grade 5 practice tests - triumph learning for the common core state standards grade 5 english...

CrosswalkCoachPLUS

for the Common Core State Standards

Grade 5

EnglishLanguage

Arts

Practice Tests Answer Keys

Crosswalk Coach PLUS for the Common Core State Standards, English Language Arts, Grade 5, Practice Tests, Answer Keys T300NAK

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10 9 8 7 6 5 4 3 2 1

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ContentsLexile Measures Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

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Lexile Measures ChartPractice Test 1

Passage Title Lexile Measure

Part 1

A Friend in the Forest 990L

Marshmallow Sticks 740L

Barbara Frietchie Not prose

The Little Ice Age 820L

The Mind of André Cassagnes 840L

Part 2

“Shrimp” in at Goal 740L

Part 3

Space Explorers 980L

Launching LADEE 980L

Practice Test 2

Passage Title Lexile Measure

Part 1

Why the Wild Rabbits Are White in Winter 1010L

Something Bad Could Happen Not prose

The Battle of Brooklyn 950L

Crossing in the Night 950L

The Many Georges 970L

Part 2

Abigail’s Dilemma 790L

Part 3

A Place Where Everyone Belongs 840L

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01

23

4

Rea

din

g:

Com

pre

hens

ion

of K

ey Id

eas

and

D

etai

ls

The

resp

onse

doe

s no

t an

alyz

e or

inac

cura

tely

an

alyz

es t

he t

ext,

sho

win

g lit

tle t

o no

com

pre

hens

ion

of id

eas

exp

ress

ed in

the

te

xt(s

) .

The

resp

onse

min

imal

ly

anal

yzes

the

tex

t an

d m

ay

refe

renc

e th

e te

xt,

show

ing

limite

d c

omp

rehe

nsio

n of

idea

s ex

pre

ssed

in t

he

text

(s) .

The

resp

onse

for

the

mos

t p

art

accu

rate

ly a

naly

zes

the

text

exp

licitl

y an

d

infe

rent

ially

and

ref

eren

ces

the

text

to

sup

por

t an

alys

is,

show

ing

com

pre

hens

ion

of

idea

s fr

om t

he t

ext(s

) .

The

resp

onse

acc

urat

ely

anal

yzes

the

tex

t ex

plic

itly

and

infe

rent

ially

and

re

fere

nces

the

tex

t to

ex

plic

itly

sup

por

t th

e an

alys

is,

show

ing

full

com

pre

hens

ion

of c

omp

lex

idea

s fr

om t

he t

ext(s

) .

Sco

re o

f 4

not

app

licab

le t

o th

is s

kill .

Wri

ting

: D

evel

opm

ent

of

Idea

s

The

resp

onse

is

und

erd

evel

oped

and

th

eref

ore

inap

pro

pria

te t

o th

e ta

sk,

pur

pos

e, a

nd/o

r au

die

nce .

The

resp

onse

is a

dd

ress

ed

with

min

imal

dev

elop

men

t of

the

top

ic a

nd/o

r na

rrat

ive

elem

ents

thr

ough

lim

ited

rea

soni

ng,

det

ails

, an

d/o

r d

escr

iptio

n; t

he

dev

elop

men

t is

lim

ited

in it

s ap

pro

pria

tene

ss t

o th

e ta

sk,

pur

pos

e, a

nd/o

r au

die

nce .

The

resp

onse

is a

dd

ress

ed

with

eff

ectiv

e d

evel

opm

ent

of t

he t

opic

and

/or

narr

ativ

e el

emen

ts t

hrou

gh r

easo

ning

, d

etai

ls,

and

/or

des

crip

tion;

th

e d

evel

opm

ent

is la

rgel

y ap

pro

pria

te t

o th

e ta

sk,

pur

pos

e, a

nd a

udie

nce .

The

resp

onse

is a

dd

ress

ed

with

eff

ectiv

e an

d

com

pre

hens

ive

dev

elop

men

t of

the

top

ic a

nd/o

r na

rrat

ive

elem

ents

thr

ough

cl

ear

reas

onin

g, d

etai

ls,

and

/or

des

crip

tion;

the

d

evel

opm

ent

is c

onsi

sten

tly

app

rop

riate

to

the

task

, p

urp

ose,

and

aud

ienc

e .

Sco

re o

f 4

not

app

licab

le t

o th

is s

kill .

Wri

ting

: O

rgan

izat

ion

The

resp

onse

dem

onst

rate

s a

lack

of

cohe

renc

e, c

larit

y an

d c

ohes

ion .

The

resp

onse

dem

onst

rate

s lim

ited

coh

eren

ce,

clar

ity,

and

/or

cohe

sion

, an

d

may

not

incl

ude

a cl

ear

intr

oduc

tion

and

/or

conc

lusi

on .

The

resp

onse

dem

onst

rate

s co

here

nce,

cla

rity,

and

co

hesi

on,

and

incl

udes

an

intr

oduc

tion

and

con

clus

ion .

The

resp

onse

dem

onst

rate

s ef

fect

ive

cohe

renc

e, c

larit

y,

and

coh

esio

n an

d in

clud

es

a st

rong

intr

oduc

tion

and

co

nclu

sion

.

Sco

re o

f 4

not

app

licab

le t

o th

is s

kill .

Wri

ting

: C

larit

y of

La

ngua

ge

The

resp

onse

sho

ws

little

to

no

awar

enes

s of

the

no

rms

of t

he d

isci

plin

e;

lack

ing

des

crip

tions

, se

nsor

y d

etai

ls,

linki

ng

and

tra

nsiti

onal

wor

ds,

or

dom

ain-

spec

ific

voca

bul

ary

to c

larif

y id

eas .

The

resp

onse

sho

ws

limite

d

awar

enes

s of

the

nor

ms

of t

he d

isci

plin

e; in

clud

ing

limite

d d

escr

iptio

ns,

sens

ory

det

ails

, lin

king

an

d t

rans

ition

al w

ord

s, o

r d

omai

n-sp

ecifi

c vo

cab

ular

y to

cla

rify

idea

s .

The

resp

onse

att

end

s to

th

e no

rms

and

con

vent

ions

of

the

dis

cip

line;

incl

udin

g co

ncre

te w

ord

s an

d

phr

ases

, se

nsor

y d

etai

ls,

linki

ng a

nd t

rans

ition

al

wor

ds,

and

/or

dom

ain-

spec

ific

voca

bul

ary

to c

larif

y id

eas .

The

resp

onse

use

s la

ngua

ge

wel

l to

atte

nd t

o th

e no

rms

and

con

vent

ions

of

the

dis

cip

line;

incl

udin

g co

ncre

te w

ord

s an

d

phr

ases

, se

nsor

y d

etai

ls,

linki

ng a

nd t

rans

ition

al

wor

ds,

and

/or

dom

ain-

spec

ific

voca

bul

ary

effe

ctiv

ely

to c

larif

y id

eas .

Sco

re o

f 4

not

app

licab

le t

o th

is s

kill .

Wri

ting

: K

now

led

ge o

f La

ngua

ge a

nd

Con

vent

ions

The

resp

onse

dem

onst

rate

s lit

tle t

o no

com

man

d o

f th

e co

nven

tions

of

stan

dar

d

Eng

lish,

with

fre

que

nt a

nd

varie

d e

rror

s in

gra

mm

ar

and

usa

ge t

hat

ofte

n im

ped

e un

der

stan

din

g .

The

resp

onse

dem

onst

rate

s lim

ited

com

man

d o

f th

e co

nven

tions

of

stan

dar

d

Eng

lish,

with

mul

tiple

d

istr

actin

g er

rors

in

gram

mar

and

usa

ge

that

som

etim

es im

ped

e un

der

stan

din

g .

The

resp

onse

dem

onst

rate

s in

cons

iste

nt c

omm

and

of

the

con

vent

ions

of

stan

dar

d E

nglis

h . T

here

are

a

few

pat

tern

s of

err

ors

in

gram

mar

and

usa

ge t

hat

may

occ

asio

nally

imp

ede

und

erst

and

ing .

The

resp

onse

dem

onst

rate

s co

mm

and

of

the

conv

entio

ns o

f st

and

ard

E

nglis

h co

nsis

tent

with

ed

ited

writ

ing

with

a

few

dis

trac

ting

erro

rs

in g

ram

mar

and

usa

ge;

mea

ning

is c

lear

.

The

resp

onse

dem

onst

rate

s co

mm

and

of

the

conv

entio

ns o

f st

and

ard

E

nglis

h co

nsis

tent

with

ef

fect

ivel

y ed

ited

writ

ing

with

few

min

or e

rror

s in

gra

mm

ar a

nd u

sage

; m

eani

ng is

cle

ar t

hrou

ghou

t .

Writing Rubric

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Practice Test 1Answer Key

Item Key Common Core State Standard

Skill Lesson(s)

1 Part A: CPart B: See answer on page 8 .

RL .5 .1 Make Inferences, Textual Evidence

1

2 Part A: A, E Part B: See answer on page 8 .

RL .5 .1, RL .5 .3 Textual Evidence, Character

2

3 Part A: APart B: C

RL .5 .1, RL .5 .2 Textual Evidence, Theme

3

4 See answer on page 8 . RL .5 .6 Point of View 4

5 See answer on page 8 . RL .5 .9 Compare and Contrast Literary Works

7

6 Part A: See answer on page 8Part B: E

RL .5 .4, L .5 .4 .a Determine Word Meanings

31

7 Part A: See answer on page 8 .Part B: A, F

L .5 .5 .b Idioms, Adages, and Proverbs

34

8 Part A: BPart B: D

RL .5 .1 Make Inferences 1

9 Part A: DPart B: B

RL .5 .2 Theme 3

10 Part A: See answer on page 8 .Part B: A

RL .5 .4, L .5 .5 .a Figurative Language 5

11 Part A: See answer on page 8 .Part B: A

RL .5 .5 Poem Structure 6

12 A2, B1, C5 RL .5 .4, L .5 .5 .a Figurative Language 5

13 A2, B4, C5 RI .5 .2 Supporting Details 8

14 Part A: BPart B: E

RI .5 .2 Main Idea and Supporting Details

8

15 5, 3, 4, 2 RI .5 .2 Summary 8

16 A4, B3, C2 RI .5 .4, L .5 .6 Reading in the Content Areas

32

7

Answer Keys (continued)D

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Skill Lesson(s)

17 Part A: APart B: See answers on page 8 .

RI .5 .3 Explain Relationships 11


RI .5 .4, L .5 .6 Reading in the Content Areas

32

19 Part A: See answer on page 8 .Part B: C

RI .5 .4, L .5 .4 .a Determine Word Meanings

31

20 Part A: DPart B: See answers on page 9 .

RI .5 .1 Make Inferences, Textual Evidence

9

21 See answers on page 9 . RI .5 .2 Main Idea and Supporting Details

8

22 Part A: CPart B: A


23 Part A: DPart B: E



RI .5 .7 Use Different Sources 13

25 A5, B6, C3 RI .5 .4, L .5 .5c Word Relationships 35

26 Part A: CPart B: See answers on page 9 .


32

Part 2 See rubric on page 5; see answer on page 9 .

W .5 .3, W .5 .4, W .5 .5, L .5 .1, L .5 .2, L .5 .3

Write a Narrative, Use Conventions

17, 26–30

Part 3 See rubric on page 5; see answer on page 9

RI .5 .9, W .5 .2, W .5 .4, W .5 .5, W .5 .9, L .5 .1, L .5 .2, L .5 .3

Write a Research Essay, Use Conventions

16, 26–30

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Practice Test 11. Part A: C The description of Tuck’s stumbling

through the forest shows that he has never learned to be silent in the forest.

Part B: Students should underline “Sad Cloud was about the same age as Tuck, and while he watched Tuck stumble through the forest wearing a hat that was far too big, he couldn't help but laugh.”

2. Part A: A, E Sad Cloud is careful to keep out of sight of the settlers. He is observant and sees many details about Tuck and his family.

Part B: Responses may vary. Possible answer: “He wondered what made his hair corn-colored and why were there so many buttons on his clothes.”

3. Part A: A; Part B: C Claudia’s unfamiliarity with the woods is the main cause of her fear of it.

4. Students should underline “She laughed, and when the deer heard her laughter, it galloped away into the shadows.” By laughing, Claudia shows that she is no longer frightened.

5. “Marshmallow Sticks” is set in modern times and describes an interaction between siblings. In both stories, a character overcomes a fear and learns new things about the wilderness. “Friends in the Forest” describes the beginning of a new friendship and is set in historical times.

6. Part A: Students should underline “reached into the pocket.”

Part B: E The detail about the pockets shows that the word breeches means “pants.”

7. Part A: Students should underline “a fish out of water,” which is an idiom meaning “in an unfamiliar situation.”

Part B: The words unfamiliarity and strangeness relate to how Claudia feels.

8. Part A: B Stonewall Jackson’s solemn reaction to Barbara Frietchie shows that he understands her loyalty to her flag.

Part B: D Lines 39–40 reveal this character trait: “The nobler nature within him stirred / To life at that woman’s deed and word. . .”

9. Part A: D The words, “But spare your country’s flag” reveal the theme of patriotism.

Part B: B The couplet, “The nobler nature within him stirred / To life at that woman’s deed and word. . .” recalls this theme from the point of view of Stonewall Jackson.

10. Part A: Students should underline “Fair as a garden of the Lord.”

Part B: A The simile shows that the orchards of Frederick are “fair,” or beautiful.

11. Part A: Students should circle grave/wave; underline draw/law; double underline down/town

Part B: A The entire poem is written in rhyming couplets.

12. A2, B1, C5 Crimson bars refers to the flag’s stripes. Scarf refers to the flag itself. Host refers to the rebel army.

13. A2, B4, C5 Each statement listed on the left is supported by information in the correlating paragraph on the right.

14. Part A: B; Part B: E The idea that the Little Ice Age may have resulted from many different causes is supported by the last paragraph, which says that because of Earth’s sensitive climate, it responds to many kinds of changes.

15. 5, 3, 4, 2 This order indicates the sequence by which volcanic eruptions might have caused the Little Ice Age.

16. A4, B3, C2 Climate is the atmospheric condition. Corals are marine animals. Greenhouse gases are pollutants.

17. Part A: A Both men are geologists.

Part B: Students may underline “Gifford Miller is a geologist and climate scientist who wanted to learn what might have caused the Little Ice Age” and “Richard Nevle is a geochemist.”

18. Part A: A The word however signals that a change occurred.

Part B: Students should underline “Native Americans farmed this area for hundreds of years” and “Europeans arrived in 1492.”

19. Part A: Students should underline “forests began growing back.”

Part B: C This context clue shows that reforestation means “a regrowth of forests.”

Answer Explanations

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20. Part A: D Cassagnes continued inventing throughout his life.

Part B: Possible answers include: “However, Cassagnes did not stop inventing things,” “Instead, he continued working on inventions for other toys,” and “Nonetheless, Cassagnes continued making his fascinating kites for fun.”

21. Part A: Students should circle “Cassagnes’s innovations in kite-making have been recognized for their excellence.”

Part B: Possible answers include: “He attracted the attention of some American toy companies who considered manufacturing kites like his,” “However, Cassagnes’s years of development had set the standard for creativity in kite-making,” “The quality of his kites made him the grandfather of kite flying in France,” and “But among sport kite flyers, he was remembered for his beautiful, strong, and silent kites.”

22. Part A: C; Part B: A The Etch A Sketch is neither electronic nor an advanced drawing tool. The comparison in the first paragraph of the article centers on a contrast between the advanced technology of the modern day in contrast to the simple toy from a past era.

23. Part A: D; Part B: E Cassagnes’s status as “grandfather of kite flying in France” shows the respect in which he was held.

24. Part A: A Cassagnes built his very colorful kites for fun, not for competition.

Part B: Possible answers include: “Cassagnes began experimenting with ways to improve kite design,” “They were too complicated to manufacture,” and “However, his kites were like complex works of art.”

25. A5, B6, C3 A prototype is a model. In this context, shafts are supports. To manufacture something is to make it.

26. Part A: C The word nonetheless shows that one thing happened in spite of another.

Part B: Possible answer: “They were too complicated to manufacture” and “Cassagnes continued making” indicate that Cassagnes kept building kites in spite of the fact that they were not profitable.

Part 2 Responses will vary. See the rubric on page 5. Student narratives should introduce a narrator, characters, and setting. In their narratives, students should reveal a hidden or unnoticed talent in the main character. They should use narrative techniques such as dialogue to develop the story. The narratives should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.

Part 3 Responses will vary. See the rubric on page 5. Student essays should state an opinion about which mission described in the passages is more important. The essays should include textual evidence from both passages. The essays should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.

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Practice Test 2Answer Key


Skill Lesson(s)

1 Part A: DPart B: B

RL .5 .1, RL .5 .2 Conflict, Textual Support 1, 2

2 Part A: BPart B: See answer on page 12 .

RL .5 .1, RL .5 .3 Character, Textual Support

1, 2

3 Part A: CPart B: A

RL .5 .3, RL .5 .6 Character, Narrator 2

4 Part A: BPart B: D

RL .5 .1, RL .5 .2 Theme, Textual Support 1, 3

5 A4, B3, C2 RL .5 .4, L .5 .4 .a Determine Word Meanings

31

6 Part A: DPart B: A

RL .5 .1, RL .5 .2 Support Your Ideas; Plot, Character, and Setting; Theme

1, 2, 3

7 A1, B4, C2 RL .5 .4, L .5 .4 Figurative Language; Determining Word Meanings

5, 31

8 Part A: BPart B: C

RL .5 .1, RL .5 .3 Plot, Character, and Setting

2

9 Part A: B, DPart B: C

RL .5 .1, RL .5 .2 Support Your Ideas; Plot, Character, and Setting; Theme

1, 2, 3

10 See answer on page 12 . RL .5 .1 Support Your Ideas; Plot, Character, and Setting

1, 2

11 Part A: DPart B: A

RL .5 .4, L .5 .4, L .5 .5 Figurative Language; Determining Word Meanings; Idioms, Adages, and Proverbs

5, 31, 34

12 A2, B4, C1 RL .5 .1, RL .5 .4, L .5 .4 Support Your Ideas; Plot, Character, and Setting; Figurative Language; Determining Word Meanings

1, 2, 5, 31

13 Part A: CPart B: B

RL .5 .1 Support Your Ideas; Plot, Character, and Setting

1, 2

11


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Skill Lesson(s)

14 Part A: BPart B: C

RI .5 .5, RI .5 .6 Purpose, Structure 10, 12

15 Part A: APart B: A

RI .5 .1, RI .5 .5 Purpose, Textual Evidence

8, 9

16 Part A: CPart B: See answer on page 13 .

RI .5 .1, RI .5 .3 Explain Relationships, Textual Evidence

9, 12

17 5, 4, 2, 3 RI .5 .2 Summary 8, 10

18 Part A: B, CPart B: B

RI .5 .5, RI .5 .6 Compare and Contrast Multiple Accounts

12, 13

19 Part A: BPart B: B

RI .5 .1 Make Inferences, Textual Evidence

9, 14

20 A2, B4, C1 RI .5 .4, L .5 .4 .a Determine Word Meanings

31

21 See answer on page 13 . RI .5 .2 Main Idea 8

22 Part A: BPart B: B

RI .5 .2, RI .5 .3 Main Idea; Explain Relationships

8

23 Part A: APart B: See answer on page 13 .

RI .5 .1, RI .5 .3 Explain Relationships, Textual Evidence

8, 9, 14

24 Part A: DPart B: D


32

25 A2, B5, C1 RI .5 .4, L .5 .4 .a Determine Word Meanings

31

26 Part A: APart B: C



W .5 .3, W .5 .4, W .5 .5, L .5 .1, L .5 .2, L .5 .3

Write a Narrative, Use Conventions

17, 26–30


W .5 .1, W .5 .4, W .5 .5, W .5 .9, L .5 .1, L .5 .2, L .5 .3

Write an Analysis, Use Conventions

15, 26–30

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Practice Test 21. Part A: D; Part B: B The opening paragraphs

of the story discuss Rabbit’s problem, stating that rabbits “have many enemies and few defenses. Almost all the animals that live on flesh hunt for rabbits, so the poor rabbits struggled.” As a result, Rabbit tells the council, the rabbits are close to “complete destruction.”

2. Part A: B The council was designed to help all animals, and Nanahboozhoo is angry that its function is not being realized.

Part B: Students should underline “That’s the way they treated you at the council, where it is expected that the smallest and weakest shall have the same right to have his case heard and attended to as the biggest and strongest!”

3. Part A: C; Part B: A The carnivorous animals don’t feel sympathy for Rabbit; they are happy to be eating his kind regularly. The narrator’s tone in telling about the dispute at the council is neutral, or calm.

4. Part A: B; Part B: D In paragraph 5, Moose and Reindeer explain “that if the others went on killing the rabbits and nothing was done to help them, the rest of the animals would soon be the greatest sufferers, for if the rabbits were all gone, there was not enough of anything else to keep them alive.” This quotation addresses the theme of balance between the hunters and the hunted in nature.

5. A4, B3, C2 Remedy means “solution to a problem”; solemn means “serious or earnest”; sympathy means “understanding or compassion.”

6. Part A: D Maggie was the first one to meet the strange Minotaur.

Part B: A The father wanted his kids to understand—through physical example—how dangerous strangers could be and why he didn’t want his young daughter playing the game alone.

7. A1, B4, C2 Determine means “know or figure out”; obligated means “required”; indignant means “angry or offended.”

8. Part A: B The first scene sets the stage so the audience can understand what the play will be about; they learn about the game and the characters.

Part B: C Rob talks about how he is obligated to let his sister play with supervision in Scene One, whereas the reader learns Maggie obviously breaks rules in Scene Two.

9. Part A: B, D In Scene One, Rob suggests looking at what the avatar symbolizes and thinking about who is interested in that thing and if that doesn’t work, finding out where they live and matching it up to the real neighborhood.

Part B: C Knowing who someone is means they are no longer a stranger and you can gauge whether or not to interact with that person.

10. Students should underline the sentence "I'm not feeding the dog for you now."

11. Part A: D A monologue is a speech that a character gives, as if musing aloud, while alone on the stage, so only the audience hears it, not the other characters.

Part B: A When something rings a bell, it means it jogs a memory or seems familiar in some way that helps everything make more sense.

12. Part A: A2, B4, C1 Resembled means “matched or comes close to”; frantic means “wild or panicky”; uneasy means “nervous or anxious.”

13. Part A: C Rob insinuates that he will tell on his sister unless she feeds the dog for three weeks.

Part B: B Rob is not so lenient when he is being chased; he flees the scene and gets very serious because being chased by a stranger is a much more serious situation than breaking a rule about a game—or so he thinks.

14. Part A: B; Part B: C “The Battle of Brooklyn” tells about an important battle in the American Revolution, including events both leading up to the battle and following the battle. The events are presented in the order in which they happened.

15. Part A: A; Part B: A The main purpose of “Crossing in the Night” is to tell about the Continental Army’s retreat from Brooklyn in detail. The first paragraph serves this purpose by giving an overview of George Washington’s plan.

16. Part A: C According to the passages, General Howe planned to overwhelm the Continental Army, whereas George Washington, knowing that victory in Brooklyn was not possible given his resources, retreated.

Answer Explanations

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Part B: Students may underline “He thought the best way to capture Manhattan was to first overwhelm and vanquish the army in Brooklyn and then subdue the city” and “Washington was there, planning a retreat to save his army.”

17. 5, 4, 2, 3 This sequence of events in “Crossing in the Night” is presented in time order.

18. Part A: B, C; Part B: B “The Battle of Brooklyn” tells about more events than “Crossing in the Night,” because it discusses the battle within the broader context of the American Revolution.

19. Part A: B; Part: B Both passages include details about how quietly the American soldiers retreated.

20. A2, B4, C1 Battalions means “troops”; evacuate means “remove or leave from the area”; intentions means “plans.”

21. Students should underline “It had taken about nine hours to move 9,000 men and their supplies, before the British caught wind of their plan.” Despite their loss in Brooklyn, the Americans had reason to feel proud that they retreated to Manhattan without further losses.

22. Part A: B; Part B: B The passage tells about important King Georges in history because the new royal baby is named George. Although it is unknown why his parents chose this name, these King Georges might be on people’s mind when they think about the baby.

23. Part A: A George III is associated with a loss, of the American colonies; whereas George VI is associated with a victory, of World War II.

Part B: Students should underline “He is best known as the king who lost the American colonies” and “There are such obvious differences between the reputations of the two most memorable Georges in Britain’s history.” These sentences best show the differences between the reputations of George III and George VI.

24. Part A: D; Part B: D Both therefore and as a result are transitions that link a cause with an effect.

25. Part A: A2, B5, C1 Stability means “balance or constancy”; tyrant means “bully or oppressor”; flattening means “destroying or leveling.”

26. Part A: A; Part B: C Both Georges ruled Britain in times of war, but each handled the situation differently: George III lost the American colonies whereas George VI gave the troops and people strength during the bombing of Britain and handled the war well, resulting in his good reputation.

Part 2 Responses will vary. See the rubric on page 5. Students should write a narrative featuring Elizabeth or Miles Hitchens from “Abigail’s Dilemma” that addresses the theme of loyalty. Their narratives should use narrative techniques such as dialogue to reveal the conflict and develop the characters. The narratives should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.

Part 3 Responses will vary. See the rubric on page 5. Students should write a literary analysis comparing and contrasting characters in the two communities shown in “A Place Where Everyone Belongs.” Their essays should include a discussion of different attitudes toward deaf people and should use specific details from the passage to support the analysis. The essays should also follow the rules of correct grammar and use correct spelling, capitalization, and punctuation.

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