mastering level h online questions teks

RALLY! Education www.RALLYEDUCATION.com Mastering the Reading TEKS - Level H

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Online Questions Part A: Looking at Content Questions for “Adventure’s Call” (I) Starts on page 10 1 Which sentence from the selection best supports the conclusion that Jack London had the needed skills for a life of adventure? A Jack quit school after the eighth grade to work in a cannery. B He battled the swift-running seas and kept the ship on course. C From the age of 10, he had worked to help earn money for his family. D To increase his vocabulary, he tried to memorize 20 new words every day. TEKS: 8.3.10.C 2 Based on information in this selection, what did Rudyard Kipling and Louis Bond have in common? F They participated in the gold rush. G They were famous sea adventurers. H They helped inspire London's works. J They became London's close friends. TEKS: 8.3.19.D 3 In the opening paragraphs of The Call of the Wild, London uses descriptions to draw contrasts between Buck and — A other dogs in the house B the children of the judge C the men searching for gold D other breeds of strong dogs TEKS: 8.3.19.D 4 Which sentence best supports the central idea of this selection? F At night men gathered together and talked. G Jack wondered why his earlier writing hadn't succeeded. H Jack worked hard, mining his Yukon experiences for stories. J The job made him feel like a "work-beast" who would never get ahead. TEKS: 8.3.10.A 5 In this selection, the author uses the heading "Striking Gold" to connect the ideas of London's trip to the Yukon and his — A failure to earn a living wage B many dangerous adventures C discovery of valuable metals D finding inspiration as a writer TEKS: 8.3.19.D

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Questions for “The Turkey Hunt” (L) Starts on page 23 1 Which line best helps to develop the central idea of the poem? A We all work together, and no one is lazy. B Away to the kitchen Dad flies with the bird. C Lou darts toward the fern plant, then sits very tall. D There sits the big platter with crumbs here and there. TEKS: 8.2.19.E 2 What does stanza 2 suggest about Lou and Dewey? F They do not get along well. G They do not seem very helpful. H They will soon get into trouble. J They will soon solve a mystery. TEKS: 8.2.6.B 3 Which line from the poem best answers the question posed in stanza 2? A "When Dewey was scolded, he ran off to eat." B "I hurt Dewey's feelings, not letting him pose." C Mom hugs little Louie and gives Dew a nudge. D Though he's not even two, there's a lot Lou can do. TEKS: 8.2.19.D 4 Which best describes the theme of this poem? F Holidays can sometimes cause stress for people. G Every member of a family contributes something. H Thanksgiving is more popular than other holidays. J Many children form special bonds with pet animals. TEKS: 8.2.19.E 5 Which excerpt from the selection best supports the conclusion that Uncle Bob can act in a thoughtless manner? A "I know why he's bold." B "Our lost bird's in sight!" C "Our bird needs a wash." D "Lie down, foolish hound." TEKS: 8.2.19.D




Questions for “Searching for the Lost Atlantis” (I) Starts on page 33 1 Which phrase from this selection suggests that the tales of Atlantis may be purely imaginary? A brought an angry hail of spray on deck B it's no wild-goose chase that had started C a mirage of wealthy cities sunk fathoms deep D hope of solving the mystery of the lost continent TEKS: 8.3.10.C 2 What conclusion does the author support through his descriptions of divers' uniforms in paragraph 3 and the submarine door in paragraph 10? F The equipment used for the search is everyday technology. G Steamers are unusual ships for carrying out ocean voyages. H Air pressure is a crucial consideration for undersea explorers. J The depths of the ocean can be extremely dark without lighting. TEKS: 8.3.10.C 3 Read the sentences from paragraph 3. The author most likely draws these distinctions to suggest that the bowl — A held little value to researchers B was secretly stolen by Meeker C was only imagined by Meeker D originated in a lost civilization TEKS: 8.3.19.D 4 The descriptions of Meeker's ship and research equipment mainly develop which central idea of the selection? F There is some evidence that Atlantis may truly exist. G Explorers are taking seriously the search for Atlantis. H The quest for Atlantis may only be an ancient dream. J The ruins of Atlantis may be disguised on the sea floor. TEKS: 8.3.10.A

When this bowl first came to light it was supposed to be part of loot from a sunken Spanish galleon, but antiquarians could find nothing in the art of the Orient, or Africa, or of Peru and Mexico to bear out this theory. Even the gold of which it was made was an alloy of a different type from anything on record.




5 Read the sentences from paragraph 2. The connections drawn by the author in this paragraph are meant to convey a sense of — A suspense and danger B awe and amazement C disgust and revulsion D anxiety and insecurity TEKS: 8.3.19.D

One of them is of the usual type, but the other looks like a strange fantasy of author Jules Verne. A great electric eye peers cyclops-wise over the bow and reaching ahead of the blunt nose are huge crab-like claws delicate enough to pick up a gold piece and strong enough to tear a wall apart.




Questions for “James Wolfe” (L) Starts on page 43 1 Which event from the selection supports the conclusion that deception can be valuable in military operations? A The British Colonel honored the memory of Montcalm. B The Soldier reported a British attack on the French citadel. C The Captain gave the French sentinel news of a provision boat. D The British captured two French pilots who were fishing in the river. TEKS: 8.2.19.D 2 What do Wolfe's lines in paragraph 6 and the Governor's lines in paragraph 28 suggest about these men's attitudes? F They hope to avoid having an armed confrontation. G They expect the British fleet to abandon its position. H They consider their enemies cunning and dangerous. J They understand that the British will win the struggle. TEKS: 8.2.5.A 3 Which lines from the selection best support the conclusion that overconfidence among the French leadership contributed to the French defeat at Quebec? A MONTCALM: Then they have found the weak side of that wretched garrison, but we must fight and crush them. B GOVERNOR: It may be possible that they will attack the citadel before long. No doubt that is what they are planning to do. C GOVERNOR: I think we ought to begin action and destroy the British fleet at once. That is the best way to end the uncertainty. D MONTCALM: I scarcely believe so. They cannot land there. The cliffs are too steep; and our guards are always on the lookout for scouts. TEKS: 8.2.19.D 4 Which line most clearly develops the central idea of the selection? F MAJOR: At the foot of the precipice, led by the Highlanders, we started to climb the bank. G WOLFE: Yes, just as soon as we need you no longer, we will give you permission to go back. H CAPTAIN: We have won, but we have paid dearly for our victory. War is the curse of the world. J CAPTAIN: Ah, he was a brave man. Where shall we ever find another commander to equal him? TEKS: 8.2.19.E 5 What do the Captain's lines in paragraph 54 and the Soldier's lines in paragraph 62 suggest about the main military commanders in the battle? A Wolfe and Montcalm were both brave and dedicated soldiers. B Wolfe respected the French but Montcalm disliked the British. C Montcalm was afraid of death but Wolfe faced it courageously. D Montcalm and Wolfe would have preferred to coexist than fight. TEKS: 8.2.5.A




Questions for “Dino-Mite Prehistoric Party!” (I) Starts on page 59 1 Which of the following best describes the central idea of this selection? A Many activities can give a party a dinosaur theme. B Guest preferences are important in planning a party. C Organizing a party requires many stages of planning. D Creative decorations are essential for a successful party. TEKS: 8.3.10.A 2 Which sentence supports the inference that this selection is written from a playful point of view? F Make a large outline drawing of a T. rex. G No feeling with fingers—you might get a bite! H (You don't want to make your ice cream watery!) J Mix a green, powdered beverage according to the directions. TEKS: 8.3.10.C 3 Which sentence best belongs in an objective summary of this selection? A This may be a good idea for young siblings who like dinosaurs. B You can design many games and snacks that relate to dinosaurs. C Jelly beans can be used as tasty substitutes for real dinosaur eggs. D A metal bowl is best for making ice cream into a dinosaur dessert. TEKS: 8.3.19.E 4 Which sentence from this selection supports the conclusion that party guests may have differing preferences? F Plant eaters and meat eaters alike will enjoy these snack trays. G On the other plate, arrange rolled-up slices of cheese and lunch meat. H Darken the lines with a magic marker because you'll use this for a game. J Make invitations by cutting construction paper in the shape of dinosaur footprints. TEKS: 8.3.10.C 5 In the section titled "Paleontologists' Pails" the author draws a connection between a snack idea and — A party invitations B artistic creations C guest expectations D scientific excavations TEKS: 8.3.19.D




Questions for “How Sella Lost Her Slippers” (L) Starts on page 69 1 Which statement best belongs in an objective summary of this selection? A Sella's story is not believable because of its many unrealistic events. B Sella is a likeable character because she appreciates the beauty of nature. C Sella's brothers missed her so they threw her magic slippers into the stream. D Sella said the creature she met was lovely and had long hair and green clothes. TEKS: 8.2.19.E 2 Which excerpt from the selection best supports the inference that the actions of Sella's family were not intended to be cruel? F At last there came a day of merriment and good cheer in the quiet home. G "We could not bear to have the cold world of waters steal our sister from us." H Sella's mother interrupted her. "This is just a dream, dear Sella, a vain dream." J And she flung her arms about her mother and kissed her, begging forgiveness once again. TEKS: 8.2.19.D 3 Read the sentence from paragraph 4. Based on this sentence, Sella would most likely support which idea? A Happiness cannot be bought. B To the victor belong the spoils. C Finders keepers and losers weepers. D Treat others as you wish to be treated. TEKS: 8.2.19.D 4 Read the sentences from paragraph 8. These sentences suggest that Sella — F was faithful and dedicated to her mother G never stopped thinking about the slippers H was unhappy with her fathers and brother J knew that her mother was going to die soon TEKS: 8.2.19.D

So Sella hung the slippers in the porch, so that anyone who had lost them could see them as she passed by.

Sella kept her promise. But, sadly enough, she did not have to keep it long, for in less than two years from that May day her mother died.




5 Which description of the setting best supports the conclusion that this selection is a fairy tale? A in a pleasant dwelling beside a brook in the forest B in the days of old, when wonderful things happened C grew weary, and longed for my dear mountain home D haunt the springs and brooks as in her cheerful childhood TEKS: 8.2.19.D




Part B: Looking at Context Questions for “The Voyage” (L) Starts on page 82 1 The author’s analogy in paragraph 1 makes the tone of the selection feel more — A exciting B lonely C positive D sentimental TEKS: 8.2.8.A 2 What is the most likely reason the author tells the story from the narrator’s point of view? F to provide an accurate view of events as they occur G to tell the events of the story from an objective angle H to share internal impressions of an original experience J to offer a new outlook on commonly held assumptions TEKS: 8.2.6.B 3 The author’s choice of the word “severs” instead of “cuts” in paragraph 2 creates the impression of a — A less peaceful journey B more final separation C less emotional parting D more powerful voyage TEKS: 8.2.19.D 4 What does the author mean by the “unbroken chain” in paragraph 2? F an emotional tie that connects people to their homes G a restraint that keeps people from moving elsewhere H an invisible cord that helps people find their way back J a length of rope that leads people to their special place TEKS: 8.2.8.A 5 How does the author create interest at the end of the selection? A He uses flashbacks of the past to provide additional background. C He uses humor to show that amusing adventures are coming up. B He uses irony to hint that the rest of the trip will be quite different. D He uses suspense to suggest that exciting events are about to occur. TEKS: 8.2.19.D




Questions for “The Way to Wealth” (I) Starts on page 94 1 Which word from the selection helps readers to understand what the author means by “lost time”? A diligence B idleness C labor D sloth TEKS: 8.1.2.B 2 What does the author mean by “little strokes fell great oaks” in paragraph 8? F Tall trees are hard to cut down without help from others. G When in the right, the people can crush a bad government. H Completing one task at a time eventually gets the job done. J In the end, greed will ruin everything people have worked for. TEKS: 8.3.19.D 3 Based on the selection, what is the author’s point of view on taxes? A They result from laziness and a refusal to go to work. B They are less evil than vices such as laziness and greed. C They cause problems such as poverty and homelessness. D They are the reason the government must be taken down. TEKS: 8.3.10.C 4 Which phrase from the text helps readers to understand the meaning of “extravagantly” in paragraph 17? F ended his harangue G people heard it H approved the doctrine J practiced the contrary TEKS: 8.3.19.D




5 Read the two sentences from paragraph 13. Which of the following best describes the relationship between these sentences? A chronological B compare/contrast C sequential D cause/effect TEKS: 8.3.10.C

But what madness it must be to run in debt for superfluities! Think what you do when you run in debt: you give to another power over your liberty.




Questions for “A.R. Ammons: “Poetry Astonishes Me”” (L) Starts on page 106 1 The author uses several similes in paragraph 1 to convey the idea that — A all athletes and poets share a love of nature B good poetry requires a great amount of skill C poets would benefit by learning to play sports D sports and poetry are more alike than different TEKS: 8.2.8.A 2 Read the sentence from paragraph 6. Which word best replaces “astonished” without changing the tone of the sentence? F amazed G disturbed H frightened J surprised TEKS: 8.2.19.D 3 The first part of the selection tells about a poet. The second part of the selection shares some of his poems. How do the two parts combine to help readers understand the selection? A The first part describes the poet’s life story, while the second part shows how each event produced a poem. B The first part tells about the poet’s approach to the creation process, while the second part shows the results. C The first part shows the poet’s love for nature, while the second part illustrates how this approach is wrong. D The first part explains the poet’s subject matter, while the second part demonstrates how to write good poems. TEKS: 8.2.19.D 4 Based on the poems included in the selection, the poetry of A.R. Ammons could mostly be described as — F free verse about nature G sonnets focused on love H couplets about emotions J ballads focused on wildlife TEKS: 8.2.4.A

Start turning what you observe and remember into poetry and you may be astonished, too!




5 Read the sentence from paragraph 3. Which word could replace ”announces” without changing the tone of the sentence? A declares B names C reveals D states CCSS: RL.8.4

“When the poem is ready,” Mr. Ammons says, “it announces itself.”




Questions for “Westsider Suzanne Farrell: Star of the New York City Ballet” (I) Starts on page 117 1 How do the introductory paragraphs help to develop and refine the ideas in the selection? A They offer a brief biography of Farrell’s life, which helps to provide context for the selection. B They give flashbacks to the past, creating suspense about what might happen to Farrell next. C They contribute to the rising action of the selection, offering a closer look at Farrell’s choices. D They provide an answer to a question about Farrell, which gives a conclusion to the selection. TEKS: 8.3.10.C 2 Read the sentence from paragraph 7. Which word could replace “constructive” without changing the meaning of this sentence? F helpful G meaningful H productive J valuable TEKS: 8.1.2.A 3 Read the two sentences from paragraph 3. Which of the following best describes the relationship between these sentences? A chronological B compare/contrast C sequential D cause/effect TEKS: 8.3.10.A

I demand that I get something constructive out of any situation.

In 1969, Suzanne left the New York City Ballet and spent the next four seasons with Maurice Bejart’s Ballet of the 20th Century in Brussels, Belgium. When she finally wrote to Balanchine to find out the chances of dancing with him again, he simply asked when she could start.




4 Which sentence from the selection best shows the author’s view of Suzanne Farrell? F She arrived in New York like a fairy princess—a wondrous creation whose beauty and talent left audiences gaping in astonishment. G At 16, she became the youngest person ever to join George Balanchine’s New York City Ballet, and at 19, she was promoted to the rank of principal dancer. H In a dressing room interview last week at the New York State Theatre, the slender, angelic- looking Miss Farrell spoke at length about her public and private life, quickly revealing the two qualities that have enabled her to remain one of the world’s top ballerinas for so long. J Suzanne’s brightest moment in the program is a solo at the beginning, which she performs to the music of a solo violin. TEKS: 8.3.13.C 5 Read the sentence from paragraph 2. Which word could replace “articulate” in paragraph 2 without changing the tone of the sentence? A expressive B smooth C talkative D verbal TEKS: 8.3.19.D

Warm, funny, and articulate about her art, she discussed with enthusiasm the upcoming television special, Choreography by Balanchine, Part One.




Questions for Paired Passages: “A Fish Story” and “The Monkey and the Jellyfish” (L) Starts on page 128 1 Why did the authors of “A Fish Story” and “The Monkey and the Jellyfish” structure their stories as folktales? A to explain something about nature B to show how everyday magic works C to tell about events that really happened D to describe how animals experience the world TEKS: 8.2.19.D 2 The first paragraph of “A Fish Story” is similar to the first paragraph of “The Monkey and the Jellyfish” in that each — F shares flashbacks that provide context for the stories G offers an introduction that creates a sense of suspense H shows the point of view from which the stories are told J provides a humorous preview of the events about to unfold TEKS: 8.2.19.D 3 Read the sentence from paragraph 5 of “A Fish Story.” Which word could replace “merry” without changing the tone of the sentence? A bright B delightful C funny D twinkling TEKS: 8.2.7.A 4 Read the dictionary entry. Which definition of “prudence” is used in paragraph 2 of “The Monkey and the Jellyfish”? F Definition 1 G Definition 2 H Definition 3 J Definition 4 TEKS: 8.1.2.E

By and by the spark grew into a flame, and a merry crackling was heard.

prudence \ˈprü-dən(t)s\ noun 1. ability to discipline oneself 2. shrewdness in management of affairs 3. skill and good judgment 4. caution as to risk




5 Telling “The Monkey and the Jellyfish” from a third-person point of view instead of the monkey’s point of view creates suspense in the selection because the reader — A knows more about the events taking place than the monkey does B understands that the monkey is just a minor character in the story C realizes that the monkey will start a conflict with another character D realizes that other monkey is brought into the story to make a point TEKS: 8.2.19.D




Questions for Paired Passages: “Washington” and “Who Is a Hero?” (I) Starts on page 140 1 The author of “Washington” would be most likely to describe George Washington as— A helpful but passive B smart but unlearned C diplomatic but angry D passionate but reserved TEKS: 8.3.10.B 2 Read the sentence from paragraph 8 of “Washington.” Which phrase from the text helps the reader understand the meaning of “veracity”? F more characteristic of the man G and his greatness H the soul of truth and honor J looked facts squarely in the face TEKS: 8.1.2.B 3 How do the authors of “Washington” and “Who Is a Hero?” differ in their points of view? A The authors of “Washington” see a hero as an individual with many faults, while the author of “Who Is a Hero?” sees a hero as a person who is less complex. B The authors of “Washington” define a hero as an individual who has achieved great things, while the author of “Who Is a Hero?” define a hero as a regular person in difficult circumstances. C The authors of “Washington” define a hero as a person who comes along once in a generation, while the author of “Who Is a Hero?” defines a hero as anyone who achieves something good in life. D The authors of “Washington” define a hero as a person who can overcome their personal characteristics, while the author of “Who Is a Hero?” define a hero as someone with a supportive family. TEKS: 8.3.10.D

This was his perfect veracity of mind.




4 “Washington” and “Who Is a Hero?” are structured differently. How does the structure of each selection contribute to the development of ideas in each? F The chronological structure of “Washington” allows the authors to discuss each stage of Washington’s life, while the descriptive structure of “Who Is a Hero?” allows the author offer facts about heroes. G The descriptive structure of “Washington” allows the authors to share facts and opinions about Washington, while the problem/solution structure allows the author of “Who Is a Hero?” to offer different answers to a question. H The sequential structure of “Washington” allows the authors to follow a series of steps to share information about Washington, while the compare/contrast structure of “Who Is a Hero?” allows the author to analyze different opinions. J The cause/effect structure of “Washington” allows the authors to cover different aspects of Washington’s behavior, while the sequential structure of “Who Is a Hero?” allows the author to review different opinions in order. TEKS: 8.3.10.C 5 Read the sentence from paragraph 1 of “Who Is a Hero?” What is the most likely reason the author begins the selection with this sentence? A It allows him to avoid answering the title question. B It introduces the ideas in the material that follows. C It demonstrates that he is unsure what makes a hero. D It shows that he agrees with the other opinions in the text. TEKS: 8.3.19.D

The word hero means different things to different people.




Part C: Interpretation & Conections Questions for “Television and the Public Interest” (I) Starts on page 154 1 A digital text version of this selection would most likely use a hyperlink to connect the image with which phrase? A public interest B vast wasteland C television viewers D stirring inaugural TEKS: 8.3.12.B 2 The author draws a comparison in paragraph 6 to advance his claim that television — F is a recent and popular technology G has the power to help or hurt people H has been adopted by many countries J is poorly understood by average people TEKS: 8.3.19.D 3 How might the author best improve this selection using multimedia? A playing musical samples from symphonies B showing clips from good and bad programs C playing the inaugural speech of the President D showing charts of the United States population TEKS: 8.3.13.A 4 The author argues in paragraph 3 that broadcasters are "trustees" for Americans because broadcasters — F are representatives of the people G use airwaves owned by the public H must answer to their stockholders J must earn the support of government TEKS: 8.3.10.C 5 Which excerpt from the selection is irrelevant to the author's argument that much of television is "bad"? A you volunteer for public service, public pressure, and public regulation B blood and thunder, mayhem, violence, sadism, murder, western bad men C relentless search for the highest rating and the lowest common denominator D scheduled 59 hours of categories of action-adventure, situation comedy, variety TEKS: 8.3.19.D




Questions for “The Two Countrymen” (L) Starts on page 166 1 If this drama were acted out, which stage direction would be most useful for actors in conveying a feeling of conspiracy? A (holding up foot to which flag is tied) B (waking; shaking Second Countryman) C (to Countrymen, winking aside at First Wag) D (each looks at his ankle, then at the other's ankle) TEKS: 8.1.19.F 2 The predicament of the two countrymen in this selection is most similar to which theme of traditional narratives? F the search for love G the fight for justice H the search for identity J the quest for adventure TEKS: 8.2.19.D 3 Read the sentences from paragraph 100. If this drama were acted out, which tone of voice would a speaker most likely use for these lines? A whimsy B arrogance C confusion D intimidation TEKS: 8.1.19.F 4 The wags in this selection are most similar to what character type from traditional stories? F kings G heroes H teachers J tricksters TEKS: 8.2.19.D

"There is, however, certainly something wonderful about me. I have noticed it for a long time."




5 Read this sentence from paragraph 14. If this drama were acted out, the actor speaking this line would most be most likely to — A shrug with boredom B grimace with disgust C hide his face from sight D shake his fists with anger TEKS: 8.1.19.F

MERCHANT: It is ever thus—always the great crowds surging through the streets.




Questions for Paired Passages: “The Life About the Nest” and “When a Bowerbird Seeks a Mate” (I) Starts on page 181 1 Read the sentence from paragraph 5 of "The Life About the Nest." The evidence in this sentence seems to contradict which earlier statement by the author? A eagles were ferocious birds when their nests were approached B At this date it contained two fledglings perhaps three weeks old. C twenty minutes were required to tear aside enough of the structure D I determined to climb to the great aerie in the topmost crotch of the tree TEKS: 8.3.19.D 2 Which detail from "When a Bowerbird Seeks a Mate" provides evidence for the main claim made in paragraph 2 of "The Life About the Nest"? F the younger birds seemed afraid of a male's vigorous dance routine G all decorated with pretty things like colored feathers, flowers, and snail shells H Tending is important because the males are always trying to steal decorations J They have used automatic video cameras and have even done some experiments TEKS: 8.3.10.A 3 Read the excerpt from paragraph 9 of "The Life About the Nest." Which information from "When a Bowerbird Seeks a Mate" conflicts with this claim? A Bowerbirds' nests are examined by many scientists. B Bowerbirds' nests may resemble platforms or buildings. C Bowerbirds' nests are an essential part of mating rituals. D Bowerbirds' nests may be made of woven twigs and grass. TEKS: 8.3.19.D

the nest of the wild bird is simply the cradle for the young

The female, which, as is usual with birds of prey, was the larger of the pair, once or twice swept within twenty yards of my head, but quickly veered off and resumed her former action of beating back and forth over the tree-tops two hundred yards away.




4 How might the author of "When a Bowerbird Seeks a Mate" best improve the selection using multimedia? F playing audio clips of bowerbirds singing G showing videos of different birds in flight H including links to articles about seabird nests J adding pictures of decorated bowerbird nests TEKS: 8.3.13.C 5 Which sentence from "The Life About the Nest" best supports the claim that birds design nests specially to meet their individual requirements? A The main bulk of the nest was made up of sixty-eight large leaves, besides a mass of decayed leaf fragments. B The most dainty structure built, in this country, by the bill and feet of birds, is the nest made by the Ruby-throated Hummingbird. C Robins stiffen their nests by making in them a substantial cup of mud, which, when dry, adds greatly to the solidity of the structure. D Young birds that require a longer period for growth before leaving the nest are furnished usually with more enduring abiding places. TEKS: 8.3.10.C




Questions for “Popping In with Robert Sabuda” (I) Starts on page 196 1 The author could best improve this selection in a multimedia presentation by including — A clips of home videos about Sabuda's family life B videos of Sabuda designing some of his artwork C links to biographies of Sabuda's former teachers D lists of artists besides Sabuda who attended Pratt TEKS: 8.3.13.C 2 The author claims in paragraph 13 that Barbara Cooney and James Marshall influenced Sabuda through — F advice G lessons H friendship J inspiration TEKS: 8.3.10.C 3 Which excerpt from the selection is least relevant to the author's claim that books can be exciting to read and create? A "It was something that made my heart beat faster!" B "I forgot all about the dentist." But he never forgot about pop-ups. C "I learned a better solution, one that I wouldn't have ever imagined" D "I was shocked and delighted when something leapt right off the page" TEKS: 8.3.19.D 4 All of these details provide evidence for the claim that classes at the Pratt Institute directly contributed to Sabuda's development as an artist EXCEPT — F he took lessons in sculpture G he found out about publishing H he explored three-dimensional art J he learned about color and collages TEKS: 8.3.10.C 5 A digital text version of this selection would most likely use a hyperlink to connect the section titled "Pop-up Step by Step" with which phrase? A book was heavier, thicker B pop-up engineering skills C classroom bulletin boards D discovered the value of failing TEKS: 8.3.13.C




Questions for Paired Passages: “What Puts the ‘Team’ in ‘Teammate’?” and “On Your Own” (I) Starts on page 207 1 Both "What Puts the 'Team' in 'Teammate'?" and "On Your Own" deal with athletes and their motivations. In which way do these selections differ in their interpretations? A "What Puts the 'Team' in 'Teammate'?" surveys many sports. B "On Your Own" focuses on a single important event in sports. C "On Your Own" focuses on individuals instead of teams in sports. D "What Puts the 'Team' in 'Teammate'?" deals with failure in sports. TEKS: 8.3.19.D 2 Read the sentence from paragraph 3 of "What Puts the 'Team' in 'Teammate'?" Which statement by a fellow teammate provides evidence of the importance of this characteristic? F "I am a member of the team, and I rely on the team." G "A great teammate is also someone who leads by example..." H "When people snap at you, you get down and then play worse." J "Someone who challenges you in practice is a great teammate..." TEKS: 8.3.19.D 3 The claims made by Danielle Fotopoulos, Tiffany Roberts, and Shannon MacMillan in "What Puts the 'Team' in 'Teammate'?" are similar in that they all refer to the importance of — A strong coaching staff B individual motivation C players on the bench D dedication in training TEKS: 8.3.10.C 4 The material in "What Puts the 'Team' in 'Teammate'?" could be effectively presented in a video format. Based on the selection, which would most likely be true of such a video? F Each player would get approximately equal interview time. G Starting players would get more attention than bench players. H The video would survey athletes such as runner Allen Johnson. J The video would focus on Brandi Chastain's game-winning goal. TEKS: 8.3.13.C

"She is willing to let you play like you can but doesn't jump all over you, call you names, or make you feel bad when you make a mistake."




5 Which excerpt from "On Your Own" best supports the idea that disappointments can motivate athletes to improve their skills? A "Then I pick my head up and start thinking positive, and I visualize myself succeeding the next time." B "When I don't win, I have to accept the fact that I made a mistake or that someone was better on that day." C "Each dive must be done perfectly. If I don't do well in a meet, it pushes me to practice that much harder." D "Now when I struggle I can say, 'Hey, you've been there before, push through your disappointment and move on.'" TEKS: 8.3.10.C




Questions for “The Bed of Procrustes” (L) Starts on page 219 1 If this selection were filmed, which line would most likely be spoken in a cautious and reserved tone of voice? A "Who I am my parents know..." B "Is this true, my host, or is it false?" C "Flee from him: yet whither will you flee?" D "O fair youth, help me up with my burden..." TEKS: 8.1.19.F 2 In a filmed version of this selection, the action of paragraph 6 would be most likely accompanied by — F comic relief G howling winds H exciting music J spoken narration TEKS: 8.1.19.F 3 In this selection, Theseus best represents which character type from Greek mythology? A wise mentor B wandering hero C mystical prophet D observant chronicler TEKS: 8.2.3.C 4 A modern-day narrative drawing on the idea of the "procrustean bed" would be most likely to involve — F a parent struggling to raise children G an artist looking for new inspirations H a business leader making harsh rules J an elderly person remembering the past TEKS: 8.2.3.C 5 If this selection were filmed, which line would most likely be accompanied by a montage of flashbacks to Theseus' past adventures? A "Ah, fair young guest, have I kept you too long waiting?" B "This is an ill-ruled land; when shall I have done ridding it of monsters?" C "The cliffs are steep, and who can climb them? And there is no other road." D "Do not tell him that I have warned you, or he will kill me by some evil death." TEKS: 8.1.19.F




Part D: All Together Questions for paired passages: “Colors” and “I Asked the Little Boy Who Cannot See” (L) Starts on page 232 1 The structures of “Colors” and “I Asked the Little Boy Who Cannot See” are different. How does the structure of each selection contribute to its meaning? A The author of “Colors” uses stanzas to draw out the personal experiences of readers, while the author of “I Asked the Little Boy Who Cannot See” relies on sensory details to tell a story. B The author of “Colors” uses figurative language to set up a conflict for readers, while the author of “I Asked the Little Boy Who Cannot See” uses free verse to draw readers in. C The author of “Colors” uses a question to hook readers, while the author of “I Asked the Little Boy Who Cannot See” uses a an extended metaphor in order to make a point. D The author of “Colors” uses imagery to introduce the topic, while the author of “I Asked the Little Boy Who Cannot See” uses stanzas to create a rhyme scheme. TEKS: 8.2.4.A 2 Read the lines from “I Asked the Little Boy Who Cannot See.” How do these lines best develop the theme of the selection? F The similes suggest that things in nature can take more than one shape. G The sensory details advance the idea that the boy has an overactive imagination. H The extended metaphor creates the idea that the world is different for everyone. J The figurative language establishes that the boy sees the world differently than others. TEKS: 8.2.8.A 3 Which lines from “Colors” best develop the theme of the selection? A If I could go inside your head/and use your eyes to see, B I wonder if what you call red/would look like red to me. C Inside your head, perhaps I’d think/what looks like red to you D If I were you and you were me, would we see things the same? TEKS: 8.2.19.D 4 How does the author of “Colors” emotionally involve readers in the selection? F by stating a famous quote G by including a familiar image H by asking a universal question J by setting up an internal conflict TEKS: 8.2.13.C

And red is like a trumpet sound; and pink Is like the smell of roses; and I think That purple must be like a thunderstorm;




5 How does the rhythm of “I Asked the Little Boy Who Cannot See” impact the feeling of the selection? A Its choppy nature suggests a feeling of bewilderment. B Its smooth nature supports a feeling of wonder. C Its slow nature develops a feeling of suspense. D Its fast nature creates a feeling of confusion. TEKS: 8.2.4.A




Questions for “The Walking-Beam Boy” (I) Starts on page 242 1 Read the dictionary entry. Which definition of “contrivance” is used in paragraph 1? A Definition 1 B Definition 2 C Definition 3 D Definition 4 TEKS: 8.1.2.E 2 How does the structure used by the author in paragraphs 2 through 4 best contribute to the development of key ideas in the selection? F The chronological structure shows the events that happened over time as steamboats became the most popular means of travel. G The cause/effect structure summarizes several issues that needed to be solved by steamboat operators as well as the effect of their solutions. H The descriptive structure provides an overview of the basic issues facing individuals who operated or traveled by steamboat in times long past. J The problem/solution structure outlines one of the most basic concerns for steamboat operators and travelers and show how this issue was originally resolved. TEKS: 8.3.10.C 3 Read the sentence from paragraph 5. Based on his use of the word “grotesque,” the author’s attitude toward walking-beams can best be described as— A awestruck B disgusted C fearful D respectful TEKS: 8.3.19.D

In that year, however, there were still a number of boats on the Mississippi and Ohio which, like the Champion, had low-pressure engines and the grotesque walking-beams.

contrivance \kən-ˈtrī-vən(t)s\ noun 1. a mechanical device to perform a task. 2. a means, such as a plan or strategy, to accomplish an objective. 3. something overly artificial or unbelievable. 4. a plot device in a story.




4 In paragraph 13, the author describes the position of walking-beam boy as “perilous.” What evidence from the selection best supports this claim? F Without another word, the lad climbed up over the roof of the forecastle, and, fearlessly catching hold of the end of the walking-beam when it inclined toward him with the next oscillation of the engine, swung himself lithely on top of the machinery. G Ever afterward, when within a mile of any town, the daring lad was to be seen climbing up to his difficult perch, pausing on the roof of the forecastle to get his flag from a box that had been built there for it. H For a second he would sink from view, but up he bobbed suddenly, and, like a clear-cut silhouette, he waved the Stars and Stripes high in the air with only the vast expanse of sky for a background. J On the other hand, the very hazard of their duty, and the conspicuous position it gave them, made them popular with passengers and shippers, and so they pocketed many fees from Kentuckians, confections from Cincinnati folks, bonbons from New Orleans Creoles, and tips from Pittsburgers. TEKS: 8.3.10.A 5 How does the author help readers to understand the connection between the original actions of the boy and the creation of walking-beam boy as an occupation? A The author summarizes the way the boy took action into his own hands and shows how walking- beam boys needed to be unafraid of danger. B The author draws a picture of many steamboats in competition in the river and describes how the use of walking-beam boys solved a problem. C The author describes the success of the boy in attracting passengers to the ship and how this attracted the attention of other steamboat operators. D The author outlines the problems in making passengers aware of a ship coming into harbor and how this drove operators to try schemes to attract passengers. TEKS: 8.3.10.D




Questions for “A French Puck” (L) Starts on page 254 1 Based on the selection, Puck could best be described as— A alarming B evil C dangerous D mischievous TEKS: 8.2.6.B 2 Which sentence from the passage best supports the answer to question 1? F At least, he could transform himself into a needle, but try as he might he never was able to imitate the hole, so every woman would have found him out at once, and this he knew. G Then he would go into the cowsheds and unfasten the chains that fixed each beast in its own stall, and let them fall with a heavy clang to the ground. H “Where are you?” said the voice, and the sheep answered: “Here on the shoulders of a donkey.” J After a bit he grew tired of cowboys and shepherds, and wondered if there was no one else to give him some sport. TEKS: 8.2.6.B 3 How does the failure to buy the thread propel the action in the selection? A It allows Puck to be helpful to the couple. B It shows why the wedding was a bad idea. C It demonstrates that the bride is forgetful. D It enables Puck to play a trick on the bride. TEKS: 8.2.6.A 4 How would the selection most likely be different if told from Puck’s point of view? F the events would be described more humorously G the action would be shared in a more objective way H the feelings of the other characters would be shared J the narrator would become a more trustworthy source TEKS: 8.2.6.C 5 Read the sentence from paragraph 19. What is the impact of including the words “Crick! Crack! Crick! Crack!”? A Readers feel the tension in the room as the thread breaks. B Readers experience the suspense as one of the onlookers. C Readers hear the sound of the thread as it comes undone. D Readers picture the dress breaking apart along the seams. TEKS: 8.2.8.A

“Crick! Crack! Crick! Crack!” and the wedding garments fell to the ground, to the great confusion of the wearer.




Questions for “Daruma-San” (I) 1 Based on the selection, how can the relationship between a four-leaf clover and a Daruma-San best be described? A both are thought to be lucky charms B both are originally from other countries C both are obtained early in the new year D both are made of papier-mâché material TEKS: 8.3.10.C 2 What is the author’s most likely purpose in writing this selection? F to entertain readers with anecdotes and stories of different charms G to provide an overview and instructions on a particular type of charm H to convince readers that many kinds of good-luck charms actually work J to inform readers how they can go about making their wishes come true TEKS: 8.3.10.B 3 Based on the selection, once the Daruma-San has begun to dry, you should — A pop the balloon on the inside B create the flour and water mixture C tear up several sheets of newspaper D draw facial features with the markers TEKS: 8.3.19.E 4 What evidence from the selection best demonstrates the author’s viewpoint on lucky charms? F All around the world, people believe special charms will bring them good fortune. G Daruma-san is not only a good-luck charm but also a symbol for trying hard and being brave. H There is a popular saying about Daruma-san in Japan, “Seven downs and eight ups,” which means that each time Daruma-san is knocked down he gets right up and tries again. J Maybe Daruma-san won’t really bring good fortune, but as long as he reminds you to work hard to make your wishes come true, then that’s the best luck of all! TEKS: 8.3.10.B 5 Based on the selection, which step is most important in creating a working Daruma-san? A cover the table where you plan to work with newspaper B mix the flour mixture until it achieves a particular consistency C allow the outside of the figure to dry before popping the balloon D draw the face of the figure with a pencil before using the markers TEKS: 8.3.19.E




Questions for “Adventures with a Whale” (L) 1 How does the term “watchful monster” in paragraph 2 impact the image the author is creating of the characters in the selection? A It helps to establish the whale as an opponent. B It sets up the conflict between two characters. C It shows that the narrator tends to exaggerate. D It demonstrates that the real enemy is the man. TEKS: 8.2.6.B 2 By using the phrase “towering over me” rather than “hanging over me” in paragraph 4, the author creates a mood best described as— F gloomy G humorous H playful J suspenseful TEKS: 8.2.8.A 3 How does the catching of the narrator’s foot on the boat propel the action in the selection? A It forces the narrator to use the rope to climb onto the whale. B It shows the narrator as a sailor who does not know how to swim. C It forces the sailors to pull the boat up to the narrator to rescue him. D It demonstrates that the narrator is not a person who follows the rules. TEKS: 8.2.6.A 4 The author keeps the reader engaged in the selection by using — F dialogue to show the characters cooperating G irony to show the hunter turned into the hunted H humor to show the amusing side of the situation J suspense to show the dangers posed by the whale TEKS: 8.2.19.D 5 Which phrase from the selection helps readers understand the meaning of “catapults” in paragraph 3? A with a roar it came at us B Heaven knows how many tons C Full on the broadside it struck us, D sending every soul but me flying TEKS: 8.1.2.B




Questions for Paired Passages: “Robot on the Ice” and “Many Moons” (I) 1 How does “What’s a Magnitude” contribute to the development of ideas in “Many Moons”? A It shows how scientists determine the differences in magnitude between dim and bright stars. B It describes how scientists studied faraway objects before and after technology was invented. C It explains why magnitude is considered an important topic area for most space scientists. D It illustrates why the sun is more visible in the sky than the moons of other planets. TEKS: 8.3.10.A 2 How did the authors of "Robot on the Ice" and "Many Moons" emphasize different evidence to show the importance of technology in learning about the solar system? F by describing the tools that have been used to learn more about meteorites and moons G by explaining the goals of NASA in conducting scientific research on and off the planet H by outlining the discoveries made by two different teams of space scientists J by comparing and contrasting the brightness of stars and meteorites TEKS: 8.3.10.D 3 Based on the information in “Many Moons,” moons are formed — A by brightening enough to be seen by space scientists using telescopes B by orbiting around a space body in a space grouping known as a family C by moving into the moon space of a planet or forming from a meteorite D by being captured in gravity or through the collision of two space objects TEKS: 8.3.10.A 4 The author of “Robot on the Ice” claims that robots are more superior than humans in the hunt for meteorites. What evidence from the selection best supports this claim? F We had designed it to explore remote places, just as a space robot explores other planets. G We added heaters to keep the computers and sensors warm, and we added studs to the tires so Nomad could move on the ice without slipping. H Using those changes, Nomad can tell better than our eyes if a rock is a meteorite or an ordinary rock. J Nomad found several more meteorites before we left Antarctica. TEKS: 8.3.10.D 5 What different approaches did the two authors take to describe the work of technology in their fields? A The author of “Robot on the Ice” offers a cause/effect description of the robot, while the author of “Many Moons” dispels common myths about moons in space. B The author of “Robot on the Ice” dispels a common myth about meteorite hunters, while the author of “Many Moon” compares and contrasts the moons in space. C The author of “Robot on the Ice” uses anecdotal humor to make the topic more enjoyable, while the author of “Many Moons” offers an encyclopedia explanation. D The author of “Robot on the Ice” shares a personal narrative with support by experts, while the author of “Many Moons” poses a problem/solution approach. TEKS: 8.3.19.D


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