI.7.1
3
31
C
2
RI.7.3
4
32
D
3
RI.7.8
17
33
A
3
RI.7.6
11
34
B
2
RI.7.2c
2
35
B
1
RL.7.4
12
36
C
3
RL.7.2
7
37
A
2
RL.7.4
13
©Curriculum Associates, LLC Practice Test (continued)
Question
Key
DOK
Standard(s)
Ready™ New York CCLS
Instruction Lesson(s)
38
A
3
RL.7.2
7
39
C
2
RL.7.5
14
40
B
2
RL.7.1
5
41
D
1
RL.7.1
5
42
A
2
RL.7.2
8
Book 2
43
B
2
RL.7.4
12
44
A
2
RL.7.3
6
45
A
1
RL.7.1
5
46
C
2
RL.7.6
16
47
D
2
RL.7.2
7
48
B
2
RL.7.2
8
49
B
2
RI.7.4
9
50
C
3
RI.7.8
17
51
B
2
RI.7.4
9
52
C
1
RI.7.1
3
53
A
2
RI.7.2
1
54
C
1
RI.7.3
4
55
D
2
RI.7.6
11
56
D
2
RI.7.2
2
57
C
2
RL.7.4
12
58
A
2
RL.7.3
6
59
C
2
RL.7.2
7
60
D
2
RL.7.1
5
61
B
2
RL.7.5
15
62
D
2
RL.7.6
16
63
B
2
RL.7.2
8
Book 3
64
See page 5.
3
RI.7.6
11
65
See page 5.
3
RI.7.8
17
66
See page 5.
3
RI.7.6
11
67
See page 5.
3
RI.7.9, W.7.2, W.7.9, L.7.1, L.7.2
18, 20, 21
68
See page 6.
2
RI.7.6
11
69
See page 6.
1
RI.7.1
3
Book 4
70
See page 6.
2
RL.7.1
5
71
See page 6.
3
RL.7.3
6
72
See page 6.
3
RI.7.6
11
73
See page 6.
3
RL.7.9, W.7.2, W.7.9, L.7.1, L.7.2
19, 20, 21
©Curriculum Associates, LLC 13
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