Assessment Resources, Course 2 PDF

Assessment
Resources
Includes
Diagnostic Tests
Selection Tests
Unit Tests
To the Teacher
This book is made up of three partsdiagnostic assessment, formative
assessment, and summative assessment.
The diagnostic assessments present two or three readings and related

multiple-choice questions. By administering these tests to students
prior to beginning work on a unit, you can evaluate the extent of the
knowledge students already have of the content that will be taught in
the unit.
The formative assessments provide a test for each selection (or pair of
selections) in the student edition, with multiple-choice, graphic-
organizer-based, and extended-response items. These tests should be
given to students after they complete each reading as an assessment of
reading comprehension, vocabulary, and literary analysis.
Each summative assessment covers the selections in the corresponding

unit with graphic-organizer-based and extended-response items. To be
administered at the completion of each unit, these tests assess how
well students understood the content of the readings and the skills and
concepts presented in the unit.
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TABLE OF CONTENTS
Diagnostic Assessment
Unit 1: Choosing a Community Service Project . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
A Change in the Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Harvey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 2: Dogs and People: A Longtime Bond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Building the Pyramids of Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Dr. Mae Jemison: Astronaut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Unit 3: The Seeds Lament . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Fog and Hope is the thing with feathers . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Unit 4: Minding Your Own Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Bookends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Unit 5: Putting the Garden to Bed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
A Baseball Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Unit 6: Mystery at the Manor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Luisas Victory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Formative Assessment
Unit One: Whom Can You Count On?
Part One: Friends and Family
The Wise Old Woman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Amigo Brothers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Rikki-tikki-tavi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
The Highwayman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Part Two: Me, Myself, and I
The Good Samaritan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
The Lark and Her Children and The Travelers and the Bear . . . . . . . . . . . . . . . . . 39
The Force of Luck. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Part Three: Extraordinary Individuals
Seventh Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Thank You, Mam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
We Are All One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
The Rider and Ill Walk the Tightrope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Unit Two: Why Do You Read?

Part One: For Fun
Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
After Twenty Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Slam, Dunk, & Hook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Assessment Resources, Course 2 Table of Contents III

Part Two: For Information
What Is A Knight? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
When Plague Strikes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Part Three: For Understanding
An Hour with Abuelo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
A Days Wait . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
The Monkey Who Asked for Misery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Do Animals Lie? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Ones Name Is Mud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Tending Sir Ernests Legacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Aunty Misery and Strawberries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Unit Three: What Makes Life Good?

Part One: Appreciating Nature
From Blossoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Glory, Glory, Birds Circling at Dusk and Bamboo Grove . . . . . . . . . . . . . . . . . . . . 77
Where Mountain Lion Lay Down With Dear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Why the Waves Have Whitecaps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Part Two: Finding Humor and Delight
From An American Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Summer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Miracles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
The Tale of Kiko-Wiko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Part Three: Love and Friendship
Annabel Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
A Crush. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
The Luckiest Time of All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Superman and Me and My First Memory (of Librarians) . . . . . . . . . . . . . . . . . . . . 97
Unit Four: What Inuences You?

Part One: Life Experiences
The Scholarship Jacket . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
A Mason-Dixon Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Names/Nombres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
In a Neighborhood in Los Angeles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
The War of the Wall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
old age sticks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Part Two: Persuasive Ideas
Should Naturalized Citizens Be President? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Without Commercials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
IV Table of Contents Assessment Resources, Course 2

Toward a Rainbow Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Heroes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Primer Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Langston Terrace and Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Unit Five: How Can You Become Who You Want To Be?
Part One: Positive Actions
If I Can Stop One Heart from Breaking and I Stepped from Plank to Plank . . . . . 123
Hollywood and the Pits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Young Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
from The Autobiography of Malcolm X . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
New Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Part Two: Courage and Condence
Almost Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Your World and One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Four Skinny Trees and Chanclas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
from Zlatas Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
from The Adventures of Marco Polo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Part Three: People Who Lend a Hand
Birthday Box and To James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
The Teacher Who Changed My Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
from Barrio Boy and How I Learned English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Unit Six: Why Share Stories?

Part One: Entertainment
The Miraculous Eclipse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Part Two: Messages and Lessons
The Monsters Are Due on Maple Street, Act I . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
The Monsters Are Due on Maple Street, Act II . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
The Bird Like No Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
There Will Come Soft Rains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Missing and Birdfoots Grandpa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Echo and Narcissus and Orpheus, the Great Musician . . . . . . . . . . . . . . . . . . . . . . 161
Summative Assessment
Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Assessment Resources, Course 2 Table of Contents V

Name ________________________________________ Date ___________________ Class __________
Unit 1 Test
Directions Read the passage below and answer questions 16.
Choosing a Community Service Project

1 Roy was standing at the chalkboard. Three of us had raised our
hands. Mr. White called on Mark.
2 Lets pick up litter in the woods, said Mark.
3 Roy wrote Marks suggestion on the board.
4 Nice idea, Mr. White said. Then he called on Sarah.
5 Lets clean up the riverbanks near downtown, said Sarah.
6 Roys chalk squeaked as he wrote. The brainstorming session was
heating up. One student suggested raising money to ght pollution.
Another student suggested we test the river water to see how clean
it is, and we could give our report to the newspaper. Someone else
had the idea of raising money to replace old, unsafe playground
equipment in the park.
7 I still had my hand up. Mr. White nally called on me.
8 What is your idea, Yolanda? he asked.
9 I suggested that we go visit children in long-term care at the
hospital. We could take picture books, board games, and art
supplies. We could go in small groups so we could spend time with
several children one-on-one. We could send visitors until school
ended. Carla had a similar idea. She thought we could go in small
groups to visit the older adults in the retirement home across the
street.
10 The next day Mr. White reviewed all the ideas for our community
service project.
Copyright by The McGraw-Hill Companies, Inc.
11 Any of these would be wonderful, he said.

12 The class voted. The river cleanup idea came in rst. My idea
and Carlas idea were a close second and third. Enrique noticed that
together, our ideas had more votes than the river cleanup.
13 I myself would like to visit both the children in the hospital and
the people in the retirement home, said Enrique.
14 Mr. White asked if we wanted to vote again. That is how our
class came up with our service project. It was two service projects in
one.
Diagnostic Assessment, Course 2 Unit 1 Whom Can You Count On? 1

Name ________________________________________ Date ___________________ Class __________
Unit 1 Test continued

1. What is the setting of the passage?
A. the woods C. the park
B. a riverbank D. a classroom
2. In this passage, the point of view is

A. third person, with Roy as the narrator.
B. first person, with Mr. White as the narrator.
C. first person, with Yolanda as the narrator.
D. third person, with Carla as the narrator.
3. Which of the following happened LAST?

A. Mr. White asked the class to do a community service project.
B. Sarah suggested picking up litter along the banks of the river.
C. Enrique suggested visiting the hospital and the retirement
home.
D. Roy wrote all of the students ideas on the chalkboard.
4. Who reviewed the students ideas on the second day?

A. Carla
B. Mr. White
C. Roy
D. Enrique
5. Most of the class wanted to

A. work outdoors.
B. raise money.
C. write reports.
D. help others face-to-face.

6. What is the passages theme?
A. ways in which students might help a community
B. ways in which parents might help teachers
C. ways in which students might spend their weekends
D. ways in which teachers might help parents
2 Unit 1 Whom Can You Count On? Diagnostic Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________

A Change in the Weather

1 The rain continued falling, as it had been for the last fteen
minutes. The clouds in the sky did not look promising, either.
2 Ms. Brooks was thankful that at least everyone was dry. The
entry to the museum offered all of them refuge.
3 It wasnt like this when the eld trip began, was it? Ms. Brooks
asked her students.
4 The sky was so blue, said Allison.
5 It would have been a nice day to go to the park after school,
Jacob added.
6 Is the bus coming soon? Shannon wondered out loud. Several
of the other kids were thinking the same thing.
7 Any minute now, replied the teacher.
8 Although it had seemed silly to do so when they left the school,
Ms. Brooks had brought an umbrella along with her. No one knew
she had it. She briey considered using it, but thought better of the
idea. She couldnt stay dry while her students and the chaperones all
got wet. Besides, a little water wouldnt hurt her.
9 Then Ms. Brooks thought about giving the umbrella to one of
her students, so at least someone could stay dry. But who would she
choose? And how would the other students react? She decided that
no one would use the umbrella.
10 As soon as she had made her decision, the rain stopped falling.
While everyone cheered at their sudden good fortune, the school bus
rounded the corner and pulled up in front of the museum.

11 Okay, everyone. Find your partner. Its time to head back.
Those who were listening to Ms. Brooks most carefully could
actually hear the relief in her voice.
7. What do you learn from the dialogue between Ms. Brooks and her
students?
A. what is going to happen next
B. where the field trip was taking place
C. what the weather had been like earlier
D. why Ms. Brooks had an umbrella

Name ________________________________________ Date ___________________ Class __________

8. Which of these words is a synonym for refuge as it is used in the second
paragraph?
A. shelter C. direction
B. support D. elevation
9. What can you infer about Shannon from her question in paragraph 6?
A. She did not enjoy the field trip.
B. She was eager to get back to school.
C. She liked the rain.
D. She had a rain jacket with her.
10. If Ms. Brooks had given her umbrella to one student, the other
students would have MOST LIKELY felt
A. sad. C. jealous.
B. satisfied. D. relieved.
11. Which of the following BEST describes Ms. Brookss internal conflict?
A. She wants to get on the bus, but it has not arrived yet.
B. She has an umbrella, but does not know who should use it.
C. She takes her class on a field trip, but they do not want to go.
D. She tells the students they are leaving, but they want to stay
instead.
12. The plot of this story reaches its climax when

A. the rain starts falling. C. Ms. Brooks makes a decision.
B. Shannon asks a question. D. the bus arrives at the museum.
13. You are LEAST LIKELY to respond to this passages theme by

thinking about a time when you

A. walked through an entryway. C. were caught in the rain.
B. had to make a tough decision. D. went on a class field trip.

Name ________________________________________ Date ___________________ Class __________

Harvey
1 Ana was sitting in front of her computer staring at the screen
when her friend Jess walked in and opped down on the bed. What
are you doing, Ana? she asked.
2 Oh, hi, Jess. Im teaching Harvey to recognize my voice. You
know Im a terrible typist. Well, now it doesnt matternot with this
new voice-recognition software. Watch this! She cleared her throat
and addressed her computer. Harvey, Ana said, TYPE! Then
she read aloud, It was a dark and stormy night. As Ana spoke, her
words appeared on the screen.
3 Wow! Incredible! said Jess.
4 Yes, isnt it? agreed Ana. Tonight Ill read Harvey the story
that I wrote for English class. Hell put it in the computer and print
copies for our writing group and . . . She stopped in midsentence.
Harvey! STOP! she commanded. Too late. All her comments to Jess
were on the screen. As Ana gave the DELETE command, Jess waved
good-bye. Gotta go, she said. See you in class tomorrow.
5 The next day Ana distributed her story to her writing group and
anxiously watched for reactions. Joe looked puzzled, Lee raised an
eyebrow, and Jess tried to stie a giggle. Why?
6 I dont get this, Joe said. He read aloud: Through the bare trees,
the wind howled, Chewbacca, get out! You dont belong here! Leave!
7 I think you need a transition or something, Joe suggested.
8 You need more than that, said Lee. He read: A bat swooshed
down out of the blackness and brushed her cheek. She cried, Stop! Drop
that bone! Now!
9 Jess giggled. Ana, she said. I have a suggestion. Train your
rottweiler to stay out of your room!
10 Either that or I must remember to turn off Harvey when
Chewbaccas around! said Ana.
14. The authors description of the bat coming down from the darkness
illustrates
A. use of exclamation points to express frustration.
B. use of sensory images to build terror.
C. an element from the science-writing genre.
D. the narrators point of view.

Name ________________________________________ Date ___________________ Class __________

15. Which of these statements gives the BEST summary of the passage?
A. Ana uses new software to read her English assignments to
Harvey, her computer.
B. Ana saves time by teaching her computer, Harvey, to follow her
spoken commands.
C. Ana trains her computer to recognize her voice but forgets that
it will record every word.
D. Anas new voice-recognition software program crashes her
computer.
16. Ana hopes that her new software program will solve her problem of
A. teaching Harvey to recognize her voice.
B. not being able to train Chewbacca.
C. having to write a story for English class.
D. being a terrible typist.
17. Ana can also solve her problems by

A. not doing homework assignments.
B. checking her work before she turns it in.
C. getting a cat.
D. using someone elses computer.
18. How does the author reveal what the characters are like?
A. by describing their appearance and actions
B. through the use of dialogue
C. by telling what they are thinking and feeling
D. through their actions
19. This passage is written in the

A. first person, from Harveys point of view.
B. first person, from Jesss point of view.
C. third person.
D. second person.
20. What caused the unusual text in Anas story?

A. Harvey wanted to help write the story.
B. Jess played a trick on Ana.
C. Ana was a terrible typist.
D. Harvey typed Anas commands to her dog.

Name ________________________________________ Date ___________________ Class __________
Unit 2 Test
Dogs and People: A Longtime Bond

How did wild dogs form a lasting relationship with people?
1 Dogs have been cheered for their real-life acts of heroism. They
help the police track down criminals, help blind people nd their
way, and it seems they are always ready with a wagging tail to cheer
someone up. But did dogs and people always get along so well?
When did dogs and people rst begin to peacefully live together?
2 Recent studies suggest that dogs and people have lived together
for at least 12,000 years. In Israel, scientists discovered the fossilized
remains of a dog that had been buried with a person at least that
long ago. The position of the dog, cradled in the arms of the person,
suggests that the two had a special bond.
3 Many scientists believe that modern-day dogs are the
descendants, or the close relatives, of wolves. One study suggests
that most modern-day dogs descended from a single female wolf
that lived about 40,000 years ago. Although it is possible that people
began developing relationships with wolves and dogs at that time,
most scientists believe the animals kept their distance from people
until about 12,00015,000 years ago.
4 Just how dogs and people began to live together is still a mystery.
Some scientists believe that people adopted young dogs and bred
the tamest of the animals. Eventually, all of the animals became
tame. Other scientists believe that dogs gradually domesticated,
or tamed, themselves when they began to eat food left by humans.
Those that were less afraid of humans succeeded in this environment

because they had an easily accessible source of food. Over time the
dogs became so tame that they were able to coexist with people.
Those that ed when humans approached remained wild.
Diagnostic Assessment, Course 2 Unit 2 Why Do You Read? 7

Name ________________________________________ Date ___________________ Class __________

1. Which words in paragraph 3 help you figure out the meaning of
descendants?
A. or the close relatives C. a single female
B. modern-day dogs D. many scientists
2. Your purpose for reading this passage would probably be

A. to discover the difference between people and dogs.
B. to learn why dogs help people.
C. to find out how people formed relationships with dogs.
D. to learn why scientists study dogs.
3. The purpose of the deck in this passage is to

A. spark a readers interest. C. provide a review.
B. give information. D. give the selection topic.
4. What does the title in this passage suggest?

A. that dogs and wolves are related
B. how long dogs and people have been together
C. when the first tame dogs appeared
D. why dogs and people get along so well
5. A good photo or illustration for this passage could be

A. a wolf observing a herd of sheep.
B. a dog eating out of a food bowl.
C. a pack of wild dogs.
D. a girl, boy, and dog playing together.
6. Which of these is an opinion, not a fact?

A. Some dogs help police.

B. People and dogs often live together.
C. Dogs domesticated themselves.
D. Many people like dogs.
7. Breeding the tamest dogs together may have resulted in

A. all of them becoming tame.
B. all of them becoming mean.
C. dogs learning to bark.
D. dogs developing into wolves.
8. A fossilized dog found in Israel is evidence that

A. dogs are extinct.
B. people have owned dogs for at least 12,000 years.
C. dogs descended from wolves.
D. dogs are heroic.
8 Unit 2 Why Do You Read? Diagnostic Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________

Building the Pyramids of Egypt

Examine one of the worlds greatest mysteries!
1 The towering pyramids of Egypt are magnicent structures;
some are still standing thousands of years after they were built.
The largest of the pyramids, the Great Pyramid, rises 480 feet above
the desert near Giza. It was constructed of giant blocks of stone
weighing an average of 2.5 tons each.
2 So how did the ancient Egyptians build such an enormous
structure without modern machines? This question has puzzled
scholars for many years and has led to a number of theories.
3 One theory suggests that the Egyptians used large wooden
cranes to lift the giant stones into place. This theory is not very
widely accepted, however, because the trees in that region would not
have been sturdy enough to support the weight of the stones.
4 The most popular theory suggests that the giant stones were
moved to the top of the structure with the aid of large ramps. These
ramps, which may have been spiral or straight, were built at the base
of the pyramids with materials such as mud bricks and stones. The
giant stones were then dragged up the ramps in one of two ways.
Large logs could have been placed beneath the stones, acting much
like wheels. Workers could then pull the stones up the ramps. A
more likely explanation, however, is that workers coated the ramps
with a clay found in the area. The clay in front of the stone was then
moistened, creating a slippery surface over which to drag the blocks
up to the next level.

Name ________________________________________ Date ___________________ Class __________

9. The picture helps you understand
A. why the pyramids were built.
B. how the giant stones were moved.
C. where the pyramids were located.
D. how wooden cranes were used.
10. What information can be found in the lead?

A. the equipment used to build the pyramids
B. the weight of each of the stones
C. theories about how the pyramids were built
D. the materials used to build the ramps
11. Which paragraph is organized in a process structure?

A. 1 C. 3
B. 2 D. 4
12. Examine one of the worlds greatest mysteries! is an example of a

A. title. C. deck.
B. subhead. D. lead.
13. Another appropriate title for this passage would be

A. Stone by Stone: Egyptian Pyramid Construction.
B. Egypts Fascinating History.
C. Did Aliens Build the Egyptian Pyramids?
D. The Egyptian Desert.
14. The author wrote this passage to

A. encourage people to build pyramids.
B. explain the popularity of pyramids.

C. describe Egypts large variety of trees.
D. describe how Egypts pyramids probably came to be.
15. Which of these is evidence that the pyramids were difficult to build?
A. They are far from any ocean.
B. They are made of heavy stone blocks.
C. They have points at their tops.
D. Egyptian clay becomes slippery when wet.

Name ________________________________________ Date ___________________ Class __________

Dr. Mae Jemison: Astronaut

1 Throughout her life, Mae Jemison has been surprised at how
people have reacted to her goals. She told her kindergarten teacher
at her inner-city Chicago school that she wanted to be a scientist
when she grew up, and the teacher asked if she meant she wanted to
be a nurse. When she was in her twenties, she told a friend that she
planned to become an astronaut. Her friend said, Give me a break.
2 Such reactions didnt discourage Jemison. She started doing
science projects when she was very young. She also read all the
books she could nd about the planets, stars, and space. In high
school, she went in early to work with a teacher on college math. She
also volunteered in a hospital lab where she ran an experiment on
treating the blood disease sickle-cell anemia. Jemisons experiment
won several awards.
3 Jemison graduated from high school at age sixteen and won a
scholarship to Stanford University. Again, Jemison faced people who
seemed to doubt her capability. They suggested that she take entry-
level classes, but she already had the background to take high-level
classes. Jemison did well in both engineering and African American
studies. She got into medical school and did well there, too.
4 In the mid-1980s, Jemison applied to become an astronaut. She
was accepted into the NASA program in 1987. Of two thousand
people, Jemison was one of only fteen chosen. In 1992, Jemison
worked as a scientist on the space shuttle Endeavor. She helped run
different experiments. She was proud to be the rst woman of color

to go up in space.
5 Today, Mae Jemison is a teacher. By her example, she helps
students believe in themselves and their goals. She inspires them to
use their talents to help make the world a better place.

Name ________________________________________ Date ___________________ Class __________

16. Which of the following did Jemison do FIRST?
A. graduate from high school
B. graduate from medical school
C. perform an experiment on sickle-cell anemia
D. apply to NASA to become an astronaut
17. Which of the following words BEST describes Mae Jemison?

A. friendly C. spry
B. fearful D. ambitious
18. Why did the author write this passage?

A. to illustrate how persistence can bring success
B. to show that doctors can also be astronauts
C. to explain how space shuttles fly
D. to teach students about the planets
19. How did Mae Jemison respond to discouragement from others?

A. by taking it to heart
B. by changing her goals
C. by pursuing her dreams anyway
D. by studying less
20. Which of these is a fact?

A. Jemison had sickle-cell anemia.
B. Jemison graduated high school at age sixteen.
C. Jemison is a good role model for others.
D. Jemison could have succeeded without a college education.

Name ________________________________________ Date ___________________ Class __________
Unit 3 Test
Directions Read the poem below and answer questions 110.
The Seeds Lament

We sleep inside our rigid coatings,
Seeking comfort where we nd it,
Silent in the frozen ground, we
Lay beneath a crystal blanket.
5 Our stillness hides our urgency

As we lie beneath the hardened plane.
We pass our time in cold surrender
Dreaming of the summer rain.
Then, at last, the golden warrior

10 Rises past the bulging Earth
And drenches all the ground around us
With heat and hope for our rebirth.
And then we call upon our brothers,

Push your feet into the dirt,
15 Raise up your arms to nd the sun!
Sleep no more! Rise up and work!
But every year our wait seems longer,

Lonely, lost, in lingering fear
That this will be the time of ending,
20 And summer rains will not appear,
And our sweet soil to sand will crumble,

Our toil a waste, our patience vain.
We wait and sleep and dream of thunder,
Craving news of blessed rain.
25 When at last we hear the patter

Of the drops above our heads,
We sing our songs of growth and laughter
As we leave our dusty beds.
Diagnostic Assessment, Course 2 Unit 3 What Makes Life Good? 13

Name ________________________________________ Date ___________________ Class __________

1. What is the literal meaning of the first line of the poem?
A. Seeds are inactive inside their hard shells.
B. Animals sleep inside of caves.
C. The seeds are in packages in a store.
D. The author is trapped beneath ice.
2. In the second stanza, which word does the poet rhyme with plane?
A. beneath C. surrender
B. urgency D. rain
3. What figurative phrase is used to describe the sun in the poem?

A. crystal blanket C. golden warrior
B. dusty beds D. bulging Earth
4. In the poem, the seeds are afraid that

A. winter will get worse.
B. the sun will never rise again.
C. floods will wash them away.
D. summer rains will not come again.
5. How many syllables are stressed in the first line of the first stanza?
A. two C. six
B. four D. eight
6. In the fifth stanza, which line includes an example of alliteration?

A. 17 C. 19
B. 18 D. 20
7. In the first stanza, the crystal blanket refers to

A. rain. C. plants.
B. dirt. D. snow.
8. Which of these describes the dreams of the sleeping seeds?

A. second stanza, third line
B. fourth stanza, fourth line
C. first stanza, first line
D. sixth stanza, third line
9. The tone of the last three stanzas changes from

A. lazy to discouraged. C. joyful to angry.
B. sad to angry. D. anxious to joyful.
10. Where is the passage set?

A. on the Moon C. within a raincloud
B. under the ground D. beneath an airplane
14 Unit 3 What Makes Life Good? Diagnostic Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________

Directions Read the poems below and answer questions 1120.
Fog
by Carl Sandburg
The fog comes

on little cat feet.
It sits looking
over harbor and city
5 on silent haunches
and then moves on.
Hope is the thing with feathers

by Emily Dickinson
Hope is the thing with feathers

That perches in the soul,
And sings the tune without the words,
And never stops at all,
5 And sweetest in the gale is heard;

And sore must be the storm
That could abash the little bird
That kept so many warm.
Ive heard it in the chillest land,

10 And on the strangest sea;
Yet, never, in extremity,
It asked a crumb of me.
11. Why does Sandburg describe fog as having little cat feet?
A. A cat seldom causes problems.
B. Like fog, a cat is fluffy.
C. Like a cat, fog creeps quietly.
D. A cat comes and goes quickly.
12. Why does the author say the fog sits on its haunches?
A. to confuse the reader
B. to suggest that there is a cat in the fog
C. to show how quiet the fog is
D. to continue comparing the fog to a cat
Diagnostic Assessment, Course 2 Unit 3 What Makes Life Good? 15
Name ________________________________________ Date ___________________ Class __________

13. Which of the following BEST describes the tone of Fog?
A. calm C. frantic
B. angry D. silly
14. Dickinson uses the words feathers and perches in her poem because
she wants the reader to
A. picture hope as a little bird.
B. think that hope is like a pillow.
C. see hope like any kind of animal.
D. imagine that hope is in a cage.
15. Why does Dickinson compare hope to a bird that never stops
singing?
A. Because its a very sweet bird.
B. Because birds love to sing.
C. Because hope is too short-lived.
D. Because hope can last a long time.
16. Which of the following BEST describes Dickinsons perspective in

this poem?
A. Some people are more hopeful than others.
B. Hope is something we can all hold on to.
C. Hope is a last resort when all else fails.
D. Hope can be unhelpful in life.
17. Which of the following BEST describes the tone of Dickinsons poem?
A. funny C. playful
B. dark D. inspiring

18. These poems illustrate two distinct
A. rhyming words.
B. styles.
C. free verse structures.
D. types of dialogue.
19. How is the symbolism of the two poems similar?

A. Both use food.
B. Both use buildings.
C. Both use animals.
D. Both use thunderstorms.
20. Which of these is an example of free verse?

A. the Sandburg poem
B. the title of the Sandburg poem
C. the second stanza of the Dickinson poem
D. the first three lines of the Dickinson poem
16 Unit 3 What Makes Life Good? Diagnostic Assessment, Course 2
Name ________________________________________ Date ___________________ Class __________
Unit 4 Test
Minding Your Own Business

1 Have you ever thought about starting your own business?
Mona and Azim, twelve-year-olds in a suburb of Cleveland, Ohio,
stumbled into their rst business venture by mistake. Their popcorn
balls went over so big at a classmates party, the two decided to
try selling them at basketball games and door-to-door in their
neighborhood. They were amazed when people were willing to
buy them.
2 A recent Junior Achievement poll showed that almost 75 percent
of teenagers planned to own their own businesses someday. If
youre one of them, why sit around waiting for the future? Get some
business experience NOW! Before getting started, ask yourself these
questions: What kinds of activities are you interested in? Do you like
taking care of other peoples pets? Do you enjoy cooking, baking, or
repairing bicycles? Are you happiest with a paintbrush in your hand
or writing letters for people who cant?
3 Next, youll want to know if there are potential customers for
your product or service. If there are, think about how youll contact
them and what youll want to say. Dont forget about resources, such
as money and supplies. Are they available? Once you launch your
business, youll nd that cash ow and record keeping are crucial to
keeping it aoat. Your math skills will come in handy.
4 Money will not be your greatest reward if you try to start a
business. Youll gain self-esteem as you put your ideas to work,
improve your communication skills, and learn how to manage

money and other resources.
5 Be sure to ask your parents and other adults for help. They will
be good resources, no matter what their line of work. Finally, here
is the best advice youll get: Dont worry about mistakes, learn from
the experience, and have a good time. Think of your business as a
terric adventure.
1. What is the authors perspective on young people starting their own

businesses?
A. It should be done without adult supervision.
B. It is a tool to keep young people out of trouble.
C. It helps keep young people entertained.
D. It can be an extremely valuable experience.
Diagnostic Assessment, Course 2 Unit 4 What Inuences You? 17

Name ________________________________________ Date ___________________ Class __________

2. Which statement from the passage is a fact?
A. Money will not be your greatest reward if you try to start a business.
B. A recent Junior Achievement poll showed that almost 75 percent of
teenagers planned to own their own businesses someday.
C. Once you launch your business, youll find that cash flow and record
keeping are crucial to keeping it afloat.
D. Get some business experience NOW!
3. The author of this passage would like you to

A. seriously consider starting a business now.
B. consider starting a business sometime in the future.
C. think about long-term career goals.
D. start a business if youre sure you can make money.
4. Which of the following BEST describes the tone of this passage?

A. grim, sad C. impatient
B. humorous, funny D. upbeat, positive
5. In the second paragraph, the author suggests that those who sit
around are
A. being cautious. C. wasting time.
B. feeling relaxed. D. acting rashly.
6. How could you change the last sentences punctuation so it expresses

a stronger feeling?
A. End it with an exclamation point. C. End it with a period.
B. Add a comma to the middle of it. D. End it with a question mark.
7. What is the meaning of minding as used in the title of this passage?

A. obeying C. disliking
B. taking care of D. watching
8. Which paragraph contains an anecdote?

A. 1 C. 3
B. 2 D. 4
9. What is the main idea of the passage?

A. Popcorn balls are tasty.
B. Many people cant write.
C. School years are a good time to begin a small business.
D. Starting a business is an adventure.
10. The passages style can best be described as

A. whimsical. C. somber.
B. motivational. D. depressing.
18 Unit 4 What Inuences You? Diagnostic Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________

Bookends
1 Our schools 21st Annual Back-to-School Carnival will always
stand out in my memory because I keep an image from that night
tucked away in my mind. I went to the carnival with my best buddy
Jackie. Our other friends called us the bookends because you
never saw one of us without the other. Other kids tried to join our
twosome without success. We found ways to politely let them know
they werent welcome.
2 Heres an example. Jackie and I both loved those giant pretzels
sold at fairs and ball games. So that night at the carnival we took our
place in the pretzel line as soon as we arrived. Soon, Dawn from our
homeroom came up and started gabbing about nothing. Uh huh
uh huh, replied Jackie and I together. Dawn was kind of a loner
probably not by choice, I gured.
3 Jackie and I got our pretzels, then told Dawn we had to hook
up with our gang. We left Dawn digging for money to pay for her
pretzel as we made a break for it, laughing our heads off. I spotted
Dawn several times that evening, always alone, but I didnt think
much about it.
4 Later on, I was watching kids shoot hoops in one of those
basketball booths when I spotted this skinny kid standing alone, her
back to me. I watched as she approached a small cluster of giggling
girls her age. I saw what happened, how they looked at her and
turned their backs ever so slightly. The skinny kid dropped her head
and skulked away.

5 It was my little sister, Kim.
6 The image of my sister being snubbed is one I return to. Every
day of my life. I didnt change overnight. I came to realize that
bookends are meant to support, not exclude, though.
11. Which of the following BEST reflects the authors perspective on

friendship?
A. Friendship should not be used to hurt others.
B. Keeping a friendship should be your most important goal.
C. Its important to have a large circle of friends.
D. Some people try too hard to have friends.
12. The author uses the phrase hook up with instead of go find in
the third paragraph to make
A. the story more interesting. C. Dawn look more ridiculous.
B. the narrator look more truthful. D. the dialogue sound real.
Diagnostic Assessment, Course 2 Unit 4 What Inuences You? 19
Name ________________________________________ Date ___________________ Class __________

13. Which of the following is a fact from the passage?
A. Bookends are meant to support, not exclude.
B. Kim would never get snubbed again.
C. Dawn was not a loner by choice.
D. Jackie and the narrator bought pretzels.
14. How does the authors tone in this passage change from beginning to
end?
A. lighthearted to thoughtful C. playful to confused
B. serious to anxious D. joyful to bitter
15. Which of the following words has a negative connotation as it is used

in paragraph 2?
A. loved C. giant
B. gabbing D. carnival
16. In the first paragraph, the narrator uses hyperbole to say that
A. she and Jackie were closer to each other than to others.
B. the carnival was a very memorable event.
C. she and Jackie were rarely apart.
D. she often forgets about what happened at the carnival.
17. Which of these provides a background for the rest of the passage?
A. paragraph 1 C. paragraph 6
B. paragraphs 1 and 2 D. paragraphs 5 and 6
18. Why are bookends used as an image of a close friendship?

A. Friends like to read together.
B. Bookends come in sets of two.

C. Carnivals often give bookends as prizes.
D. The author has a younger sister.
19. How does the author reveal what she and her friend were like?
A. by quoting the authors little sister
B. by describing their actions and attitudes
C. through the use of imagined dialogue
D. by describing Dawns clothing
20. Which of these words is an antonym for skulked?

A. crept C. raced
B. burrowed D. chose
20 Unit 4 What Inuences You? Diagnostic Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________
Unit 5 Test
Putting the Garden to Bed

1 The sky was a clear, brilliant blue. A thick layer of frost sparkled
on the ground. Talia and Grandpa Joe stood together in their
backyard, looking at the garden.
2 Everything looks dead, said Talia.
3 Grandpa Joe nodded.
4 Looks dont mean everything. They can deceive you. All of
these plants are perennials. They grow back year after year. We
just have to protect them by preparing the garden for the winter.
Well cover the plants with a deep layer of mulch. That way, the
cold winds wont dry out the plants. The mulch also keeps the
plants from freezing and thawing and then freezing again. If that
happened, the roots, stems, and leaves could get damaged.
5 So what do we do rst? asked Talia.
6 I need you to rake the leaves, said Grandpa Joe. Talia looked
puzzled and was ready to refuse. She wanted to help put the garden
to bed, not do a boring yard chore.
7 Grandpa Joe saw the look on Talias face.
8 Its not grunt work. I need the leaves for mulch, he said.
9 Talia raked leaves and helped her grandfather layer them over
the plants in the garden. Then they spread damp hay over the leaves.
When they were done, Grandpa Joe explained that the thick layer of
mulch would not only shield the plants, it would also enrich the soil
in the spring.
Talia and her grandfather rested on the back porch.
10
11 When I rst looked at the garden this morning, I was really
sad. But now Im happy. I realize that the strength and beauty of the
plants come from the inside out, not from the outside in, said Talia.
12 Yes. In that way, plants and people are the same, said Grandpa
Joe with a big smile.
1. Where is the story set?

A. at a garden store C. in the woods
B. in a backyard D. at a farm
2. During which season does the story take place?

A. spring B. summer C. autumn D. winter
Diagnostic Assessment, Course 2 Unit 5 How Can You Become Who You Want To Be? 21
Name ________________________________________ Date ___________________ Class __________

3. In this passage, the point of view is
A. first person, with Talia as the narrator.
B. first person, with Grandpa Joe as the narrator.
C. second person.
D. third person.
4. The details in the first paragraph appeal mainly to the sense of

A. sight. B. smell. C. taste. D. touch.
5. A dictionary entry for the word refuse is given below.

refuse \rifyuz\ v 1 a to indicate unwillingness to allow b to
indicate unwillingness to do 2 to decline to jump (said of a horse)
3 n items or material discarded as useless or worthless
Which meaning BEST fits with the word as it is used in the sixth
paragraph?
A. 1a B. 1b C. 2 D. 3
6. Why was Talia at first reluctant to rake leaves?

A. She did not like physical labor.
B. She was afraid of bugs.
C. She could not find a rake.
D. She wanted to work in the garden, not do a yard chore.
7. Putting the garden to bed means

A. covering it with a flannel blanket.
B. placing the plants in a flower bed.
C. preparing it for a period of inactivity.
D. preparing the leaves for raking.

8. What term does Grandpa Joe use for boring labor?
A. preparing the garden
B. grunt work
C. mulch
D. the inside out
9. You can find this passages theme in

A. paragraph 2.
B. paragraphs 8 and 9.
C. paragraphs 11 and 12.
D. paragraph 6.
10. Whose attitude changes by the end of the passage?

A. Talias B. Grandpa Joes C. both D. neither
22 Unit 5 How Can You Become Who You Want To Be? Diagnostic Assessment, Course 2
Name ________________________________________ Date ___________________ Class __________

A Baseball Story
1 Young Lou Gehrig was the star player on his high-school baseball
team. They were traveling from New York to Chicago to play for
a national championship. The game would be played in a major-
league stadium. So why did he nearly miss the trip?
2 The ballplayers mother was concerned. She thought baseball
was a waste of Lous time. She did not want her seventeen-year-old
son traveling away from home for ve days to play in some game.
It took a lot of pleading from Lou, but she nally relented. It was a
good thing for Lou that she did.
3 The high-school champions of Chicago and New York played
against each other in Cubs Parknow known as Wrigley Field. In
the ninth inning Lou, the star of the New York team, came up to bat.
When he connected with a pitch, the ball went ying all the way out
of the park. No one who was watching the game could believe what
had just happened.
4 The next day, newspaper reports compared the young high-
school player to baseball star Babe Ruth. Three years after he hit the
long home run in Chicago, Lou Gehrig became one of Babe Ruths
teammates on the New York Yankees.
5 Lou Gehrig received the rare honor of being elected to the
Baseball Hall of Fame. His courage in the face of a terrible disease
also made him a hero off the eld. But his earliest moment of
baseball glory came very close to not happening at all.
11. What does being elected to the Baseball Hall of Fame suggest about
Lou Gehrig?
A. He was an athlete who rarely worked hard.
B. He was a good player at every sport.
C. He was one of the best baseball players in history.
D. He played for several other teams besides the Yankees.
12. Which word is a synonym for pleading as it is used in the second

paragraph?
A. watching C. claiming
B. bribing D. begging
Diagnostic Assessment, Course 2 Unit 5 How Can You Become Who You Want To Be? 23
Name ________________________________________ Date ___________________ Class __________

13. Which BEST explains why Lou Gehrig hitting a ball out of Cubs park
was surprising?
A. He hit it during the ninth inning.
B. He was a young high-school baseball player.
C. He was not usually a very good baseball player.
D. He hit the baseball completely by accident.
14. Which BEST states the main idea of this passage?

A. Lou Gehrig almost missed an early chance at stardom.
B. Lou Gehrig was a star player in high school.
C. Lou Gehrig played in a major-league stadium.
D. Lou Gehrig is in the Baseball Hall of Fame.
15. This passage about Lou Gehrig is nonfiction because it tells about
A. a dramatic baseball incident.
B. life in New York and Chicago.
C. actual events from Gehrigs life.
D. Gehrigs life before he was famous.
16. Gehrig almost missed the Chicago game because of

A. a disease he had contracted. C. a conflict with his team.
B. a snowstorm. D. a conflict with his mother.
17. The high school championship game was held in a place today called
A. Cubs Park. C. Wrigley Field.
B. Chicago Park. D. Lou Gehrig Field.
18. By writing this passage, the author intended to show

A. why New York and Chicago are major cities.

B. how a mothers decision helped shape an athletes career.
C. the tragedy of Lou Gehrigs disease.
D. how Babe Ruth became famous.
19. For his mother, Lou Gehrigs career success was

A. ironic. C. tragic.
B. belated. D. poetic.
20. For which of these is relented a synonym?

A. fought C. turned down
B. travelled D. gave in
24 Unit 5 How Can You Become Who You Want To Be? Diagnostic Assessment, Course 2
Name ________________________________________ Date ___________________ Class __________
Unit 6 Test
Mystery at the Manor

Characters
Narrator Mrs. Pinkwater Ashton Biggs Inspector Bramble
Scene 1
[Darkened stage. Flashes of lightning behind backdrop show through a
window. A bloodcurdling scream is heard. A dark gure can be seen going
past the window, left to right.]
NARRATORS VOICE. It was a dark and stormy night, but that wasnt the
only frightening thing happening at Biggs Manor.
[Lights come up as Mrs. Pinkwater enters the sitting room from the right. Ashton
Biggs is lying on the oor in front of the sofa.]
MRS. PINKWATER. [rushing over, sounding frantic] Mr. Biggs, are you all right?
BIGGS. [standing up, looking disheveled] Why, yes, Mrs. Pinkwater. But I seem to
have been knocked over by someone running through the room after the lights
went out. It was black as coal in here. Oh, and did you hear that scream?
MRS. PINKWATER. Yes, but it wasnt me, and theres no one else in the
manor tonight.
BIGGS. [impatiently] Well, someone else is here. I wasnt knocked over by the
wind. Perhaps you should phone Inspector Bramble to look into the matter.
MRS. PINKWATER. Yes, Ill do that. [Exits stage right.]
[Lights fade out as Biggs sits down.]

NARRATOR: So, who else is in the manor this stormy night? Who or what
knocked Ashton Biggs to the oor? And what is taking Mrs. Pinkwater so
long to telephone the inspector?
[Lights come up as camera comes in for a close-up of Biggs. The doorbell rings
and Biggs looks startled. Long shot as Mrs. Pinkwater enters from right with
Inspector Bramble.]
BRAMBLE. [politely] Good evening, Mr. Biggs. Mrs. Pinkwater tells me theres
been some strange things going on here tonight. Says you got knocked down
by someone or something when the lights went out. And says you both heard
somebody scream about the same time. Is that correct, sir?
BIGGS. [looking surprised] Why, Inspector, I have no idea what youre talking about.
[Lights fade.]
Diagnostic Assessment, Course 2 Unit 6 Why Share Stories? 25

Name ________________________________________ Date ___________________ Class __________

1. What information from the stage direction do we have that
Mrs. Pinkwater does not?
A. Biggs was knocked down.
B. A dark figure went past the window.
C. Somebody screamed.
D. It was a dark and stormy night.
2. To whom is the stage direction politely directed?

A. the director C. the narrator
B. a camera operator D. an actor
3. How would you describe the setting of this scene?

A. the sitting room of a country house on a stormy night
B. a porch of a country house on a rainy day
C. the garden of a country house on a sunny day
D. the kitchen of a country house on a quiet night
4. The stage directions Lights come up and Lights fade MOST LIKELY indicate
A. the lights dont work correctly. C. the actors change positions.
B. the mood of the scene. D. the beginning and end of a scene.
5. How do we know how Biggs looks when he gets up from the floor?
A. Biggs tells Mrs. Pinkwater. C. Mrs. Pinkwater describes it.
B. The narrator describes it. D. The stage directions tell us.
6. Who does Mrs. Pinkwater think screamed?

A. Inspector Bramble C. She thinks it may have been her.
B. Ashton Biggs D. She has no idea.

7. Who claims at first to have been knocked over?
A. Inspector Bramble C. Mrs. Pinkwater
B. Ashton Biggs D. the narrator
8. The phrase black as coal from the passage is an example of

A. a simile. C. propaganda.
B. understatement. D. a pun.
9. The scene closes with an abrupt

A. plot twist. C. stanza.
B. resolution. D. theme.
10. The narrator creates suspense by

A. shouting at the other characters.
B. shutting off the lights unexpectedly.
C. ringing the doorbell.
D. putting questions in the minds of the audience.
26 Unit 6 Why Share Stories? Diagnostic Assessment, Course 2
Name ________________________________________ Date ___________________ Class __________

Luisas Victory
1 Dread. Thats the word for it, Luisa decided. She dreaded
the basketball tryouts. Although she had played in the summer
basketball camp with Coach Li the last two years, this was the
junior-high team. Her stomach was a bundle of knots.
2 She looked around the gym as she knotted her shoelaces for
the third time. All Luisa could see was how good the other athletes
were. Three of them really stood out. Jenny Meyers was taller than
any other player. Emma Goldberg never missed a free throw. No one
was faster than Alison Wang. Luisa wanted to nd a corner in the
locker room and cry into a towel.
3 As she stood and straightened her shorts, Coach Li happened to
walk by.
4 Hi, Luisa, she said with a happy smile. I was sure Id see you
here.
5 Hi, Coach, Luisa answered, ducking her head and looking
away.
6 There must have been something in her movement that spoke to
Coach Li, because she stopped and stared at Luisa.
7 Are you nervous? she asked at last.
8 Sure, but I can handle it, Luisa answered, trying to sound
brave.
9 Coach Li waited a moment. Then she said, Even the best
players get nervous, Luisa. The great players use that energy in
their games. She smiled. Remember what you do bestyou see

the oor. When you bring the ball up, you know who to pass it to. A
team needs a general to succeed. Then Coach Li walked to the end
of the gym.
10 Suddenly, everything was different. Luisa knew she was going
to make the team. When her tryout came, she took the ball and took
command at the same time. She called out positions to the other
players and red passes to the open shooters. Guess who became
team captain.
11. In the passage, how is the meaning of general different from its usual
meaning, commander of an army?
A. It has stopped being associated with leadership.
B. It has become a figurative word meaning leader.
C. It has narrowed to mean a leader of a basketball team.
D. It is now the meaning for president.
Diagnostic Assessment, Course 2 Unit 6 Why Share Stories? 27

Name ________________________________________ Date ___________________ Class __________

12. In paragraph 1, the author compares Luisas stomach to a bundle of
knots by using
A. a simile. C. a metaphor.
B. symbolism. D. alliteration.
13. Luisa probably knots her shoelaces for a third time because
A. she is nervous. C. she is avoiding her coach.
B. they keep coming untied. D. she is afraid to stand.
14. Which opinion about Coach Li would a reader MOST LIKELY form
based on the passage?
A. She coaches many other basketball teams.
B. She has known Luisa since she was very young.
C. She will retire from coaching soon.
D. She is a sympathetic person.
15. What happened when the ball came into Luisas hands in her tryout?
A. She took command of the players on her team.
B. She dropped the ball and left the court in tears.
C. She immediately threw a shot toward the net.
D. She passed the ball to another player and ran up the court.
16. In this passage, Luisa changes from being

A. confident to fear-ridden. C. insecure to confident.
B. skillful to clumsy. D. nervous to terrified.
17. How does Luisa respond to Coach Lis greeting?

A. by falling silent C. by straightening her shorts
B. by looking away nervously D. by crying into a towel

18. How did the coach help solve Luisas problem?
A. by reminding her of her talent C. by sending Luisa to basketball camp
B. by suggesting that Luisa give up D. by scolding her
19. This passage is set

A. in an outdoor athletic field.
B. in a driveway with a basketball hoop.
C. in a military camp.
D. in a junior-high gymnasium.
20. The theme of this passage is that

A. success is a matter of luck.
B. team captains are chosen by coaches.
C. work and self-confidence are vital to success.
D. tryouts are not important.
28 Unit 6 Why Share Stories? Diagnostic Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________
Selection Test Score
The Wise Old Woman (page 8)
Recall and Interpret (42 points total; 7 points each)

Write the letter of the best answer.
1. The young lord issues the order to send old people away
mainly because he thinks they are
A. bossy.
B. foolish.
C. useless.
D. old-fashioned.
2. All of the following keep the young farmer from carrying out
the young lords order EXCEPT
A. his conscience.
B. his mothers request.
C. his love for his mother.
D. his mothers love for him.
3. Which problem does the young farmer help the wise old
woman solve?
A. the first problem
B. the second problem
C. the third problem
D. none of the problems
4. Which of the following is most responsible for the wise old
womans problem-solving skills?
A. wisdom
B. courage
C. patience
D. determination
5. The young lord changes his law about old people mainly
because he realizes that the law is
A. unfair.
B. foolish.
C. cruel.
D. too hard to enforce.
6. Which of the following leads Lord Higa to give up his efforts
to conquer the village?
A. fear
B. frustration
C. respect
D. exhaustion
Formative Assessment, Course 2 Unit 1, Part One 29

Name ________________________________________ Date ___________________ Class __________
Selection Test continued

Vocabulary Practice (10 points total; 2 points each)
7. Someone who behaves haughtily may be described being
A. stuck up. B. a bully. C. a blabbermouth.
8. To banish someone is to force that person to
A. work. B. go away. C. give you money.
9. A word that means the opposite of commend is
A. scold. B. forgive. C. dislike.
10. Which of these things would most likely cause a commotion?
A. a sunset B. a fire alarm C. a sleeping dog
11. Another word for undoubtedly is
A. slowly. B. hesitantly. C. certainly.
Analyze and Evaluate (27 points total; 9 points each)
Many long years ago, there lived an arrogant and cruel young lord who
ruled over a small village . . .
Copy this rst sentence from The Wise Old Woman after the category below that describes the
point of view in which it is written. Then rewrite the sentence as it would appear if written in
each of the other two points of view.
12. First-person point of view:

13. Limited third-person point of view:
14. Omniscient point of view:
BIG Question Connect (21 points)

Use a separate sheet of paper to answer the following essay question.
15. Whom or what does this folktale suggest can be counted on? Do
you think our society follows this suggestion? Explain.
30 Unit 1, Part One Formative Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________
Amigo Brothers (page 18)

1. Antonio and Felix are both
A. children.
B. teenagers.
C. adults.
D. old men.
2. A conflict begins to form between the two friends because
A. they are about to fight each other in the division finals.
B. Felix wants to date Antonios sister.
C. Antonio has been asked to represent the Boys Club.
D. Felix says something cruel to Antonio.
3. Antonios and Felixs goal in boxing is to
A. stay in shape.
B. look tough and impress people.
C. work out their anger.
D. become professional fighters.
4. When Felix and Antonio think about the match ahead, they
want it to end quickly because
A. each is afraid he will be hurt.
B. they dont like fighting.
C. neither wants to hurt his friend.
D. the prize will be bigger if it does.
5. The movie Felix sees before the fight

A. helps him get ready for the upcoming bout.
B. makes him realize that fighting is useless.
C. fills him with a fear of whats ahead.
D. causes him to reconsider his friendship with Antonio.
6. After the fight is over, Antonio and Felix
A. are surprised by the judges decision.
B. are upset that Felix won.
C. are happy that Antonio won.
D. leave the ring arm in arm.

Name ________________________________________ Date ___________________ Class __________

7. If you receive devastating news, you might be
A. puzzled. B. excited. C. sad.
8. If you are evading someone, you are
A. outrunning that person.
B. controlling that person.
C. avoiding that person.
9. If you feel wary as you approach a door, you are likely to
A. go right in. B. hesitate before going in. C. hold the door open.
10. A perpetual flame burns
A. all the time. B. during ceremonies. C. on holidays.
11. When you improvise a story, you
A. rewrite it several times.
B. make it up as you tell it.
C. copy it from a book.

Conict is essential to plot. Think about internal and external conicts in Amigo Brothers, then
complete the statements in the box below.
12. The external conict between Felix and Antonio is that

13. Their internal conict is that
14. To deal with their internal conict, they agree to

15. Does the friendship portrayed in Amigo Brothers strengthen
or weaken the dreams and goals of the two main characters?
Support your opinion with elements from the story.

Name ________________________________________ Date ___________________ Class __________
Rikki-tikki-tavi (page 38)

1. Who saves Rikkis life when he is washed out of his burrow?
A. Teddy and his family
B. Nag and Nagaina, the cobras
C. Darzee, the tailorbird
D. Chua, the rat
2. Rikki kills the cobras
A. to protect the garden.
B. to protect Teddy and his family.
C. because that is simply what a mongoose does.
D. for all of the above reasons.
3. To kill their prey, the cobras use all of the following EXCEPT
A. strength.
B. rocks.
C. a deadly poison.
D. speed.
4. Rikki is rewarded for his brave deeds with
A. extra treats for dinner.
B. lots of love and attention.
C. a place to sleep in Teddys room.
D. all of the above.
5. The garden is made safe mostly through the actions of
A. Rikki.
B. Darzee.
C. Teddys father.
D. Nagaina.

6. You would most likely cower if someone were about to
A. run into you.
B. praise you.
C. help you.
7. One who makes a valiant effort
A. doesnt try.
B. succeeds.
C. tries courageously.

Name ________________________________________ Date ___________________ Class __________

8. If you are feeling restless, you might
A. take a nap.
B. go for a walk.
C. sit still in one spot.
9. A cultivated lawn would be free of
A. grass.
B. trees.
C. weeds.

Think about the setting of Rikki-tikki-tavi. Each set of details below describes a time or place
from the story. Use the details to identify each time or place.
Details Setting (time or place)
10. Bathtubs, writing tables, Teddys

nursery
11. Bushes, orange trees, clumps of
bamboo
12. A ood, long grass, hot sun

13. Imagine that Rikki is a person rather than a mongoose. Would he
be the type of person youd like to have as a friend? Why or why

not?

Name ________________________________________ Date ___________________ Class __________
The Highwayman (page 60)

1. Which of these is a metaphor?
A. The highwayman came riding . . .
B. The moon was a ghostly galleon . . .
C. And dark in the dark old inn yard . . .
D. And out of the tawny sunset . . .
2. An example of onomatopoeia from The Highwayman is
A. tawny.
B. gunshot.
C. tlot-tlot.
D. love knot.
3. Riding-riding-riding is an example of the poetic element
A. simile.
B. metaphor.
C. repetition.
D. onomatopoeia.
4. His hair like mouldy hay is an example of the poetic
element
A. simile.
B. metaphor.
C. repetition.
D. onomatopoeia.
5. Who is likely to have told the Redcoats that the highwayman

would return to the inn?
A. Bess
B. Tim the ostler
C. the landlord
D. King George
6. The first time the highwayman returns to the inn, he turns
and rides west when he
A. sees the ostler.
B. sees the soldiers.
C. hears the gunshot.
D. hears the soldiers.

Name ________________________________________ Date ___________________ Class __________

7. Why does the highwayman ride back to the inn when he
learns Bess is dead?
A. He realizes he forgot to keep his promise.
B. He realizes she killed herself to save him.
C. He tries to avoid English soldiers.
D. He wants to warn the ostler that he is in danger.
8. The repetition of the last two stanzas of the poem suggests
that Bess and the highwayman are
A. alive.
B. in love.
C. ghosts.
D. searching for each other.
9. In the phrase Dumb as a dog he listened, the word dumb
means
A. deaf.
B. stupid.
C. silent.
D. jealous.

Think about how the speaker (narrator) of The Highwayman uses plot and setting. In the boxes
below, identify whether each excerpt from the poem serves to advance plot, setting, or both.
The road was a ribbon of moonlight over 10.

the purple moor . . .
Over the cobbles he clattered and clashed 11.
in the dark inn yard . . .

He did not come in the dawning. He did 12.
not come at noon . . .

13. Do you think the highwayman really loved Bess, the landlords
daughter? Use details from the poem to support your answer.

Name ________________________________________ Date ___________________ Class __________
The Good Samaritan (page 72)

1. The main idea of the story concerns
A. playing basketball.
B. helping someone in need.
C. telling the truth.
D. keeping loved ones safe.
2. Why does Mr. Snchez ban the boys from the basketball
court?
A. Hernando called him vato, or dude.
B. Hernando broke the basketball hoop.
C. They had borrowed his truck.
D. They had not helped him with chores.
3. Mr. Snchez was known for
A. rewarding hard work.
B. keeping his promises.
C. taking advantage of others.
D. helping those in need.
4. When Rey saw Mr. Snchez at the side of the road, he
thought of
A. his mother.
B. Orlando.
C. Hernando.
D. his father.
5. When Rey helped him, Mr. Snchez was

A. grateful.
B. complimentary.
C. both A. and B.
D. critical.

For each underlined word, write the letter of the word that is nearest its OPPOSITE.
6. supervision A. spontaneity
7. ritual B. admiration
8. disrespect C. disregard
9. standstill D. motion
Formative Assessment, Course 2 Unit 1, Part Two 37

Name ________________________________________ Date ___________________ Class __________

Think about the plot of The Good Samaritan. Then briey describe each of the plots main parts.
10. Exposition
11. Rising Action
12. Climax
13. Falling Action
14. Resolution

15. Could Rey and Mr. Snchez count on each other? Explain, using
elements of the story to support your opinion.
38 Unit 1, Part Two Formative Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________
The Lark and Her Children and The Travelers

and the Bear (page 86)

1. What happened to the wheat field as the young larks grew?
A. It also grew and matured.
B. It died of draught.
C. It was flooded.
D. It was destroyed by grasshoppers.
2. How did the young larks know what the farmer was
planning?
A. Their mother told them.
B. They saw what was happening on neighboring farms.
C. They overheard him talking to his sons.
D. They were warned in a dream.
3. Where does The Travelers and the Bear take place?
A. in a field of wheat
B. at the bottom of an ocean
C. in a zoo
D. in a forest
4. What did the travelers do when the bear approached them?
A. One climbed a tree; the other threw himself to the ground.
B. They made fun of the bear.
C. One climbed a tree; the other grabbed a large stick.
D. They ran away.

5. What did the bear do before leaving?
A. It ate one of the travelers.
B. It ate both of the travelers.
C. It whispered to one of the travelers.
D. It pushed down a tree.

Name ________________________________________ Date ___________________ Class __________

A fable is a short, simple tale that has a moral. Fables often feature animals that speak and act
like people. Identify these elements on the chart below.
Fable What animals are What humanlike What is the fables

featured? behavior do they moral?
display?
The Lark and Her 6. 7. 8.
Children
The Travelers and 9. 10. 11.
the Bear

12. Choose one of the two fables. Describe a situation in your own life
where you applied (or could have applied) its moral.

Name ________________________________________ Date ___________________ Class __________
The Force of Luck (page 90)

1. The first thing the miller decides to buy with the $200 he is
given is
A. a new mill.
B. food for his family.
C. clothes for his family.
D. earthenware jars.
2. After losing $200 for the second time, the millers wife says
they will be poor until
A. she finds more money.
B. her husband becomes less careless.
C. their luck changes for the better.
D. God wills their lot to be otherwise.
3. The miller and the two friends find the first $200 while
they were
A. taking a walk.
B. riding around on horseback.
C. examining old bank accounts.
D. digging in the millers backyard.
4. How does the jewelers wife explain that she is willing to pay
$50 for a worthless piece of glass?
A. She thinks it is unique.
B. Her husband collects glass.
C. She wants to compare to a similar piece she has at home.

D. She feels sorry for her poor neighbors and their bad luck.
5. Which of the following does NOT happen at the end of the
story?
A. The hawks nest contains the original cloth moneybag.
B. There is no money in the bag when they look inside.
C. The lost earthenware jar is recovered with the money still in it.
D. All of the characters are happy with the outcome.

Name ________________________________________ Date ___________________ Class __________

6. If someone has a prosperous business, that business is
A. successful. B. not successful. C. bankrupt.
7. A novelty is something that is NOT
A. rare. B. unusual. C. common.
8. Someone with a supply of provisions will have no trouble
A. sleeping. B. eating. C. traveling.
9. Who of these would most likely seek out benefactors?
A. charity groups. B. philanthropists. C. millionaires.

Think about the characters in The Force of Luck. On the following chart, classify each character
and give the reason for each classication.
Characters Main or Minor? Why?

Flat or Round?
The two friends 10. 11.
The miller 12. 13.
The hawk 14. 15.
The millers wife 16. 17.

The jewelers wife 18. 19.

20. Who or what does the miller count on that makes him wealthy
and successful? Why do you think so?

Name ________________________________________ Date ___________________ Class __________
Seventh Grade (page 112)

1. Why does Victor decide to take a French class?
A. He hopes to travel to France someday.
B. A girl he likes is taking the class.
C. His parents both speak French.
D. Both A. and B.
2. Michael scowls because
A. he thinks that girls will find it attractive.
B. he wants people to avoid him.
C. he does not like school.
D. Both A. and B.
3. What does Victor say when asked to give an example of a
persons name?
A. Belinda
B. Mr. Lucas
C. Michael
D. Teresa
4. Victors weakest subject is
A. English.
B. French.
C. math.
D. gym.
5. What happens when Victor claims he can speak French?

A. The teacher addresses him in French.
B. The teacher ignores him.
C. Teresa laughs at him.
D. Teresa passes him a note written in French.
6. What does Victor check out at the library?
A. a romance novel
B. a novel written in Spanish
C. a how-to book about carpentry
D. three French textbooks
Formative Assessment, Course 2 Unit 1, Part Three 43

Name ________________________________________ Date ___________________ Class __________

7. How does a student who lives on campus probably get to
class?
A. by car
B. by bus
C. by walking
8. Which of these animals is known for its ferocity?
A. kitten
B. a lion
C. a sloth
9. A person with conviction possesses a high degree of
A. sorrow.
B. belief.
C. regret.

Sensory imagery is a term for descriptions that appeal to the readers physical senses. Think
about the sensory imagery in Seventh Grade. To which physical sense or senses does the writer
appeal in each phrase below?
A tinny, three beat bell . . . 10.
He looked to the right . . . 11.

The two friends socked each other in the arm . . . 12.
He bought a tuna casserole with buttered rolls . . . 13.

14. What does Mr. Bueller observe about Victor that he himself can
relate to? How does he act on his observation?
44 Unit 1, Part Three Formative Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________
Thank You, Mam (page 124)

1. As Roger tries to snatch Mrs. Joness purse,
A. he falls to the sidewalk.
B. he knocks her to the ground.
C. bystanders tackle him.
D. bystanders cheer him on.
2. Why does Roger go to Mrs. Joness apartment?
A. She forces him to.
B. He hopes to steal from her.
C. He has no home of his own.
D. She offers to feed him.
3. Roger offers to go to the store for Mrs. Jones so he can
A. run off with her money.
B. steal food for her.
C. escape from her apartment.
D. show her a better side of him.
4. Before Roger leaves the apartment, Mrs. Jones
A. gives him money to buy food.
B. calls the police.
C. gives him money to buy shoes.
D. offers him a job.


5. The word whereupon connects two related events that occur
A. hours or days apart.
B. only in the imagination.
C. one after the other.
6. If you mistrusted someone, you might
A. avoid him or her.
B. loan that person money.
C. let that person borrow something you own.

Name ________________________________________ Date ___________________ Class __________

Think about the authors use of characterization in the story. Then, in the box on the left, write
something that you learned about the character. In the box on the right, explain what told you.
7. Roger
What you learned about him What told you
8. Mrs. Jones
What you learned about her What told you

9. What do Mrs. Joness actions tell you about her kindness and
wisdom? Support your opinion.

Name ________________________________________ Date ___________________ Class __________
We Are All One (page 134)

1. Who did the poor peddler meet in his dream city?
A. the Emperor Y
B. the rich man
C. the centipede
D. the ant queen
2. Who does NOT believe in the peddlers magic cure?
A. the ants
B. the centipede
C. the rich man
D. the peddlers wife
3. The creatures of the forest help the peddler because
A. he is poor.
B. he is one of them.
C. they feel sorry for him.
D. the peddler helped them when they were in trouble.
4. The peddler receives messages from his helpers
A. in his dreams.
B. in his imagination.
C. through a messenger.
D. when they speak to him.
5. The only character in the story who possesses true magical
power is
A. the bird.
B. the peddler.
C. the queen ant.
D. the centipede.
6. Which of the following qualities is NOT shown by the
peddler?
A. trust
B. cooperation
C. greed
D. patience

Name ________________________________________ Date ___________________ Class __________

7. An omen is believed to
A. invoke the past.
B. explain the present.
C. predict the future.
8. Lacquer is most often applied to
A. wood.
B. metal.
C. paper.

The main idea of We Are All One is that we should show compassion because all living things
are connected. This is a recurring theme in folklore. In the boxes below, list events from We
Are All One that combine to illustrate the theme. Each event should show a character helping
another.
FIRST EVENT: The blind man offers a reward to anyone who can help him recover his sight.
9.
10.
11.

12.
13. FINAL EVENT:

14. State the lesson of We Are All One in your own words. Think of a
situation in which knowing that lesson could make a difference in
peoples lives. Explain the situation and the change that might be
made.

Name ________________________________________ Date ___________________ Class __________
The Rider and Ill Walk the Tightrope (page 150)

1. What emotion does The Rider examine?
A. fear C. loneliness
B. joy D. rage
2. How does the poem suggest a person might cope with that
emotion?
A. by ignoring it
B. by focusing on something else
C. by drawing a picture of it
D. by discussing it with others
3. In Ill Walk the Tightrope, the speakers attitude toward
tightrope walking includes all of the following EXCEPT
A. anger. C. puzzlement.
B. acceptance. D. determination.
4. 4. The speaker of Ill Walk the Tightrope depends on
A. nothing and nobody but herself.
B. those who hold the ends of the tightrope.
C. those who have made it across the tightrope.
D. objects commonly used by tightrope walkers to aid balance.
5. What emotion does the speaker suggest would endanger her
on the tightrope?
A. envy C. ambition
B. pride D. confusion

Name ________________________________________ Date ___________________ Class __________

Use the questions in the boxes below to help yourself understand the theme of The Rider.
What does the speaker mean by trying to be a 6.

champion?
How does the speaker think that goal might be 7.

accomplished?
Using your answers to the above, identify the main 8.

idea of The Rider.

9. What do you think the speaker in Ill Walk the Tightrope is
saying? Use details from the poem to support you opinion.

Name ________________________________________ Date ___________________ Class __________
Charles (page 178)

1. The first bit of Charless bad behavior that Laurie reports to
his parents is
A. being fresh.
B. hitting a girl.
C. hitting the teacher.
D. yelling during class.
2. Once Charles becomes an institution in Lauries family, the
only family member who does NOT do a Charles at home
is
A. Laurie.
B. the baby.
C. the mother.
D. the father.
3. Lauries bad behavior at home includes all the following
EXCEPT
A. mocking his father.
B. hitting the baby.
C. spilling his sisters milk.
D. pulling a wagon of mud through the kitchen.
4. Lauries parents blame his bad behavior on
A. Laurie.
B. Charles.
C. Lauries teacher.
D. society.
5. Why does the teacher give Charles an apple?
A. He laughed and yelled out loud.
B. He was a good helper.
C. The teacher did not want it.
D. He was nice to the teachers friend.
6. At the end of the story, readers learn that Charles
A. does not exist.
B. is the teachers friend.
C. is really Lauries teacher.
D. goes to another school.

Name ________________________________________ Date ___________________ Class __________

7. During a lapse in action, that action
A. begins.
B. ceases.
C. continues more quickly.
8. When two events happen simultaneously, they occur
A. over and over. B. one after the other. C. at the same time.
9. Someone deprived of something must
A. do without it.
B. store it someplace.
C. hide it well.
10. To speak passionately means to speak with
A. reserve. B. disinterest. C. emotion.
11. Someone maneuvering through a crowd would likely have to
A. knock people down.
B. change direction often.
C. stand still.

Think about the concluding plot twist in Charles. Then explain how these two events from
the story foreshadowed that conclusion.
When Laurie . . . it hints that . . .
acts rudely at home after school then tells about 12.

Charles getting spanked,

comes home late and says that Charles had been kept 13.
after school,
The conclusion foreshadowed by the events above is that:
14.

15. Did you enjoy reading Charles? Did you find the story
believable? Why or why not? Use details from the story to
support your opinion.

Name ________________________________________ Date ___________________ Class __________
After Twenty Years (page 194)

1. The end of the story reveals that Bob is a
A. rich businessman.
B. retired professor.
C. policeman.
D. criminal.
2. Why doesnt Jimmy make the arrest himself?
A. He was in a hurry.
B. He didnt want to arrest his friend.
C. He knew that the suspect had already been to jail for his crimes.
D. The suspect was too dangerous.
3. The man from the West says his friend Jimmy had been
A. staunch.
B. a plodder.
C. his best chum.
D. both B. and C.

Write the letter of the best denition of each word.
4. habitual A. within limits
5. vicinity B. complicated
6. intricate C. routine
7. moderately D. nervous
8. majority E. the largest number
F. area

Name ________________________________________ Date ___________________ Class __________

Think about how writers choose words to create mood. What mood does O. Henry create in each
of these excerpts from After Twenty Years one of togetherness, surprise, suspense, humor, or
boredom?
Excerpt Mood
In the doorway of a darkened hardware 9.

store a man leaned, with an unlighted cigar
in his mouth.
I dined here with Jimmy Wells, my best 10.
chum . . . He and I were raised here in New
York, just like two brothers, together.
Youve been under arrest for ten minutes, 11.
Silky Bob.

12. O. Henry is famous for short stories with surprise twists at the
end. Explain why you were or were not surprised to learn that the
police officer was Jimmy, Bobs old friend.

Name ________________________________________ Date ___________________ Class __________
Slam, Dunk, & Hook (page 202)

1. All of the following are characteristics of the players EXCEPT
A. pride.
B. grace.
C. speed.
D. jealousy.
2. The entire poem communicates a sense of great
A. confusion.
B. energy.
C. clumsiness.
D. restfulness.

Think about how poets use simile and metaphor to create images from words. Identify whether
each excerpt below is a simile or a metaphor, then identify what is being compared in each.
Excerpt Simile or Metaphor? A comparison of?

Swish of strings like silk 3. 4.
Last forever, poised in midair/ 5. 6.

Like storybook sea monsters.
A high note hung there/ 7. 8.

A long second. Off/
The rim . . . .
Muscles were a bright motor 9. 10.

Name ________________________________________ Date ___________________ Class __________

11. What would you say is the strongest emotion expressed in
the poem? Explain what you think inspired that feeling in the
speaker.

Name ________________________________________ Date ___________________ Class __________
What Is A Knight? (page 210)

1. According to the author, knights were the very first
A. people to wear armor.
B. wealthy landowners in Europe.
C. royalty.
D. paid soldiers.
2. Knights were part of a way of life called
A. the feudal system.
B. the Welsh rebels.
C. peasants and earls.
D. soldiers on horses.
3. To avoid fighting, knights were sometimes allowed to pay a
tax called
A. chivalry. C. mercenaries.
B. scutage. D. Poitiers.
4. In return for land, knights were expected to
A. polish their own armor.
B. defend the legal rights of women and peasants.
C. supply men to fight battles.
D. give some of it to poor barons and earls.
5. Who might be trained to become a knight?
A. any boy or girl in good physical shape
B. any peasant who could fight well

C. a son of a knight
D. any of these
6. Which of these was NOT a rule of chivalry?
A. to defend the Catholic Church
B. to kill as many enemies as possible
C. to never fight during Lent
D. to never tell a lie

7. An excess of rain might result in
A. flooding.
B. draught.
C. damsels.

Name ________________________________________ Date ___________________ Class __________

8. Chivalry was a set of rules governing how to
A. cook.
B. behave.
C. govern.
9. One might suppress a cough by
A. forcing it out.
B. covering ones mouth.
C. opening ones mouth.

Authors write for a reason (or purpose). The authors purpose might be to persuade, describe,
inform, entertain, or a combination of these. Read these excerpts from What Is A Knight? and
identify the authors purpose of each. Then explain how you can identify that purpose.
Excerpt The authors purpose is . . . I can tell because . . .

What Is A Knight, by John 10. 11.
Farman
Im going to try to tell you 12. 13.

what knights were really
like, warts and all . . .
First you took a special 14. 15.

bath in holy water and said
prayers and stuff.

Clear so far? 16. 17.

18. Do you think the author presented the information in an easily
readable way? Did he succeed in making the information
interesting? Use details from the passage to support your
opinions.

Name ________________________________________ Date ___________________ Class __________
When Plague Strikes (page 222)

1. The bubonic plague got its name from
A. the Ukrainian word for headache.
B. the Boubon tribe of Ukraine.
C. the Greek word for groin.
D. the Greek word for lymph.
2. Someone who caught the bubonic plague usually died
A. immediately.
B. after five days.
C. years later.
D. of starvation.
3. The first people to get the plague blamed
A. Italian traders. C. their rulers.
B. the French. D. local Muslims.
4. The bubonic plague was carried by
A. humans. C. fleas.
B. rats. D. all of these.
5. As the plague spread, people blamed
A. the Devil. C. climate changes.
B. earthquakes. D. all of these.
6. The bubonic plague was also known as
A. Galens disease. C. Boccaccios Curse.
B. the Black Death. D. the Disease with No Name.

7. Most medieval physicians were actually
A. barbers. C. surgeons.
B. scholar-priests. D. pharmacists.
8. By the time the plague ended, Paris had lost
A. half of its population.
B. its Pope.
C. most of its posies.
D. all of its buildings.

Name ________________________________________ Date ___________________ Class __________

9. If you chose to tolerate a barking dog, you would
A. call the police.
B. complain to its owner.
C. do nothing about it.
10. If a battle devastated a city, that city would
A. be greatly damaged.
B. be victorious.
C. be unharmed.
11. A discredited theory would be
A. praised by experts.
B. ignored.
C. broadcast on television.
12. A teacher might imply that you are in trouble by giving you
A. a stern look. B. a good grade. C. a piece of candy.
13. A vulnerable person is
A. easily hurt. B. powerful. C. busy.

Think about the text structures used in When Plague Strikes. Then complete the chart below.
Explanation of text structure The type of order being used is . . .

The article covers events in Europe during 14.
the years 13471349. It relates those events
in the order in which they happened.

The section entitled Strange Treatments 15.
discusses what the people of the time
thought caused the Black Death. Then it
identies ways people thought it could be
cured.

16. In addition to information about the causes and effects of
the Black Plague, name two examples of general information
contained in When Plague Strikes. What other subjects might
this information help you understand?

Name ________________________________________ Date ___________________ Class __________
An Hour with Abuelo (page 264)

1. Who is the narrator of the story?
A. Arturo the grandfather
B. Arturo the grandson
C. the younger Arturos mother
D. a doctor at a Brooklyn nursing home
2. The story is written in
A. the past tense.
B. the present tense.
C. the future tense.
D. none of these.
3. Abuelo is the Spanish word for
A. grandfather.
B. grandson.
C. mother.
D. doctor.
4. What does Abuelo talk about that makes him especially
proud?
A. writing his lifes story
B. graduating and teaching
C. farming and working hard
D. wearing old clothes
5. Why is Abuelo not taken care of at home?

A. He did not like where he lived.
B. There were no doctors in his village.
C. He did not want to move.
D. Nobody could quit work to care for him.
6. What does the young Arturos mother call the way that
Abuelo speaks English?
A. old English
B. Spanglish
C. book English
D. high school English
7. Abuelo calls the story of his life
A. an encyclopedia.
B. a short story.
C. an essay.
D. a novel.
Name ________________________________________ Date ___________________ Class __________

8. A person receives a diploma when he or she
A. turns 21.
B. graduates from school.
C. writes a novel.
9. An ignorant person is one who lacks
A. interest.
B. opinions.
C. knowledge.

Think about how the author of An Hour With Abuelo uses different speaking styles to
characterize the two Arturos. Identify whether the young Arturo or Abuelo is speaking in each
excerpt below.
Excerpt Arturo or Abuelo?

Yes, hijo. You have spoken the truth. La 10.
verdad. You have much time.
I can see from looking into his eyes that 11.

the light is still on in there.

Im going stupid in some of my classes . . . 12.

13. Do you think the young Arturo gains a different understanding of
his grandfather during their hour together? Use details from the
story to support your opinion.

Name ________________________________________ Date ___________________ Class __________
A Days Wait (page 276)

1. Most of this passage takes place in
A. a living room.
B. a sick childs bedroom.
C. outdoors.
D. a hospital.
2. The 9-year-old boy is named
A. Howard.
B. Schatz.
C. Papa.
D. The story does not say.
3. The doctor feels that the boy will
A. most likely die.
B. be crippled by his sickness.
C. recover with proper care.
D. never shake off his fever.
4. The narrator passes time with the boy by
A. singing to him.
B. praying with him.
C. feeding him crackers.
D. reading to him.
5. Why does the boy believe he will die?
A. He knows the flu is always fatal.

B. He is confused about his body temperature.
C. The doctor told him that he would.
D. His medicine is making him queasy.
6. The narrator takes a break from watching the boy and
A. goes hunting.
B. goes ice-skating.
C. makes a snowman with the boys sister.
D. feeds his dog.
7. Once the boy realizes he isnt going to die, he
A. refuses to remain in bed.
B. becomes angry at the doctor.
C. relaxes.
D. laughs uncontrollably.

Name ________________________________________ Date ___________________ Class __________

Think about how Hemingway uses dialogue to advance the plot of A Days Wait. Keep in mind
that dialogue can be either quoted directly or related as narrative. Read the excerpts below and
complete the chart.
Excerpt Is this dialogue? If so, how does it advance the plot?

The germs of inuenza 8. 9.
can only exist in an acid
condition, he explained.
I took his temperature. 10. 11.
About how long will it be 12. 13.

before I die?
Thats a different 14. 15.

thermometer. On that
thermometer thirty-seven
is normal. On this kind its
ninety-eight.

16. How does the boy in the passage deal with his fear? How does
clearing up a misunderstanding resolve that fear? Give details
from the passage to support your answer.

Name ________________________________________ Date ___________________ Class __________
The Monkey Who Asked for Misery (page 284)

1. Why is the word Misery capitalized throughout the story?
A. It is used in the title.
B. It is the name of the woman who goes to market.
C. It is treated as an actual character in the story.
D. It is a type of syrup.
2. Why is a monkey a good choice for this storys main
character?
A. It is very hard to fool a monkey.
B. Monkeys often take things to market.
C. Monkeys and dogs are natural enemies.
D. Monkeys are considered silly and thoughtless.
3. The sentence He walked and walked and walked and
walked and walked. is an example of
A. repetition.
B. personification.
C. the use of simile.
D. none of these.
4. What did Monkey expect to do with what was in the bag
Papa God gave him?
A. run from it
B. eat it
C. climb it
D. use it to find Misery

5. Why did Papa God send Monkey a tree?
A. so Monkey could escape the dogs
B. so Monkey could climb it and search for Misery
C. so Monkey would have a place to live
D. so Monkey could climb it and make faces at the dogs

Name ________________________________________ Date ___________________ Class __________

A folktale is a story passed down orally long before it is written down. Folktales are generally
light and entertaining, but they often contain a lesson on lifes problems or conicts. Think about
the conicts that drive the plot of The Monkey Who Asked for Misery. Then complete the
chart below.
Event What conict Is the conict How is the

does this create? internal, external, conict resolved?
or both?
The woman trips and the 6. 7. 8.
calabash breaks.
Monkey eats all of the 9. 10. 11.

sugar-cane syrup.
Five dogs come out of 12. 13. 14.

Monkeys bag.

15. Why do you think this story was passed from generation to

generation? What purpose do you think the story may have
served?

Name ________________________________________ Date ___________________ Class __________
Do Animals Lie? (page 289)

1. According to the author, why do some animals cheat, bluff,
and trick one another?
A. Its their way of enjoying themselves.
B. Its their way of getting people to notice them.
C. Their deceptions help them survive.
D. Animals never actually do this.
2. When a comet fish is threatened, it
A. streaks off, just as its name implies.
B. dangles its snout in front of its predator.
C. transforms its body into a copy of an eels head.
D. circles its predator to confuse it.
3. Sometimes male scorpionflies
A. attack each other to impress females.
B. steal insects from sleeping females.
C. pretend to have captured an insect when they have not.
D. pretend to be females to steal insects from other males.
4. What usually happens when host birds hatch chicks that
arent theirs?
A. The host birds feed them anyway.
B. The host birds kick them out of the nest.
C. The host birds return the chicks to their real parents.
D. A. and C.
5. When Yeroen the chimp was in sight of Nikkie the alpha

male, Yeoren would
A. make insulting gestures at Nikkie.
B. pretend to be wounded.
C. throw rocks and sticks at other males.
D. throw rocks and sticks into the air.
6. How did Puist the chimp deceive her opponents?
A. by pretending to be dead
B. by pretending to be friendly
C. by pretending to be wounded
D. by pretending to run away

Name ________________________________________ Date ___________________ Class __________

7. Which of these behaviors is probably an example of actual
deception rather than instinct?
A. the behavior of the fish
B. the behavior of the birds
C. the behavior of the chimps
D. all of these
8. Which of these would be another good title for this passage?
A. Why Animals Sometimes Seem to Lie
B. Deceptive Behavior Among Animals
C. How Scorpionflies Mate
D. both A. and B.

9. Which of these is NOT needed for human survival?
A. food B. shelter C. entertainment
10. Which of these has the OPPOSITE meaning of predator?
A. prey B. victim C. both A. and B.
11. Among humans, courtship usually involves
A. reading. B. dating. C. swimming.
12. A parasite is an animal that
A. takes from others. B. gives to others. C. ignores others.

Think about the text structure of Do Animals Lie? Then complete the chart below.
13.

Identify an instance in which the author
uses chronological order.
Identify an instance in which the author 14.

uses the logical order of most simple to
more complicated.
Identify an instance of spatial order 15.
(a description of the placement of objects).

16. What general understanding is the author of Do Animals Lie?
trying to pass along to the reader? Give details from the passage
to support your answer.

Name ________________________________________ Date ___________________ Class __________
Ones Name Is Mud (page 297)

1. Doctor Mudd is remembered for
A. assassinating Abraham Lincoln.
B. capturing John Wilkes Booth.
C. treating Booth for a broken leg.
D. helping Booth plan Lincolns assassination.
2. Mudd was sent to prison because
A. there was evidence against him.
B. he was not given a fair trial.
C. he was found to have committed crimes in the past.
D. he had fought in the Civil War.
3. In 1869, Mudd was pardoned by President
A. Thomas Jefferson. C. Andrew Johnson.
B. Abraham Lincoln. D. He was never pardoned.
4. Mudd displayed great heroism during an epidemic of
A. yellow fever. C. bubonic plague.
B. influenza. D. measles.
5. When one says that someones name is mud, it means
A. that person needs a shower.
B. that person needs a lawyer.
C. that person is very fortunate.
D. that person is unpopular.

6. A conspirator is someone who commits a crime
A. on his or her own.
B. in cooperation with others.
C. and is never caught.
7. Which of these is an epithet?
A. Sir
B. Dad
C. mans best friend

Name ________________________________________ Date ___________________ Class __________

8. Someone with integrity
A. manipulates and deceives people.
B. is always on time.
C. always treats people fairly and honestly.

A writers choice of words will often show a bias for or against the subject of a passage. Examine
the excerpts below. Identify whether the underlined word in each reects a positive or negative
bias. If it does, suggest a neutral replacement.
Excerpt Does the word If so, is the If the word is

betray a bias? bias positive or biased, suggest
negative? a neutral
replacement.
John Wilkes Booth 9. 10. 11.
sneaked in.
The two men rode away. 12. 13. 14.
The prisoner exhibited 15. 16. 17.

heroism.

18. Do you think Dr. Mudds name would be remembered in the
same way today if his name had been Dr. Luckie? Why or why
not?

Name ________________________________________ Date ___________________ Class __________
Tending Sir Ernests Legacy (page 302)

1. Who is Alexandra Shackleton?
A. the wife of Sir Ernest Shackleton
B. the daughter of Sir Ernest Shackleton
C. the granddaughter of Sir Ernest Shackleton
D. the sister of Sir Ernest Shackleton
2. What was Sir Ernests great dream?
A. to cross the Antarctic
B. to reach the moon
C. to break the sound barrier
D. to circle the Earth at the equator
3. When Sir Ernest offered his ship to help Britain fight in
World War I, Winston Churchill
A. had him arrested. C. ignored his offer.
B. accepted his offer. D. told him to proceed with his expedition.
4. Once his expedition failed, Sir Ernests goal became to
A. radio for help.
B. get his men home alive.
C. free his ship from the ice.
D. find help at a nearby town.
5. Today, Sir Ernests Bible is
A. kept at the Royal Geographical Society in London.
B. lost on Antarctica.
C. owned by Alexandra Shackleton.
D. displayed at Sir Ernests tomb.
6. How many survived Sir Ernests failed expedition?
A. Sir Ernest and three others
B. Sir Ernest was the only survivor
C. all of them, including Sir Ernest
D. all of them except Sir Ernest

Name ________________________________________ Date ___________________ Class __________

7. An ANTONYM for futile is
A. useless. B. possible. C. unexpected.
8. A SYNONYM for legacy is
A. legend. B. history. C. heritage.
9. A pragmatic person approaches problems
A. thoughtlessly. B. realistically. C. idealistically.

The passage Tending Sir Ernests Legacy is reproduced from a Web site. Web sites are generally
more exible in their formats than passages from books or magazines. However, certain features
are common to both. In the chart below, indicate whether each named text feature might be
found in a printed passage, on a Web site, or on either.
Feature Web site, printed passage, or both?

Photographs and Captions 10.
Menu Bars 11.
Captions 12.
Links 13.
Timelines 14.
Text in a Q and A Format 15.
A Table of Contents 16.

A Home Page 17.
A Site Map 18.
Sound Recordings 19.
A Bibliography 20.

Use a separate sheet of paper to answer the following question.
21. In tending the legacy of her grandfather, what does Alexandra
Shackleton hope to help the world understand? How does she
work toward this goal? Use details from the passage to support
your answer.

Name ________________________________________ Date ___________________ Class __________
Aunty Misery and Strawberries (page 324)

1. Aunty Misery asks her first visitor for help because
A. she wants new friends.
B. she wants help picking pears.
C. children want to climb her pear tree.
D. children are stealing her pears.
2. How does Aunty Miserys first guest help her get rid of the
second one?
A. The first guest sends away the second guest.
B. The first guest hides her from Death.
C. He grants Aunty Miserys wish and allows her to outwit Death.
D. The first guest teaches her to be nice to strangers.
3. All of the following protest against the absence of death in
the world EXCEPT
A. priests.
B. undertakers.
C. children.
D. pharmacists.
4. In Strawberries, the quarrel between the married couple is
about
A. money.
B. something neither can remember.
C. his bad habits.
D. her bad habits.

5. The moral of Strawberries is best described as
A. angry and bitter.
B. stubborn.
C. gentle and compassionate.
D. humorous.
6. The spirit creates strawberries so that the woman will
A. walk faster to avoid them, since she is allergic.
B. change her direction to avoid them.
C. forget which way she is walking.
D. stop walking and forget her anger.

Name ________________________________________ Date ___________________ Class __________

In Aunty Misery and Strawberries, theme involves the resolution of conict. Identify the
resolution and theme of each story in the boxes below.
Conict Resolution Theme

Aunty Misery 7. 8.
Death is trapped in a tree
and wants to get down.
Strawberries 9. 10.
A wife is leaving her
husband out of anger.

11. Think about the themes of Aunty Misery and Strawberries.
Taken together, what truth about life do the two stories convey?

Name ________________________________________ Date ___________________ Class __________
From Blossoms (page 354)

1. Which of these is described early in the poem?
A. a summer day
B. the winters sleep of nature
C. a purchase of fresh peaches
D. a tall, barren fruit tree
2. The speaker compares eating a peach to
A. having a pleasant daydream.
B. experiencing love.
C. taking a slow walk on an autumn afternoon.
D. picking blossoms from fruit trees.
3. The poem celebrates
A. a discovery of happiness.
B. a life lived away from the city.
C. the charm of shopping for fresh food.
D. soft summer rains.

Think about the sentiments expressed by the speaker in From Blossoms. Then complete the
chart below.
Identify the lines that describe 4.

the peaches journey from tree
to roadside stand.
Identify the stanza that 5.

compares the taste of peaches
to the experience of life.
Identify which stanza uses 6.

peach blossoms as a symbol of
lifes best days.

Name ________________________________________ Date ___________________ Class __________

7. Does the poems speaker think happiness is a simple or
complicated matter? How can you tell? Use details from the poem
to support your opinion.

Name ________________________________________ Date ___________________ Class __________
Glory, Glory, Birds Circling at Dusk, and

Bamboo Grove (page 358)

1. What sort of imagery do all three haiku poems have in
common?
A. nature C. birds
B. sunlight D. moonlight
2. Haiku poems can usually be identified by their
A. alliteration.
B. frequent use of rhyming words.
C. seven-syllable, five-syllable, seven-syllable line pattern.
D. five-syllable, seven-syllable, five-syllable line pattern.

Identify the time of day depicted in each haiku poem. Then identify the imagery that indicates
that time of day.
Poem Time of Day Imagery

Glory, Glory 3. 4.
Birds Circling at Dusk 5. 6.

Bamboo Grove 7. 8.
9. Which of the three poems is NOT constructed in the traditional haiku pattern? What is
different about it?

10. Which poem best expresses for you the beauty of nature? Why?
Use specific details to support your opinion.

Name ________________________________________ Date ___________________ Class __________
Where Mountain Lion Lay Down

With Deer (page 362)

1. What is the speaker describing in the first six lines of the
poem?
A. sleeping under a clear sky
B. hiking in the woods with friends
C. a journey into past memories
D. a dream of a possible future
2. What does line 12 suggest about the distant past?
A. It was a time of violence.
B. There were no animals then.
C. It is long forgotten by everyone.
D. It was a time of peace.
3. The poem suggests that its speaker
A. is a child.
B. yearns for a time long gone.
C. does not enjoy the outdoors.
D. both B. and C.

The author of Where Mountain Lion Lay Down With Deer uses free verse to describe a
connection to nature and the past. Fill out the chart below.

Which lines describe the 4.
speakers wish to stay where
she is right now?
Which lines describe the 5.
speakers early childhood?
Which lines describe a 6.

memory of going out into the
world?

7. How do you think the poems speaker feels about her life and
about nature? Use details from the poem to support your answer.

Name ________________________________________ Date ___________________ Class __________
Why the Waves Have Whitecaps (page 369)

1. The portrayal of wind and water as women is an example of
A. repetition. C. personification.
B. irony. D. rhythm.
2. Mrs. Wind and Mrs. Water argued constantly about which of
them
A. had better children.
B. had the most children.
C. had the most friends.
D. was the most important to human beings.
3. Why did Mrs. Winds children visit Mrs. Water?
A. They wanted to go swimming.
B. They wanted to play with Mrs. Waters children.
C. They wanted a fresh fish dinner.
D. They were thirsty.
4. Why did Mrs. Water drown Mrs. Winds children?
A. She thought they had come to rob her.
B. She had gotten tired of hearing about them.
C. She did not realize who they were.
D. They ate all of her fish.
5. The story tells us that whitecaps are caused by
A. Mrs. Water weeping for her fish.
B. Mrs. Water crying over what she did.

C. Mrs. Wind calling for her lost babies.
D. Mrs. Winds grandchildren dropping by for a drink.

Name ________________________________________ Date ___________________ Class __________

Zora Neale Hurston collects and publishes African American folktales. When she commits these
tales to paper, she preserves the style of traditional African American storytelling. Read each
excerpt below, and rewrite it in standard English.
De wind is a woman, and de 6.

water is a woman too.
Mrs. Water uster say, Look at 7.

my chillun!
Lawd, my chillun sho is a 8.

pleasure.
When them chillun went to 9.

squinch they thirst Mrs. Water
grabbed em all and drowned
em.
She went on down to de water 10.
and ast for her babies.

11. Is Why the Waves Have Whitecaps more similar to a myth or a
legend? Define myths and legends in your answer and support it

with details from the passage.

Name ________________________________________ Date ___________________ Class __________
from An American Childhood (page 374)

1. Who taught the author to play football?
A. a professional football player
B. her father
C. her boyfriend
D. some neighborhood boys
2. How did the author and her male friends pass time in the
winter?
A. They threw snowballs at passing cars.
B. They shouted Look out! at cars crossing the intersection.
C. They went sledding.
D. They stayed inside and played board games.
3. What happened when the children harassed the driver of a
black Buick?
A. He got out and chased them.
B. He honked at them.
C. He told the police.
D. He told the authors parents.
4. The driver called the author and her friend
A. irresponsible vandals.
B. reckless hoodlums.
C. stupid kids.
D. silly pranksters.
5. How did the author react to the conflict with the driver?
A. She was terrified.
B. She enjoyed it.
C. She fainted.
D. She screamed for help.

6. Something done wholeheartedly is done
A. in secret.
B. with others.
C. with all ones effort.

Name ________________________________________ Date ___________________ Class __________

7. Passing time in solitude involves
A. making a lot of noise.
B. being alone.
C. preparing a meal.
8. Someone who has embarked on a journey has already
A. cancelled travel plans.
B. gone to bed.
C. begun a trip.
9. An obscure book is probably
A. hard to find.
B. available in any bookstore.
C. easy to read.
10. A good way to prolong an argument is to
A. give in.
B. refuse to give in.
C. leave the room.
Analyze and Evaluate (20 points)

Circle the descriptive details that you think are important in the passage. Then answer the
question.
On one weekday morning after Christmas, six inches of new

snow had just fallen. We were standing up to our boot tops in snow
on a front yard on trafcked Reynolds Street, waiting for cars. The
cars traveled Reynolds Street slowly and evenly; they were targets
all but wrapped in red ribbons, cream puffs. We couldnt miss.
11. What do the details you circled communicate about the tone of

the passage?

12. Do you think the authors story is entirely true, or has it been
altered to make it more humorous? Use details from the passage
to support your answer.

Name ________________________________________ Date ___________________ Class __________
Summer (page 390)

1. Line 3 might refer to
A. bees pollinating flowers.
B. houseflies irritating family members.
C. either A. or B.
D. neither A. or B.
2. What sounds are repeated in line 5?
A. the r sound
B. the p sound
C. the ing sound
D. both A. and C.
3. Which of these lines appeals to the sense of hearing?
A. line 2 C. line 6
B. line 4 D. line 7

Repetition is the recurrence of sounds, words, phrases, lines, or stanzas in a piece of writing.
Think about the use of repetition in Summer. Then answer the questions about each excerpt
below.
Excerpt What is being repeated? What is the effect of

the repetition?
I like hot days, hot days 4. 5.
Sweat is what you got days
Birds peeping 6. 7.
Old men sleeping
Beaming and dreaming 8. 9.

Name ________________________________________ Date ___________________ Class __________

10. Is the mood of Summer one of seriousness or delight? How can
you tell?

Name ________________________________________ Date ___________________ Class __________
Dreams (page 393)

1. In the first stanza of Dreams, the image of the bird is meant
to be
A. sad.
B. hopeful.
C. inspiring.
D. mysterious.
2. In the second stanza, the comparison communicates the idea
that a life without dreams is all of the following EXCEPT
A. dull.
B. practical.
C. lonely.
D. difficult to bear.

Copy Dreams into the box below. Then identify the rhyme scheme.
3. Dreams
4. The rhyme scheme for Dreams is ____________.

Name ________________________________________ Date ___________________ Class __________

5. What does Langston Hughes tell us is a source of happiness?
What does he describe to make his argument?

Name ________________________________________ Date ___________________ Class __________
Miracles (page 397)

1. Which of these is the BEST restatement of the poems
first line?
A. Why do people think miracles are unusual?
B. Who believes in miracles?
C. What is a miracle?
D. Why hasnt anyone ever seen a miracle?
2. In line 19, what does the speaker mean by the word same?
A. light and dark
B. miracles
C. spring
D. winter
3. According to the poems speaker, miracles can be found
A. only in the heavens.
B. only in the city.
C. only in the lives of happy people.
D. in all that life has to offer.
4. What is the best description of the speakers outlook on life?
A. tired and cautious
B. curious
C. dissatisfied
D. joyous and awestruck

Name ________________________________________ Date ___________________ Class __________

Think about the use of alliteration and repetition in the poem. Then ll in the boxes below.
Read . . . Are the lines examples of

alliteration, repetition, or both?
Line 1 6.
Lines 1112 7.
Lines 1719 8.

9. What is the theme of Miracles? Would you describe that theme
as one of sadness, joy, or something else? Explain your opinion,
using details from the poem.

Name ________________________________________ Date ___________________ Class __________
The Tale of Kiko-Wiko (page 400)

1. Kiko-Wiko tells us that this story is
A. a poem.
B. a tragedy.
C. a fairy tale.
D. a drama.
2. What is an ogre?
A. a king
B. a monster
C. a narrator
D. a little girl
3. Kiko-Wiko thought the first ogre was
A. not scary enough.
B. unprofessional.
C. a devils advocate.
D. a man in a suit.
4. The narrator of the story becomes annoyed with
A. the reader.
B. Kiko-Wiko.
C. the second ogre.
D. all of these.


5. Which of these is an example of something whimsical?
A. a tornado siren
B. a horror film
C. a musical comedy
6. Disruptions cause
A. events to run smoothly.
B. events to halt.
C. events to happen more quickly.

Name ________________________________________ Date ___________________ Class __________

Think about ways in which humor is used in The Tale of Kiko-Wiko. In the boxes below, write
two things each character says or does that is intended to be humorous.
Character Speech or Action

The narrator 7.
Kiko-Wiko 8.
The rst ogre 9.
The second ogre 10.

11. How do you think the other characters in the story felt about
Kiko-Wiko? Imagine that you are one of those characters. Write
a paragraph about your experiences with her and your feelings
about them. Include details from the story.

Name ________________________________________ Date ___________________ Class __________
Annabel Lee (page 412)

1. The poems speaker believed that Annabel Lee died because
A. her relatives envied her beauty.
B. the angels envied the young lovers.
C. Annabel Lee wanted to go to heaven.
D. the speaker spoke harshly to her.
2. The phrase not half so happy in heaven is an example of
A. rhyme. C. simile.
B. metaphor. D. alliteration.
3. When Annabel Lee dies, the speaker is so grief stricken that
every night he
A. speaks to her as if she were alive.
B. prays to join her in heaven.
C. lies next to her in her tomb.
D. blames the angels for taking her.

Think about how rhythm and meter are used in poetry. Then, in the box below, copy the rest of
the rst stanza of Annabel Lee. Mark the stressed () and unstressed () syllables, as is shown
on the rst line.
4. Annabel Lee by Edgar Allan Poe

It was many and many a year ago

Name ________________________________________ Date ___________________ Class __________

5. What is the theme of Annabel Lee? How do the rhyme and
meter of the poem help convey that theme? Use details from the
poem in your response.

Name ________________________________________ Date ___________________ Class __________
A Crush (page 419)

1. What makes the townspeople think that someone has a
crush?
A. Dick Wilson starts acting nicer toward people.
B. Dolores shaves off her moustache.
C. Flowers start appearing at the hardware store.
D. Ernie starts coming downtown for breakfast.
2. How does Ernie feel about living in a group home when he
first arrives?
A. sad C. bored
B. angry D. excited
3. At first, Ernie spends all his time indoors because
A. he likes watching TV.
B. he isnt used to being outdoors.
C. he thinks he isnt allowed outdoors.
D. his work keeps him busy.
4. When Ernie goes out into the garden for the first time it is
because
A. he has no other choice.
B. Jack forces him to.
C. he wants to protect his seeds.
D. his curiosity overcomes his fear.
5. Jack seems to think that Ernies feelings for Dolores are

A. foolish. C. amusing.
B. natural. D. dangerous.
6. Jack gives Ernie the materials to grow violets in order to
A. cheer him up.
B. keep him out of trouble.
C. teach him responsibility.
D. take his mind off Dolores.

Name ________________________________________ Date ___________________ Class __________

Write the letter of the ANTONYM of each word.
7. excess A. certainty
8. speculation B. openly
9. improbable C. scarcity
10. discreetly D. darkened
11. illuminated E. likely

Think about how the author of A Crush makes use of symbolism. In the boxes below, write
down what each detail of the story symbolizes.
Symbol What It Symbolizes

The owers at the hardware store 12.
Doloress tattoo and light hair on her 13.

upper lip
The ower seeds that Ernie plants 14.

15. What the way Ernie reaches out to Dolores say about the way in
which he views life? Are his efforts to communicate effective? Use
details from the story to support your answers.

Name ________________________________________ Date ___________________ Class __________
The Luckiest Time of All (page 433)

1. What sort of flowers does Tee bring to her
great-grandmother Elzie?
A. roses C. lily-of-the-valley
B. dogwood blooms D. carnations
2. When Elzie was young, she and her best friend
A. went on a train ride together.
B. put their money together and bought a dancing dog.
C. decided to join a traveling show.
D. found a sack full of pennies.
3. The dancing dog chased Elzie when
A. Ovella accidentally kicked it.
B. its chain broke.
C. the two girls hid its food.
D. Elzie accidentally hit it with a stone.
4. Elzie met her future husband when he
A. lassoed the dancing dog.
B. won a cowboy hat for her.
C. stole her lucky stone.
D. asked Ovella out on a date.
5. Elzie credited her lucky stone with
A. getting her a job with the traveling show.
B. helping her meet her future husband.

C. finding her a dancing dog.
D. encouraging her to become a writer.

Name ________________________________________ Date ___________________ Class __________

Motivation is the reason why a character acts, feels, or thinks as he or she does. Identify the
motivations for the actions of the characters below.
Action Motivation
Ovella and Elzie go off to join the Silas 6.
Greene.
The girls throw pennies at the dancing dog. 7.
Amos picks up and examines the dog. 8.

9. What examples of love can be found in The Luckiest Time of All?
Support your answer with details from the passage.

Name ________________________________________ Date ___________________ Class __________
Superman and Me and My First Memory

(of Librarians) (page 439)

1. In Superman and Me, Alexie describes a comic book he read
A. as an adult. C. when he was ten years old.
B. in junior high. D. when he was three years old.
2. Alexie recalls his father as being
A. an avid reader. C. a math genius.
B. illiterate. D. an unemployed carpenter.
3. What phrase does Alexie use to describe a paragraph?
A. a seven-word family.
B. a fence that holds words.
C. a mystery to be investigated.
D. a comic book panel without art.
4. Alexie tells us that a highly intelligent boy on an Indian
reservation is considered
A. a prodigy. C. an oddity.
B. a failure. D. a blessing.
5. Today, the author of Superman and Me devotes his life to
A. becoming a pediatrician.
B. helping to educate his people.
C. closing down Indian reservations.
D. writing book reviews.
6. In My First Memory (of Librarians), Giovanni describes

A. her first day of school.
B. a librarian friend of her mothers.
C. an enormous library.
D. both A. and C.
7. To what does Giovanni compare the librarys newspapers?
A. quilts on a rack
B. a tower of information
C. a trash pile
D. She does not mention newspapers.
8. How is the librarian in the poem described?
A. smiling C. busy
B. stern D. bored

Name ________________________________________ Date ___________________ Class __________

Superman and Me and My First Memory (of Librarians) take place in very different settings,
but these settings do have aspects in common. Identify the settings and name two similarities
between them.
Identify the settings of Similarities in settings

9. Superman and Me: 11.
10. My First Memory (of Librarians):

12. What sorts of love motivate the narrators of the two passages?
Use details from the passages to support your answer.

Name ________________________________________ Date ___________________ Class __________
The Scholarship Jacket (page 472)

1. The letter jacket in the story is given to the person who
A. is the best athlete.
B. has the best attendance.
C. has the highest grades.
D. is the most popular.
2. Marta had been raised by her grandparents since she was six
because
A. her parents were too poor to raise her.
B. her parents had died.
C. her grandparents needed help on their farm.
D. she didnt get along with her sister.
3. Marta feels that her best characteristic is
A. her athletic ability.
B. her brain.
C. her physical appearance.
D. her musical ability.
4. Marta listens to a conversation between two teachers because
A. they are her favorite teachers.
B. she hopes to hear something she can tell others.
C. she wants to know the answers to her next test.
D. they are talking about her.
5. Marta speaks to her grandfather in Spanish because

A. it is the only language he knows.
B. she likes to show off her knowledge.
C. she doesnt want him to understand her.
D. they were taking Spanish classes together.

6. An event called a coincidence would most likely be
A. planned. B. unexpected. C. impossible.

Name ________________________________________ Date ___________________ Class __________

7. A withdrawn person would probably
A. be outgoing.
B. enjoy being with people.
C. be very shy.
8. A vile character in a movie would probably be the
A. hero. B. villain. C. sidekick.
9. One way to eavesdrop is to
A. press your ear against a wall.
B. turn on the television.
C. attend a lecture.
10. A change in a policy usually results in
A. stronger enforcement of a rule.
B. continuing a routine.
C. doing things differently.

Think about the conicts and resolutions that form the plot of The Scholarship Jacket. Then
complete the chart below.
The people involved are . . . The conict is . . . The resolution is . . .

11. One wants the other to One of them storms out of
falsify Martas grade record. the classroom.
The other refuses.
Marta and her grandfather 12. She is angry, but she realizes
that he is right.

Marta and the school board The principal informs her 13.
that the school board wants
$15 for the jacket. She
cannot pay.

14. What are two life lessons that Marta might have learned from her
experience? Explain, using details from the story.

Name ________________________________________ Date ___________________ Class __________
A Mason-Dixon Memory (page 482)

1. In this essay, what is the significance of the Mason-Dixon
Line?
A. The amusement park was built on it.
B. The writer was not allowed to cross it.
C. The writer experienced racism on the south side of that line.
D. The writers car broke down there.
2. What makes Clifton recall his boyhood experience?
A. finding an old letter from his mother
B. reading a book about the Civil War
C. listening to a young African-American man relate a similar
experience
D. watching Dondr on the evening news
3. What does Frank think at first when Clifton cries?
A. that theyve gotten in trouble for throwing water balloons
B. that Clifton has hurt himself
C. that Clifton is pulling a prank
D. that Clifton has gotten some bad news
4. How do the other boys react to the amusement parks policy?
A. They say that its Cliftons problem, not theirs.
B. They tell the chaperone that they want to go to a park farther north.
C. They think of a way to sneak Clifton into the park.
D. They all decide not to go to the park.
5. What do the boys wind up doing that evening?

A. They go to the amusement park.
B. They go to a baseball game.
C. They visit the Lincoln Memorial.
D. both B. and C.

6. A civic center would probably be run by
A. the city government.
B. the state government.
C. the federal government.

Name ________________________________________ Date ___________________ Class __________

7. The audience at the puppet show was predominantly
A. adults. B. children. C. crowded.
8. If a team chose to forfeit a game, they would
A. win. B. lose. C. tie.
9. If a dog is provoked, it may
A. bark. B. bite. C. both A. and B.
10. A harbor is a facility for
A. cars. B. boats. C. both A. and B.

A thesis is the main idea of an essay. In the boxes below, chart each of the two storylines in A
Mason-Dixon Memory. Then identify the essays thesis.
Dondr Clifton
11. His experience is: 13. His experience is:
12. The outcome is: 14. The outcome is:

15. Thesis:

16. Do you think it is useful for Dondr and Clifton to share their
experiences of racism with others? Why or why not? Support
your opinion with details from the story.

Name ________________________________________ Date ___________________ Class __________
Names/Nombres (page 494)

1. When Julia says, When we arrived in New York City, our
names changed almost immediately, she means that
A. their names were frequently mispronounced.
B. they were addressed by only their last name.
C. they began to call each other by different nicknames.
D. the family changed its last name to one that sounded more American.
2. Julia was given her first name in honor of
A. her mother. C. her mothers mother.
B. her fathers mother. D. both parents mothers.
3. When other students called Julia Jules or Hey Jude, she took
this as an indication of their
A. ignorance. C. scorn for Hispanic names.
B. dislike of her. D. friendly feelings toward her.
4. When Julia told people that she was from New York City, she
was
A. just joking. C. telling the truth.
B. deliberately lying. D. lying without realizing it.
5. When Julia was a teenager, her feelings for her extended
family included all of the following EXCEPT
A. scorn. C. gratitude.
B. affection. D. embarrassment.
6. You can tell from this story that after graduation, Julias
family expected her to
A. marry and have children.
B. get a job to help support them.
C. achieve success in a profession.
D. return to the Dominican Republic.

7. To say that something will inevitably occur is to say that it is
A. hoped for.
B. surely going to happen.
C. not likely to happen.
8. Someone might ironically call a tall person
A. giant. B. noodle. C. shorty.

Name ________________________________________ Date ___________________ Class __________

9. Something that is specified is
A. stated plainly. B. vague. C. restructured.
10. When two lanes of traffic merge, they become
A. one lane. B. three lanes. C. four lanes.

Anecdotes are often used in biographies to provide insight into the subjects character. What
does each anecdote described below reveal about Julia?
Anecdotes Insights
She does not correct the immigration 11.

ofcer or others on the mispronunciation of
her name.
She tells her classmates to call her Judy. 12.
She becomes uneasy at her graduation 13.

when her family meets her friends.

14. Think about the quotation that appears in the story A rose by
any other name would smell as sweet. Would you say it is applicable
to Julias experiences in the United States? Why or why not?

Name ________________________________________ Date ___________________ Class __________
In a Neighborhood in Los Angeles (page 505)

1. In this poem, what is special about the words that are in
Spanish?
A. The grandma uses them to refer to the speaker.
B. There are no English words that mean the same thing.
C. They are words from songs the grandma used to sing.
D. They are the only words the speaker remembers his
grandma saying.
2. The poem suggests that when the speaker feels his grandma
with him, he feels
A. sad. C. childish.
B. wise. D. comforted.

List words that express the feelings and ideas the imagery in lines 3142 suggests to you.
3. Feelings 4. Ideas

Name ________________________________________ Date ___________________ Class __________

5. What characteristics did the speakers grandmother encourage in
him? Support your ideas with details from the poem.

Name ________________________________________ Date ___________________ Class __________
The War of the Wall (page 510)

1. What is the setting of The War of the Wall?
A. a New York subway
B. Taliaferro Street in an urban neighborhood
C. a small town in Iowa
D. a wealthy suburban neighborhood
2. Why does the painter lady tape string across the wall?
A. to measure off portions of the wall
B. to make a frame around the walls graffiti
C. to figure out the amount of paint she will need
D. to sign the artwork she has created there
3. How does the narrator probably feel toward Jimmy Lyons?
A. fond and warm
B. cold and bitter
C. envious
D. indifferent
4. The painter lady does not want the ham because
A. it is cold. C. it is undercooked.
B. it smells funny. D. she does not eat pork.
5. The adults in the story
A. do not like the painter lady.
B. call the police to complain about the painter lady.
C. criticize the talent of the painter lady.

D. do not want to hear complaints about the wall.
6. The resentment toward the painter lady ends when
A. she gives up her project and goes away.
B. everyone sees what she has painted.
C. Jimmy Lyons returns from Vietnam.
D. the Morris twins pay her for her work.

Name ________________________________________ Date ___________________ Class __________

7. What would probably be an aroma in a bakery?
A. gasoline B. bread C. onions
8. Someone would get of whiff of something through his or her
A. nose. B. mouth. C. skin.
9. A person might use a satchel
A. to carry books. B. to carry water. C. to haul furniture.
10. The inscription on a tombstone usually includes
A. a birth date. B. a persons name. C. both A. and B.

Think about how the author of The War of the Wall uses characterization. Then identify
whether each excerpt below is an example of direct or indirect characterization.
Excerpt Direct or Indirect Characterization
Lou sounded very convincing. 11.
Mama said it was too bad kids in New York 12.

had nothing better to do than spray paint
all over the trains.
There was a erce-looking man with his 13.
arms crossed . . .

14. What lesson does the experience related in the story teach the
narrator and Lou? Support your answer with details from the
story.

Name ________________________________________ Date ___________________ Class __________
old age sticks (page 530)

1. The poem associates old age with all of the following EXCEPT
A. death. C. authority.
B. caution. D. disapproval.
2. The poem associates youth with all of the following EXCEPT
A. freedom. C. steadiness.
B. rebellion. D. impatience.
3. All of these might be found in a poem written in free verse
EXCEPT
A. images of nature. C. a humorous tone.
B. unusual punctuation. D. an abab rhyme scheme.

A writers style makes his or her work unlike that of other writers. In the boxes below, describe
these characteristics of Cummingss style.
4. Word choice 5. Punctuation 6. Sentence patterns


Name ________________________________________ Date ___________________ Class __________

7. What life experience forms the theme of old age sticks? Reference
the poem to support your answer.

Name ________________________________________ Date ___________________ Class __________
Should Naturalized Citizens Be

President? (page 536)

1. A naturalized United States citizen is one who
A. was born in the U.S.
B. was born as a citizen of a different country.
C. is bilingual.
D. is elected President.
2. Yinger believes that
A. foreign-born adoptees are treated as second-class citizens.
B. natural-born citizens are treated as second-class.
C. all U.S. citizens are treated equally.
3. Spalding believes that
A. any citizen should be allowed to run for President.
B. foreign-born citizens should be allowed to run for President.
C. only natural-born citizens should be allowed to run for President.
4. The United States Constitution
A. allows any citizen to run for President.
B. allows only natural-born citizens to run for President.
C. requires every citizen to take a loyalty oath.
D. requires citizens to be educated in the U.S.
5. Yinger and Spalding agree that

A. a President should be a natural-born U.S. citizen.
B. an oath is enough to ensure allegiance.
C. someone born abroad knows more about foreign policy than a
natural-born citizen.
D. a President must be loyal to the United States.

6. To have assurance means to have
A. money. B. intelligence. C. confidence.
7. To ensure means to
A. guarantee. B. make certain. C. both A. and B.
8. A requirement is a
A. condition. B. luxury. C. both A. and B.
Name ________________________________________ Date ___________________ Class __________

9. One who violates a law
A. breaks it. B. obeys it. C. writes it.
10. If something is crucial, it is
A. natural-born. B. foreign-born. C. needed.

Think about different ways in which people support their viewpoints. Common types of
arguments include:
Logical or Factual Appeals Arguments based on true information
Emotional Appeals Arguments based on feelings
Ethical Appeals Arguments based on ideas of right and wrong
Appeal to Authority Arguments based on rules made by people or
institutions in charge
Identify which type of argument is being used in each example below.
All citizens should have equal rights. 11.
The 14th, 15th, and 19th Amendments have 12.

been added to protect these groups.
Naturalized citizens are a very loyal group. 13.
A citizen must be attached to the 14.

principles of the Constitution of the United

States

15. Which arguments do you find more persuasive those of Yinger
or those of Spalding? Explain your opinion, using two of the
argument types listed above. Specify which types you are using.

Name ________________________________________ Date ___________________ Class __________
Without Commercials (page 547)

1. What is the speakers view about suntanning?
A. There is nothing wrong with people not being tanned.
B. Suntanned skin is more naturally beautiful.
C. People should tan for themselves, not to impress others.
D. both A. and C.
2. The speaker thinks that the wrinkles around peoples eyes
A. are ugly and should be removed if possible.
B. are beautiful and should be left alone.
C. make them look tired.
D. both A. and C.
3. The poems first stanza (lines 120) and fourth stanza (lines
6285) say similar things to people of different
A. races. C. heights.
B. ages. D. hair color.
4. Walker believes that commercials teach us
A. how to be better people.
B. to love ourselves as we are.
C. to be unhappy with the way we look.
D. both A. and C.

Name ________________________________________ Date ___________________ Class __________

Reread lines 94108 of Without Commercials. Then complete the chart below.
What word does the speaker use to describe 6.

all people?
To what legendary time and place does the 7.

speaker allude to stress her point?
To whom does the speaker compare all 8.

people?
Why does the speaker use this comparison? 9.

10. Does Walker believe that each person has a unique beauty, or does

she think that it is up to society to determine what is beautiful?
Support your answer with details from the passage.

Name ________________________________________ Date ___________________ Class __________
Toward a Rainbow Nation (page 553)

1. Lavendhri considers herself lucky that
A. she grew up in the United States.
B. she grew up in India.
C. she is good at making judgments about people.
D. she is familiar with many groups of people.
2. Afrikaans are descended from the
A. British. C. Spanish.
B. Dutch. D. French.
3. Lavendhri believes that if she hadnt been exposed to other
types of people,
A. she would be a better person.
B. she would not know what apartheid was.
C. she would be small-minded.
D. she would have moved back to India.
4. She believes that teenagers should learn about apartheid
A. because it was a good idea.
B. so they know which restaurants to go to.
C. so they can discuss politics.
D. so they know not to repeat it.

5. An optimistic person believes that things will

A. turn out well. B. get worse. C. stay the same.
6. An obligation is something that
A. can be ignored. B. harms others. C. must be done.

Name ________________________________________ Date ___________________ Class __________

Circle the correct words to describe Lavendhris life experiences. Then state the perspective those
experiences gave her.
7. She grew up in (a mixed/an Indian) neighborhood.
8. Her school friends are (diverse/similar).
9. In her country, legal separation of the races is (mandated/a thing of the past).
10. Her perspective on life is that ________________________________________.

11. Do you find Lavendhris viewpoints persuasive? Use details from
her essay to support your opinion.

Name ________________________________________ Date ___________________ Class __________
Heroes (page 561)

1. Which of these does Bombeck consider to be heroic?
A. the blind mountain climbers
B. the tennis fans
C. the epileptic at the summit of Mount Rainier
D. both A. and C.
2. Bombeck believes that heroism always consists of
A. athletic ability. C. dignity.
B. physical beauty. D. fame.
3. According to Bombeck, who achieved a quiet victory?
A. the tennis pro
B. the man with the artificial leg
C. the beauty pageant winner
D. the tennis officials at Wimbledon, England

4. A mountains summit is its
A. base. B. side. C. peak.
5. The word punctuate can mean
A. dismiss. B. win. C. emphasize.
6. Someone with perspective has a good
A. view of life. B. sense of smell. C. vocabulary.

7. Which of these might be called a pageant?
A. a monument B. a victory parade C. a baseball game

Name ________________________________________ Date ___________________ Class __________

Think about the persuasive tone of Bombecks article. Then identify what its tone might have
been if, instead of as an opinion piece, she had written it as:
A satire 8.
A tragedy 9.
A comedy 10.
A poem 11.

12. In Bombecks view, how might a person with a disability be a
hero and an athletic champion not be? Describe a situation that
you have observed in your life that illustrates her position.

Name ________________________________________ Date ___________________ Class __________
Primer Lesson (page 567)

1. Using proud words means
A. speaking harshly to others.
B. telling others you are proud of them.
C. using complicated words.
D. complaining about your life.
2. When Sandburg writes that proud words cant hear you
calling, he means that
A. words are inanimate and cant hear you.
B. once you say something, you cant unsay it.
C. people ignore you when you speak in anger.
D. words are too proud to listen.
3. What is the rhyme scheme of Primer Lesson?
A. abba C. abcb
B. ababcb D. It has no rhyme scheme.

Think about Sandburgs use of personication. Identify what is being personied, and give three
examples of that personication.
What is being personied? Three Examples

4. 5.
6.
7.

Name ________________________________________ Date ___________________ Class __________

8. What advice is Sandburg giving in Primer Lesson? Put that
advice into your own words. Reference the poem to support your
answer.

Name ________________________________________ Date ___________________ Class __________
Langston Terrace and Home (page 570)

1. What is Langston Terrace?
A. a law office
B. a wealthy section of Washington, D.C.
C. a low-rent housing project
D. an apartment balcony
2. How does the narrators family in Langston Terrace get
their new home?
A. by filling out an application
B. by inheriting it
C. by sharing the rent with relatives
D. Lillie bought it for them.
3. When does the narrator move into Langston Terrace?
A. on Christmas
B. on her ninth birthday
C. during summer vacation
D. when she was an adult
4. When the narrator of Langston Terrace gets to her new
home, she
A. slowly grows used to it.
B. hates it.
C. cries for her old home.
D. loves it immediately.
5. When Helen in Home thinks that the family will have to

move, she
A. becomes angry.
B. tries to be optimistic about the new home they will find.
C. pretends that something will come along and take care of the
problem.
D. shuts herself in her room.
6. In Home, what is Mamas reaction to the possible move?
A. She is delighted.
B. She thinks Papa will be delighted.
C. She weeps for hours.
D. She thinks it might be Gods will.

Name ________________________________________ Date ___________________ Class __________

7. When Mama and Papa go into the house, the girls
A. follow them.
B. go to visit the neighbors.
C. hold each other and shake with fear.
D. stay on the porch.
8. At the end of Home, what does Helen do?
A. She decides to have a party.
B. She makes a huge supper.
C. She starts packing her belongings.
D. She goes to church.

The tone of a literary work often changes from its beginning to its end. Both Langston Terrace
and Home begin with a tone of fear and uncertainty. That tone changes in both passages. In
the chart below, identify those changes and what brings them about.
What causes the tone of What event changes the What is the tone at the
fear . . . tone . . . end . . .
in Langston Terrace? in Langston Terrace? of Langston Terrace?
9. 11. 13.
in Home? in Home? of Home?

10. 12. 14.

15. What persuaded each of the narrators that the future was not as
bad as they had feared? How might they have been influenced by
what happened to them? Use details from the passages to support
your answer.

Name ________________________________________ Date ___________________ Class __________
If I Can Stop One Heart from Breaking and

I Stepped from Plank to Plank (page 604)

1. In If I Can Stop One Heart from Breaking, Dickinson tells
us that
A. each of us is on his or her own.
B. helping others makes life worthwhile.
C. there is always someone there to help.
D. people owe one another nothing.
2. The rhyme scheme of the first stanza of If I Can Stop One
Heart from Breaking is
A. abab.
B. abcb.
C. abcba.
D. an example of free verse.
3. The tone of I Stepped from Plank to Plank is one of
A. awe and insecurity.
B. joy.
C. sadness and loss.
D. anger and resentment.
4. In I Stepped from Plank to Plank, what is another way of
stating the first two lines of stanza two?
A. Every step I take makes me more confident.
B. My anger gives me the strength to go on.

C. Im so afraid of falling that I cant move.
D. Ive never known whether my next moment would be my last.
D. as deceptive

Name ________________________________________ Date ___________________ Class __________

Identify whether each excerpt below is an example of assonance or consonance.
Excerpt Assonance or consonance?

The stars above my head I felt, 6.
Or cool one pain 7.
About my feet the sea. 8.

9. What examples of positive action does Dickinson present in the
two poems? Use details from the poems to support your answer.

Name ________________________________________ Date ___________________ Class __________
Hollywood and the Pits (page 608)

1. The narrator suggests that her work at the La Brea Tar Pits is
all of the following EXCEPT
A. valuable. C. fascinating.
B. dangerous. D. challenging.
2. During the time that this story takes place, the mothers
attitude toward the narrators career could best be described
as
A. worried. C. uninterested.
B. satisfied. D. enthusiastic.
3. The story indicates that the narrators career in show
business was negatively affected by her
A. growing up. C. developing a big head.
B. being Chinese. D. following her parents advice.
4. The narrator often feels as if her mother is
A. jealous of her. C. disappointed in her.
B. furious with her. D. taking her for granted.
5. How does the grandmother feel about the possibility that the
narrator will never again work in show business?
A. fearful C. accepting
B. relieved D. depressed
6. How does the mother react to the narrators desire to work at
the La Brea Tar Pits?

A. She is angry.
B. She is puzzled but accepting.
C. She is afraid her daughter will get hurt.
D. She is relieved that her daughter has an interest in something.
7. What does the narrator seem to want, but not get, from her
mother?
A. a hopeful outlook about acting work
B. a more helpful and cooperative attitude
C. the freedom to pursue her own interests
D. the feeling that she is loved and admired for who she is

Name ________________________________________ Date ___________________ Class __________

8. Which of the following animals is a predator?
A. a cow B. a lion C. a rabbit
9. Someone making a painstaking search is being very
A. sneaky. B. sloppy. C. thorough.
10. Which of the following is meant to be a deception?
A. a lie B. a joke C. a rehearsal
11. A word that means the OPPOSITE of excavated is
A. lonely. B. bored. C. buried.

Think about the analogy the author draws between her experience at the Tar Pits and life in
Hollywood. Then read the excerpt below and answer the question.
The number of victims grew, lured by 12. Describe ways in which the narrator
the image of easy food, . . . an easy kill. sees her situation as analogous (similar)
The animals piled on top of one another. to that of the animals described in the
For over ten thousand years the promise excerpt.
of the place drew animals of all sorts,
mostly . . . wolves, panthers, coyotes,
vulturesall hungry for their chance.
Most were sucked down against their
will in those watering holes destined to
be called the La Brea Tar Pits in a place
to be named the City of Angels, home of
Hollywood movie stars.

14. What important lesson does the narrator learn from working at
the La Brea Tar Pits? Why is the lesson important?

Name ________________________________________ Date ___________________ Class __________
Young Arthur (page 626)

1. The passage begins with
A. King Uthers death. C. Arthurs birth.
B. Merlins prediction. D. Sir Ectors marriage.
2. Merlin took Arthur from his father because
A. he wanted to keep the child safe.
B. the father was cruel to Arthur.
C. his wife had lost a son.
D. he himself wanted a son.
3. What was Uthers dying declaration?
A. that Arthur would be king
B. that Merlin would be king
C. that Sir Ector would be king
D. that those who had poisoned him would be punished
4. Who taught Arthur how to be a knight?
A. his stepfather, Merlin C. his foster brother, Kay
B. Sir Ector D. the ghost of Uther
5. Why did Arthur remove the sword from the stone?
A. so he could kill his fathers enemies
B. so Kay could become king of Britain
C. so his father would return from the dead
D. so Kay could use it in a tournament
6. When Kay reinserted the sword into the stone then tried to
remove it,
A. it came out easily.
B. it would not budge.
C. it sliced the stone in two.
D. it broke.
7. What did Merlin announce when Arthur pulled the sword
from the stone the second time?
A. that Arthur was Britains true king
B. that Arthur was the strongest person in the land
C. that he had played a trick on Arthur
D. that Sir Ector had raised Arthur poorly

Name ________________________________________ Date ___________________ Class __________

8. A melancholy person would be unlikely to
A. seem sad. B. cry. C. smile and laugh.
9. How might someone likely respond to a grievous wrong
done to him or her?
A. by ignoring it B. by filing a lawsuit C. by taking a vacation

A legend is most often based on a real person. Legends are passed down orally and gain
elements of fantasy as they are retold. Identify which of these incidents are possibly true and
which are most likely fantasy.
Incident Possibly true or most likely fantasy?

Arthur was born the son of King Uther. 10.
Merlin vanished before the eyes of the 11.

rebels.
Merlin drove the sword into the stone, 12.
and nobody but Arthur was able to pull
it out.
Arthur was King of Britain. 13.


14. Why do you think the legend of Arthur depicts him as handsome,
intelligent, strong, and kind? Do you think that there is a
connection between these traits and his ability to draw the sword
from the stone?

Name ________________________________________ Date ___________________ Class __________
from The Autobiography of Malcolm X (page 640)

1. Where did Malcolm X learn how to speak and write
effectively?
A. from his parents C. in prison
B. in school D. from Elijah Muhammad
2. Malcolm began his English studies with
A. a first-grade grammar book.
B. a dictionary.
C. a childrens magazine.
D. an encyclopedia set.
3. Malcolms new love of reading
A. ended after a few months.
B. led him to a successful career as a novelist.
C. made him feel free, even though he was in prison.
D. inspired him to become a librarian.
4. What else did Malcolm do to educate himself?
A. He took classes.
B. He took part in debates.
C. He got a private tutor.
D. both A. and B.
5. Malcolm did most of his reading
A. in secret, so others would not make fun of him.
B. in the prison library.

C. alone in his room.
D. in prison reading groups.
6. What did Malcolm do at night after lights out?
A. He threw his notebook against the wall in anger.
B. He bribed guards to keep his rooms lights on.
C. He read by the dim light from the corridor.
D. He read by flashlight.
7. How did Malcolm catch up on the sleep he lost by staying
awake at night?
A. He did not.
B. He napped during classes and exercise periods.
C. He slept almost all weekend.
D. He slept almost all day.

Name ________________________________________ Date ___________________ Class __________

8. If a library book is taken out of circulation, it is
A. no longer available to be checked out.
B. destroyed.
C. overdue.
9. If a schools emphasis was on the arts, you might expect to
have
A. classes in dance and music.
B. classes in science and math.
C. classes with few students.
10. Another word for maximum is
A. least B. most C. quiet

The authors purpose of an autobiography is often to share rsthand experiences that will
illustrate life lessons for the reader. Identify what lesson Malcolm X is trying to pass along in
each excerpt below.
Excerpt Authors Purpose

It had really begun back in the Charlestown 11.
Prison, when Bimbi rst made me feel envy
of his stock of knowledge.
In my slow, painstaking, ragged 12.

handwriting, I copied into my tablet
everything printed on that rst page, down

to the punctuation marks.
Three or four hours of sleep a night was 13.
enough for me. Often in the years in the
streets, I had slept less than that.

14. Identify five positive actions Malcolm X took to educate himself
and better his life. Use details from the passage to support your
answer.

Name ________________________________________ Date ___________________ Class __________
New Directions (page 648)

1. When Annie Johnsons marriage ended, her main feeling was
A. fear. C. anger.
B. relief. D. sadness.
2. When Annie decides to start a business, she asks for help
from
A. no one. C. her ex-husband.
B. her children. D. the factory owners.
3. When Annie first considers starting her own business, she
seems to worry most about her ability to
A. provide a tasty product.
B. find customers.
C. carry the supplies and equipment.
D. count out change and keep track of expenses.
4. At first, what is the main reason that the workers buy Annies
pies?
A. They feel sorry for her.
B. They want to impress her.
C. The pies smell and taste good.
D. They have nothing else to eat.
5. When facing major changes in her life, Annie seems to
A. act spontaneously.
B. carefully consider her options.

C. look for the advice and support of others.
D. act overly cautious.
6. The attitude of the author toward Annie Johnson can best be
described as
A. pitying. C. scornful.
B. amazed. D. admiring.

7. If someone conceded a debate to you, it would mean that he
or she thought you were
A. wrong. B. right. C. a nice person.

Name ________________________________________ Date ___________________ Class __________

8. A disastrous birthday party would be
A. fun for everyone. B. terrible. C. postponed.
9. Which activity would you plan for a balmy day?
A. ice-skating B. a picnic C. seeing a movie

Read these excerpts from New Directions. Then answer the questions about the storys setting.
Excerpts from New Directions

In 1903 the late Mrs. Annie Johnson of Arkansas . . .
Just before lunch she appeared in an empty lot behind the

cotton gin.
On Monday she offered hot fresh pies at the cotton gin
and sold the remaining cooled-down pies at the lumber
mill.
During what year does this story begin? 10.
In which geographical region of the 11.

country does this story occur?
Which two buildings are part of the setting 12.
of the story?

13. What are two life lessons that Maya Angelou tries to communicate
by telling the story of Annie Johnson?

Name ________________________________________ Date ___________________ Class __________
Almost Ready (page 656)

1. The speaker of Almost Ready is going to
A. a birthday party.
B. a graduation.
C. school.
D. a dance.
2. Which of the following is the main feeling expressed by the
speaker of Almost Ready?
A. joy
B. affection
C. insecurity
D. excitement
3. The speaker suggests all of the following about his mask
EXCEPT that
A. it hides his true self.
B. it makes him seem cool.
C. it makes him seem confident.
D. others can see through it easily.

Think about the poem Almost Ready. Explain why these lines from the poem are ironic in
relation to the rest of the poem.
These lines . . . are ironic because . . .
as 4.
this
cool
and
in-
control
young
dude:

Name ________________________________________ Date ___________________ Class __________

5. Is the speakers situation familiar to you or anyone you know?
Explain whether the emotions in the poem are common or
uncommon.

Name ________________________________________ Date ___________________ Class __________
Your World and One (page 660)

1. In the poem Your World, when the author mentions the
narrowest nest in a corner, the nest is a symbol of
A. the pet bird she had as a child.
B. the limits of her world when she was younger.
C. her concern about the birds eggs within.
D. a place where she can be alone and safe.
2. What does the speaker in Your World see that inspires her
to expand her world?
A. the sun
B. a butterfly
C. the horizon
D. a bird
3. What is the rhyme scheme of Your World?
A. abab
B. abcd
C. abcb
D. It is free verse.
4. What is the speaker in the poem One telling us?
A. He is like everyone else.
B. He laughs and cries.
C. He seems remarkable from the outside, but inside he is ordinary.
D. He does not seem remarkable from the outside, but inside he is
unique.
5. What is the rhyme scheme of One?
A. abab
B. abcd
C. abcb
D. It is free verse.

Name ________________________________________ Date ___________________ Class __________

Think about symbols used by the speakers in Your World and One. Then identify the symbol
and what it represents in each excerpt below.
Excerpt What is the symbol? What does it represent?

From Your World 6. 7.
I battered the cordons
around me
And cradled my wings on
the breeze
Then soared to the
uttermost reaches
With rapture, with power,
with ease!
From One 8. 9.
And mirrors can show me
multiplied
many times, say, dressed up
in green
or dressed up in blue.

10. Has the speaker in Your World reached her goal? How do you
know? Reference the poem in your answer.

Name ________________________________________ Date ___________________ Class __________
Four Skinny Trees and Chanclas (page 666)

1. Why are the four skinny trees so important to the author?
A. She wants to be a forest ranger someday.
B. She likes the apples they produce each summer.
C. They give her something to care for.
D. She sees herself in them.
2. Which of these best describes the tone of Four Skinny
Trees?
A. joyful
B. apathetic
C. confused
D. determined
3. Chanclas takes place at
A. a young girls home.
B. a baptism party.
C. both A. and B.
D. neither A. nor B.
4. The young girl in Chanclas is proud of everything she is
wearing except
A. her shoes.
B. her socks.
C. her slip.
D. her dress.
5. Who does the girl dance with?

A. a boy who asks her
B. her Uncle Nacho
C. her mother
D. her younger cousin
6. When she dances, she
A. forgets her worries.
B. becomes afraid.
C. dreams of being a grown-up.
D. loses one of her shoes.

Name ________________________________________ Date ___________________ Class __________

An authors voice is the way he or she chooses and arranges words and sentences. Identify
places in Chanclas where the author uses these techniques to create an original voice.
She uses sentence fragments or leaves out 7.

part of a verb phrase.
She breaks a rule of punctuation to create 8.
an emotional effect.

9. Explain how the narrator of Chanclas is rescued, and by
whom. Does the tactic work? Why or why not?

Name ________________________________________ Date ___________________ Class __________
from Zlatas Diary (page 674)

1. Zlata names her diary
A. Mummy. C. Bobar.
B. Mimmy. D. Mommy.
2. After the first attack, Zlatas family worries about
A. their windows. C. her grandparents.
B. the firefighters. D. the post office.
3. What does Zlata write is causing the conflict around them?
A. politics C. a struggle against evil
B. her neighbors D. a lack of good housing
4. Zlatas friend Nina dies from
A. old age. C. poor medical care.
B. kidney problems. D. a shrapnel injury.
5. Why does Zlata think the past should be forgotten?
A. It is real. C. It is cruel.
B. It is unknown. D. It is important.
6. At the end of the selection, Zlata is filled with
A. gratitude. C. rage.
B. apathy. D. regret.

7. To cope with a tragedy means to

A. pass it to others. B. deal with it. C. ignore it.
8. Misery is an extreme form of
A. unhappiness. B. joy. C. forgetfulness.
9. A refugee is a person who
A. attacks another. B. retires from work. C. flees to safety.

Think about the conicts depicted in Zlatas Diary. Then complete the sentences below.

Name ________________________________________ Date ___________________ Class __________

The gunre all around Zlata and her family 10.
is an example of what type of conict?
Zlatas struggle between fear of being 11.
killed and concern for her grandparents is
an example of what type of conict?
Zlatas struggle to deal with her emotions 12.
is an example of what type of conict?

13. What will Zlata need to overcome in order to go on with her life?
What qualities will she need to overcome these things?

Name ________________________________________ Date ___________________ Class __________
from The Adventures of Marco Polo (page 684)

1. When Marco traveled in the area that is now Turkey and
Iran, he
A. was anxious to return home.
B. encountered many things that were new to him.
C. settled down to write a book.
D. conquered most of the tribes there.
2. Marco described a type of oil that we now know to be
A. a mixture of olive and coconut oil. C. petroleum.
B. fish oil. D. corn oil.
3. Why did the Polos change their minds about sailing from the
Persian Gulf to India?
A. The trip would cost too much.
B. The King of India threatened to kill them.
C. Icebergs blocked the port.
D. The available boats were in very bad shape.
4. The biggest danger that the Polos encountered with overland
travel was
A. snowstorms. C. camels.
B. bandits. D. all of these.
5. The Caraunas attacked Marcos group
A. during a sandstorm. C. at night.
B. during a snowstorm. D. by casting a spell on them.

6. What famous route did the Polos take through Afghanistan?
A. the Coastal Path C. the Traders Highway
B. the Silk Road D. none of these
7. As they traveled, Marco became ill with what was probably
A. measles. C. smallpox.
B. the Black Death. D. malaria.
8. When Kublai Khan heard about Marcos approach, he sent couriers to
A. kill him. C. escort him to Xanadu.
B. drive him off. D. sell him jewels and spices.

9. A desolate area would have no
A. sand. B. significant life. C. name.
Name ________________________________________ Date ___________________ Class __________

10. Which of these could be described as arid?
A. a desert B. a rain forest C. a water park
11. Which of these would contain the most vegetation?
A. a grocery store B. a rain forest C. a desert
12. A newly replenished kitchen cupboard would
A. be empty. B. need to be cleaned. C. be freshly stocked.
13. Another word for bartered is
A. traded. B. bought. C. sold.

Description is writing that gives a word picture of a setting, person, animal, object, or event.
Reading descriptive text usually results in a mental picture of what is being described. In your
own words, state the mental picture created by each excerpt below.
Riding past fortied castles and walled towns, 14.

creeping along twisting mountain roads . . .
In Eastern Persia, the Polos and their fellow 15.
travelers traded their horses for camels, which
were better suited to make the long trip across
the sand and stone desert that lay ahead . . .
With no trace of vegetation in sight, they built 16.
glowing campres of dry camel dung at night
and ate their evening meal under the stars as
the hobbled camels, grunting and grumbling,
grazed nearby.
I can tell you that there used to be many ne 17.

palaces and mansions of marble, which can
still be seen, but they are shattered now and in
ruins.
The pack mules scampered and clattered up 18.
jagged hillsides.

19. What are some examples of the courage and confidence Marco
Polo and his group showed during their travels? Identify details
from the passage to support your answer.

Name ________________________________________ Date ___________________ Class __________
Birthday Box and To James (page 700)

1. The gifts that the doctors and nurses give Katie indicate that
they
A. know she is interested in writing.
B. have no idea what she is like.
C. have chosen gifts they themselves would like.
D. are trying to please Katies mother.
2. Why doesnt Katie thank her mother for the birthday
present?
A. Shes disappointed by it.
B. She cant find the right words.
C. She doesnt want to upset her mother.
D. Her mother dies right after Katie opens it.
3. In the year following her birthday, Katie feels all of the
following EXCEPT
A. relief. C. emptiness.
B. anger. D. loneliness.
4. At what point does Katie realize the meaning of her mothers
gift?
A. when she opens it
B. a few weeks after her birthday
C. when one of her parents dies
D. about a year after she loses a parent
5. The main comparison in To James is between

A. youth and old age.
B. living and running a race.
C. learning and running a race.
D. youth and a race track.
6. The speaker in To James is most likely
A. a young runner.
B. someone watching the race on television.
C. an older person, possibly a coach or parent.
D. the tracks groundskeeper.
7. To James is an example of
A. prose.
B. a poem with an abab rhyme pattern.
C. free verse.
D. a poem with an abcb rhyme pattern.
Name ________________________________________ Date ___________________ Class __________

8. stark A. unending
9. infinite B. barely noticeable
10. subtle C. bare
11. festive D. invisible
E. joyful

Parallelism is the repeated use of similar words or phrases. Identify whether each excerpt below
is an example of parallelism.
From Birthday Box Example of parallelism?

A little young for me, a little too cute. 12.
It was as if she was empty as the box. 13.
And so was I. 14.

And so was I.
From To James Example of parallelism?

how you ung your body 15.
at the start . . .
how your spikes
ripped the cinders

in the stretch . . .
run straight 16.
run high
run hard

17. How are the themes of the two selections similar? Who helped
each of the main characters learn a life lesson? Support your ideas
with details from the selections.

Name ________________________________________ Date ___________________ Class __________
The Teacher Who Changed My Life (page 716)

1. How does Nicholas feel about his father when he first arrives
in the United States?
A. fearful C. resentful
B. loving D. admiring
2. Springtime made Nicholas feel sad because
A. his mother loved the spring.
B. the warmth reminded him of Greece.
C. he last saw his mother on a spring day.
D. the Communists left his village in the spring.
3. Before Miss Hurd told Nicholas to write about what happened
to his family in Greece, why had he never done so?
A. He was afraid he would not explain it well.
B. He thought the experience was too personal.
C. He thought the other students would make fun of him.
D. He had been trying to forget what had happened.
4. Nicholass father reacts to Nicholass successes with
A. envy. C. great pride.
B. disbelief. D. amusement.
5. Miss Hurd made the greatest effort with students who
A. were popular.
B. were from other countries.
C. were good writers.

D. had more ability than they showed.

6. Someone without tact is
A. insensitive. B. thoughtful. C. educated.
7. In The Teacher Who Changed My Life, Gage is ultimately
asked to
A. write a eulogy for Miss Hurds funeral.
B. write a composition about the recent history of Greece.
C. both A. and B.

Name ________________________________________ Date ___________________ Class __________

8. An ecstatic person is very
A. depressed. B. joyful. C. unconscious.
9. Someone who watches football avidly might be
A. a fan. B. a sportswriter. C. either A. or B.

Think about how writers use tone to convey their feelings about their subjects. Then identify the
tone Gage conveys in each excerpt below.
Excerpt Tone
I felt very lucky to have come to America, 10.

I concluded, but every year, the coming of
spring made me feel sad . . .
Perhaps I would even track down the men 11.
who killed her and write of their crimes.
This is truly the land of opportunity, and 12.

I would have enjoyed its bounty even if I
hadnt walked into Miss Hurds classroom
in 1953.

13. What qualities does Miss Hurd have that enable her to live up to
the title of the essay? Give details from the essay to support your
answer.

Name ________________________________________ Date ___________________ Class __________
from Barrio Boy and How I Learned

English (page 728)

1. In Barrio Boy, Ernesto first reacts to the principal with
A. relief. C. delight.
B. terror. D. caution.
2. The author suggests that Miss Ryan announced her students
small triumphs in mastering English in order to
A. encourage the students.
B. mock the students.
C. make the students feel competitive.
D. show that she was a good teacher.
3. Ernesto suggests that, compared to Spanish, English seemed
very
A. easy. C. boring.
B. beautiful. D. complicated.
4. What is the main reason the speaker of How I Learned
English has trouble playing baseball?
A. He is a poor athlete.
B. He has never played before.
C. He doesnt try very hard.
D. all of the above
5. The other boys laugh because the speaker
A. is injured by the ball.

B. is such a bad player.
C. uses the wrong word when he is hit.
D. doesnt know how to use a bat.
6. The poem suggests that the boys laughter is
A. cruel. C. nervous.
B. suppressed. D. good-natured.

Name ________________________________________ Date ___________________ Class __________

Although Barrio Boy and How I Learned English deal with a similar theme, they take place in
different settings. Create descriptions of the two settings by placing the letter of each detail in
the appropriate column(s).
How I Learned
Details Barrio Boy Both
English
a. Lincoln School 7. 8. 9.
b. an interpreter
c. laughing boys
d. all-boys school
e. the authors
childhood
f. a baseball outeld
g. an author new to
the United States
h. no interpreter
i. students of many
races

10. What is similar about the characters of Miss Ryan and Joe Barone?
How does each lend a hand to someone who needs help? Support
your ideas with details from the selections.

Name ________________________________________ Date ___________________ Class __________
The Miraculous Eclipse (page 768)

1. According to Old Hank, what sends him back in time?
A. a time machine C. a dream
B. a magic spell D. a blow to the head with a crowbar
2. To what place and time does Hank travel?
A. to England in the year 528
B. to China in the year 2313
C. to Pennsylvania in the year 1776
D. to a Colt Arms Factory in the year 1900
3. When Hank first sees Sir Kay, he
A. believes that he is dreaming.
B. realizes that he has traveled through time.
C. thinks that the knight is in the circus.
D. challenges him to a joust.
4. Once Hank surrenders, Sir Kay
A. sends him back to 1879. C. forces him to fight on behalf of England.
B. takes him to Camelot. D. smiles and rides away.
5. When Hank discovers where and when he is, he remembers that
A. Clarence is destined to be Englands king.
B. King Arthur is destined to die in battle in one week.
C. he is dreaming.
D. there will be an eclipse in two days.
6. Sir Kay declares that Hank must die because

A. Sir Kay captured him and gets to decide Hanks fate.
B. Hank is a threat to England.
C. Hank is a powerful magician.
D. King Arthur dislikes Hank.
7. Hank escapes execution by
A. tunneling out of the dungeon.
B. pretending to be responsible for an eclipse of the sun.
C. overpowering the guards.
D. talking Sir Kay into releasing him.

Name ________________________________________ Date ___________________ Class __________

8. A full eclipse of the moon
A. makes it invisible to us. C. makes it look orange.
B. makes it look larger.
9. What musical instruments are usually involved in a fanfare?
A. electric guitars B. snare drums C. trumpets
10. Arguing with barbarians would probably
A. result in an agreement.
B. result in physical conflict.
C. result in a tie.
11. Governments raise revenue by
A. taxing citizens. C. requiring people to work for no pay.
B. requiring citizens to vote.

The Miraculous Eclipse is an adaptation of a story by Mark Twain. Adapting a story into a play
means changing dialogue into script form and changing descriptive text into stage directions
(including instructions for lighting, sets, curtains, and so on). Imagine that you are adapting the
text below for the stage. How would you rewrite it?
Text For the stage
Old Hank stopped. Then he turned and 12.

said, Yes?
13.

A couple of thousand? said the boy,
impressed. Whew!
The sky became darker, and the crowd 14.

gasped as they looked upward.
They lived happily ever after. 15.

16. How can you tell that The Miraculous Eclipse was written to
entertain? Give details from the passage to support your answer.

Name ________________________________________ Date ___________________ Class __________
The Monsters Are Due on Maple Street,

Act I (page 794)

1. Following the narrators introduction, what event begins the
teleplay?
A. the ringing of church bells
B. the sound of car brakes screeching
C. a roar of sound and a flash of light
D. children arguing with an ice cream man
2. When the townspeople turn on their radios,
A. they learn that aliens have attacked.
B. they hear nothing.
C. the learn that a meteor has landed nearby.
D. they hear strange, hypnotic music.
3. Why wont Steve Brands car start?
A. It has run out of gas.
B. The battery is dead.
C. The engine is broken down.
D. Nobody can figure out why.
4. Who is the first person to suggest that aliens have arrived?
A. Steve Brand
B. Mrs. Goodman
C. the narrator
D. none of these
5. When Les Goodmans car starts by itself, the others demand
A. that he give them a ride.
B. that he give them an explanation.
C. to listen to his car radio.
D. that he drive to the police station and bring back an officer.
6. Why does Pete Van Horn leave Maple Street?
A. to catch a space monster
B. to see whether Floral Street has power
C. to see whether a power line has broken
D. He is afraid of his neighbors.
7. Les Goodman tells the others that he is guilty of
A. insomnia.
B. summoning space aliens.
C. tricking his neighbors.
D. none of these
Name ________________________________________ Date ___________________ Class __________

8. Someone in a reflective mood is
A. thinking deeply. C. accepting something at face value.
B. sleeping.
9. Which of these means the OPPOSITE of the word instill?
A. install B. take away C. enjoy
10. A revelation results in
A. less information or knowledge.
B. a complete lack of information or knowledge.
C. new information or knowledge.
11. Someone making accusations is trying to
A. meet people. B. tell jokes. C. place blame.

A teleplay includes special stage directions to guide the people producing the teleplay. Identify
whether each stage direction below is intended primarily for a camera operator, an actor, or those
building the set.
The stage direction . . . Is intended for . . .
[We see a medium shot of the living room window of 12.

CHARLIES house.]
[She raises her voice.] 13.
[The houses have porches.] 14.

[He stares silently at his neighbor.] 15.
16. Which of the above directions would probably NOT be found in a script for a stage play?
Why not?

17. Where do the characters get the idea that some of them might not
be human? Why does this unlikely idea seem believable to them?
Use details from the passage to support your answers.

Name ________________________________________ Date ___________________ Class __________
The Monsters Are Due on Maple Street,

Act II (page 812)

1. Which character seems to try the hardest to keep the situation
on Maple Street from getting out of control?
A. Don Martin
B. Charlies wife
C. Mrs. Goodman
D. Steve Brand
2. Suspicion falls upon Steve because he has built
A. a spaceship.
B. an enormous shed in his backyard.
C. a ham radio set.
D. a bookshelf from a strange metallic substance.
3. What does Charlie do when a figure approaches from the
darkness?
A. fires Don Martins shotgun
B. holds up his own shotgun
C. locks himself in his house
D. runs toward the figure
4. Who dies in Act II?
A. Don Martin C. the space monster
B. Pete Van Horn D. nobody
5. Why does the groups suspicion suddenly fall upon Charlie?

A. His radio begins to play.
B. His car drives away on its own.
C. His electricity goes on.
D. He shouts something in a strange language.
6. Who does Charlie accuse of causing the strange happenings?
A. his wife C. Mrs. Brand
B. Tommy D. Sally
7. The events on Maple Street are at last explained by
A. the narrator.
B. two space aliens.
C. the ghost of Pete Van Horn.
D. Charlie.

Name ________________________________________ Date ___________________ Class __________

8. An explicit order would be
A. easily understood.
B. hard to obey.
C. hard to repeat.
9. A search warrant is
A. a person who investigates traffic accidents.
B. a legal document permitting someone to buy a house.
C. a legal document permitting a search of private property.
10. Two converging lights in the sky would
A. move away from each other.
B. change colors.
C. join together into a single light.

Foreshadowing is a method often used by writers to build suspense. With foreshadowing, the
writer gives the reader hints of what is going to happen. Identify what is being foreshadowed by
each event below.
When . . . It hints that . . .
Les Goodman threatens trouble if anyone 11.

steps onto his porch.
Don Martin appears with a shotgun. 12.
Tommy repeatedly warns of aliens. 13.

14. What message does Rod Serling convey in The Monsters Are Due
on Maple Street? What lesson can be learned from the story? Use
details from the passage to support your answers.

Name ________________________________________ Date ___________________ Class __________
The Bird Like No Other (page 830)

1. How well does Colby know the woods through which he
runs to Aunt Emilys cottage?
A. He is somewhat familiar with them, but he worries about getting lost.
B. He doesnt know them very well, and he follows the path carefully.
C. He knows them so well that he knows the number of trees along the
path.
D. He has been through them before, but he didnt pay much attention.
2. Whenever Colby shows up at her cottage, Aunt Emily
A. stops what she is doing to spend time with him.
B. is a little annoyed, because she likes his sisters better.
C. is very sad because he reminds her of her son.
D. is usually too busy to talk to him.
3. Colbys anger is usually a result of the conflict caused by
A. his fathers wish that Colby had been a daughter.
B. his mothers desire to spend time with Aunt Emilys son.
C. Aunt Emilys unwillingness to let him play at her house.
D. the fighting of his older sisters.
4. When he was four, Colby became angry because he didnt get a
A. boat ride. C. visit to Aunt Emily.
B. pet bird. D. baby sister.
5. When Aunt Emily tells Colby that the bird like no other
doesnt really exist, he understands that she told the story

A. to interest him in the study of birds.
B. so he wouldnt ever do anything to hurt birds.
C. so he wouldnt say bad things about his family.
D. to play a trick on him.

Name ________________________________________ Date ___________________ Class __________

6. If someone is uncommitted to his schoolwork, you might be
able to tell by his or her
A. sense of purpose. B. confidence. C. lack of motivation.
7. If a good friend tells you a tale of woe, you would probably
A. offer comfort. B. laugh out loud. C. offer congratulations.
8. If you take the initiative, you go
A. last. B. second. C. first.
9. You would be expected to act soberly
A. at a football game. B. at a funeral. C. at a water park.

The Bird Like No Other contains a ashback explaining how Aunt Emily came to be part of
Colbys life. Identify which events are part of that background information.
Event Flashback or Present?
Aunt Emilys son dies in an accident. 10.
Aunt Emily tells Colby about the colorful 11.

bird.
Colbys mother plays with Aunt Emilys son. 12.
Aunt Emily explains why she told him 13.

about the bird.
Aunt Emily comes to prefer Colby to his 14.

sister.
Colby thinks he sees the bird. 15.

16. What lesson did Aunt Emily teach Colby? Do you agree with how
she taught him the lesson? Why or why not? Use details from the
story to support your opinion.

Name ________________________________________ Date ___________________ Class __________
There Will Come Soft Rains (page 840)

1. What concept does this story explore?
A. the causes of nuclear war
B. a house that uses technology to run itself
C. rain putting out a house fire
D. how something as small as a mouse can destroy a home
2. How was the house finally destroyed?
A. by mice C. by a nuclear bomb
B. by fire D. by a thunderstorm
3. Who had lived in the house?
A. robots C. It was uninhabited.
B. aliens D. a family
4. The mice in the house were
A. enormous and hungry.
B. small and mechanical.
C. killed in the nuclear war.
D. washed away by the storm.
5. What observation about nature and people does the Teasdale
poem make?
A. People have no need of nature.
B. People depend on nature.
C. Nature depends on people.
D. Nature has no need of people.

Name ________________________________________ Date ___________________ Class __________

6. A plant that has shriveled has
A. been chopped into mulch.
B. dried up.
C. become large.
7. A person who follows his or her whims
A. plans things carefully.
B. deeps a diary
C. does things without thinking.
8. A piece of wood could become charred by
A. being cut in two. B. being left in a fire. C. being boiled in water.
9. Someone might be in a frenzy if he or she was
A. late for an important appointment.
B. sleeping.
C. reading a magazine.
10. Which of these is an inconvenience?
A. an unexpected gift
B. unexpected company when you are busy
C. a three-day weekend

The author of There Will Come Soft Rains makes use of both literal and gurative language.
Identify whether each sentence below is an example of literal or gurative language.
Sentence Literal or Figurative?

At ten oclock the house began to die. 11.
But the re was clever. 12.
A voice spoke from the study ceiling. 13.

The wall sprays let down showers of 14.
mechanical rain.

15. What message do you think Bradbury is trying to convey in
There Will Come Soft Rains? Does he try to entertain the
reader as he does so? Give details from the story to support your
response.

Name ________________________________________ Date ___________________ Class __________
Missing and Birdfoots Grandpa (page 854)

1. What animals are mentioned in both passages?
A. toads C. both
B. frogs D. neither
2. What problem does the cloud forest have?
A. The cloud cover is becoming too thick.
B. The frog and toad populations are disappearing.
C. The forest floor is getting colder and wetter.
D. The trees are being destroyed to make room for houses.
3. The Monteverde Cloud Forest is described as
A. a dry desert with high clouds.
B. cloud-covered mountains.
C. a chain of ponds in Costa Rica.
D. a tundra-like prairie.
4. In Birdfoots Grandpa, why do the toads need to be saved?
A. They are in the road.
B. They are blinded by car lights.
C. Their vision is poor in the rain.
D. all of these
5. The last line of the poem is written in italics
A. for emphasis.
B. because it is the last line.
C. because it is a quote from the poet.

D. because Grandpa is shouting.

Name ________________________________________ Date ___________________ Class __________

6. Which of these is an example of vapor?
A. ice B. steam C. a lake
7. Which of these is made up of droplets?
A. maple syrup B. iron C. fog

Almost all types of writing make use of description. Indentify what is being described in each
excerpt below. Then state in your own words why the author uses this decription.
Description Who or what is the What point is the writer

description about? making?
But having too much carbon 8. 9.
dioxide in the air . . . keeps
in too much of the suns
heat, and the world gets
warmer. (from Missing!)
and I kept saying 10. 11.
You cant save them all,
accept it, get back in (from
Birdfoots Grandpa)
he just smiled and said 12. 13.
they have places to go
too. (from Birdfoots
Grandpa)

14. What message do the two selections share? What lesson can
be learned from Missing!? What is the lesson of Birdfoots
Grandpa?

Name ________________________________________ Date ___________________ Class __________
Echo and Narcissus and Orpheus,

the Great Musician (page 862)

1. Which nymph was known for being very talkative?
A. Narcissus C. Hera
B. Echo D. Orpheus
2. What curse was placed on this talkative nymph?
A. She was unable to speak unless someone else did first.
B. She could only repeat what others said.
C. She was turned into a bird.
D. both A. and B.
3. When Echo fell in love with Narcissus, he
A. was overjoyed and returned her love.
B. rejected her, loving himself instead.
C. was unable to see her due to Heras curse.
D. went to Zeus to beg that his curse be removed.
4. After Echos death, Narcissus fell deeply in love with
A. her ghostly voice. C. his own voice.
B. his own reflection. D. Aphrodite.
5. What happened to Eurydice on the morning of her wedding
day?
A. She was bitten by a snake and died.
B. She was kidnapped by Narcissus.
C. Hera placed a curse on her.

D. She became lost on her way to the temple.
6. The voice of Orpheus was so heavenly that when he sang
A. the trees crowded around to shade him.
B. Eurydice died of bliss.
C. Hades himself was moved to tears.
D. both A. and C.
7. Hades agreed to let Eurydice follow Orpheus out of the
underworld, as long as
A. she agreed to return the next day.
B. Orpheus promised to never sing again.
C. Orpheus did not look back to see if she was there.
D. Orpheus agreed to take her place.

Name ________________________________________ Date ___________________ Class __________

8. As Orpheus sang his final, pitiful song,
A. the stones wept, creating morning dew.
B. the gods laughed in glee.
C. Hades released the dead from the underworld.
D. he was killed by the women of Thrace.

A myth is a folktale that often deals with universal truths about life and nature. Identify which
character(s) from the passages reveal each theme listed below.
Theme Which Character?
A natural phenomenon that we now know 9.

is caused by the nature of sound waves
Love that is not returned 10.
Death and loss 11.

Extreme selshness 12.
Jealousy or revenge 13.

14. What do the myths you have just read tell you about human
nature? Use examples from the passages to support your answer.

Name ________________________________________ Date ___________________ Class __________
Open-Book Unit Test

Unit 1: Whom Can You Count On? (page TK)
Part A. (40 points total; 20 points each) Use a separate sheet of paper to answer TWO of the
following essay questions.
1. Of the conflicts faced by the various characters in these selections,
which is most like something you have seen or experienced
yourself? Who could be counted on to help resolve the situation?
In one or two paragraphs, describe the situation and what
happened.
2. Identify TWO selections in this unit that do a good job of
describing people who can count on one another. Explain your
answer in one or two paragraphs. Support your answer with
references to the selections. (Do not reference a selection you have
already used.)
3. Choose any TWO prose selections in this unit that contain similar
lessons about the importance of others. In a paragraph or two,
note the lessons and the similarities. (Do not reference selections you
have already used.)
Part B. (20 points total; 10 points each) Think about the themes of the passages listed below.
Circle the title of ONE selection shown below.
State the theme of that selection, and explain how the selection
illustrates that theme. (Do not use a selection you wrote about in
Part A.)
a. The Wise Old Woman d. The Good Samaritan

b. Amigo Brothers e. The Lark and Her Children
c. Rikki-tikki-tavi f. The Travelers and the Bear
4. My chosen selections theme is:
5. This is how the theme is illustrated:
Summative Assessment, Course 2 Unit 1 Whom Can You Count On? 163
Name ________________________________________ Date ___________________ Class __________
Open-Book Unit Test continued

Part C. (20 points total; 10 points each) Think about the plots of these selections.
In the small box, write the letter of ONE selection below. (Do not
choose a selection you wrote about in Part A.)
In the large box, answer the questions.
a. The Force of Luck d. Thank You, Mam

b. Seventh Grade e. We Are All One
c. The Highwayman
6. Is the plot driven by internal conflict, external conflict, or

both?
7. Describe the conflict(s):
Part D. (20 points total, 10 points each) Think about how description is used in poetry.
On the blank line, write the title of a poem from this unit. (Do not
use a selection you have already used.)

Identify what is being described in this poem, then identify the
images used to describe it.
Title of poem: _____________________________________________________
8. What is being described in the poem? 9. What images does the speaker use to
describe it?
164 Unit 1 Whom Can You Count On? Summative Assessment, Course 2
Name ________________________________________ Date ___________________ Class __________
Open-Book Unit Test

Unit 2: Why Do You Read? (page 172)
1. Identify a work of fiction in this unit in which the author uses
foreshadowing. In one or two paragraphs, explain how characters
in that selection might have been able to anticipate what was
going to happen.
2. Identify TWO selections in this unit where the authors main
purpose is to inform. Write one or two paragraphs explaining
how you can tell this. Give specific examples of information
contained in each selection.
3. Identify a selection that contains more than one kind of text
structure. Write one or two paragraphs that describe and give
examples of the text structures used. (Do not use a selection you have
already used.)
Part B. (20 points total) Some of the selections in this unit concern relationships between
characters of different generations.
Name ONE character who learns a life lesson from someone
younger or older. Then name the selection in which he or she
appears. (Do not use a selection you wrote about in Part A.)
Name the lesson learned, and describe the situation that brings it
about.
4. Character (5 points): ________________________________________
5. Selection (5 points): _________________________________________
6. Describe the life lesson and how it is learned (10 points):
Summative Assessment, Course 2 Unit 2 Why Do You Read? 165

Name ________________________________________ Date ___________________ Class __________

Part C. (20 points total, 10 points each) Think about how writers of both prose and
poetry choose words to create a mood.
Circle the title of ONE selection. (Do not choose a selection you have
already used.)
a. After Twenty Years d. Ones Name is Mud

b. Slam, Dunk, & Hook e. Strawberries
c. The Monkey Who Asked for Misery
7. What is the overall mood of the selection?
8. Give FIVE examples of word choices that create this mood.
Part D. (20 points total; 10 points each) Think about the folktales in this unit.
In the small box, write the letter of ONE selection. (Do not choose a
selection you have already used.)
a. The Monkey Who Asked for Misery

b. Aunty Misery

c. Strawberries
9. Who is the author of this folktale?
10. Is the folktale a myth or a legend? How do you know?
166 Unit 2 Why Do You Read? Summative Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________
Open-Book Unit Test

Unit 3: What Makes Life Good? (page 350)
Part A. (40 points total; 20 points each) Use a separate sheet of paper to answer
TWO of the following essay questions.
1. In a paragraph or two, explain which selection from the unit you
think best portrays romantic love. Use details from the selection
as you explain.
2. Identify TWO poems from this unit that had something to say
to you individually; that is, identify two poems from which you
learned something. Write one or two paragraphs explaining your
choices. (Do not use the same selection you wrote about in question 1.)
3. Identify TWO prose selections in this unit that you found
humorous. Write a paragraph or two explaining what it was
about them that made them funny.
Part B. (20 points total) Many of the selections in this unit stress the importance
of respecting nature or celebrate the role nature plays in our existence.
On the line, write the name of ONE selection in which the author,
writing in the first person, describes a personal connection to
nature. (Do not use a selection you wrote about in Part A.)
In the first box, write FOUR words or phrases from the selection
that name something in nature.
In the second box, summarize the connection to nature that the
author describes.
4. Selection (4 points): ____________________________________________
5. Four words or phrases naming something in nature

(8 points):
6. What connection to nature does the author describe, and

what does he or she use to describe it? (8 points):
Summative Assessment, Course 2 Unit 3 What Makes Life Good? 167

Name ________________________________________ Date ___________________ Class __________

Part C. (20 points total) Think about how the poems in this unit use imagery to
set the mood and to convey meaning.
On the line, write the title of ONE poem. (Do not use a selection you
wrote about in Part A or Part B.)
In the box at the top, note an especially striking image from the poem.
Answer the questions in the other two boxes.
Selection: _________________________________________________________
7. Image (4 points)
8. What does this image communicate? 9. What effect does the image have on
(8 points) you, and why? (8 points)
Part D. (20 points total; 10 points each) Two of the prose selections in this unit use
language that is typical of a specific oral tradition.
In the small box, write the letter of ONE of the selections listed.
(Do not choose a selection you have already used.)
a. Why the Waves Have Whitecaps

b. The Luckiest Time of All
10. Identify the dialect being used in the selection, and describe Copyright by The McGraw-Hill Companies, Inc.
what is unique about it. Give THREE examples of words or

phrases that contribute to the passages particular style.
11. What are the writers reasons for using this style?
168 Unit 3 What Makes Life Good? Summative Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________
Open-Book Unit Test

Unit 4: What Influences You? (page 466)
1. Identify at least TWO people mentioned in this unit who you
consider heroic. Then, in a paragraph or two, explain why you
chose those people.
2. Some of the people in these selections have ties to more than one
culture. Choose TWO such people. In a paragraph or two, discuss
those ties and any benefits and problems the people experience
because of them. (Do not reference a selection you have already used.)
3. Identify TWO selections in this unit that portray someone being
influenced by people or things outside of himself or herself. Write
a paragraph or two that describes those influences and their good
or bad effects. (Do not reference selections you have already used.)
Part B. (20 points total; 10 points each) Think about the essays in this unit.
Circle the title of ONE selection shown below.
Describe the argument(s) of your selection. Then explain why or
why not you find the writers argument convincing. (Do not use a
selection you wrote about in Part A.)
a. A Mason-Dixon Memory
b. Should Naturalized Citizens Be President?
c. Toward a Rainbow Nation
d. Heroes
e. Langston Terrace
4. What argument(s) appear in this section?
5. Do you find the argument(s) convincing? Why or why not?
Summative Assessment, Course 2 Unit 4 What Inuences You? 169

Name ________________________________________ Date ___________________ Class __________

Part C. (20 points total; 5 points each) Think about fears faced by people in this unit.
Pick TWO different characters or real people from selections in
this unit who fear that something bad is about to happen to them.
Write their names and the selections names on the lines above
the boxes. (Do not use people or selections you wrote about in Part A or
Part B.)
In the boxes below each characters name, explain what they
feared. Then explain whether what they were afraid of actually
happened.
6. What did the character fear? 8. What did the character fear?
7. Did what the character feared actually 9. Did what the character feared actually
happen? If so, how did the character happen? If so, how did the character
deal with it? deal with it?
Part D. (20 points total, 10 points each) Think about the poems that appear in this unit.

Consider how the elements of imagery, style, allusion, and
personification are used in these poems.
Choose a poem and an element, then complete the boxes below.
(Do not use a selection you have already used.)
What effect does this element create in

Selection/Element
the poem?
10. 11.
170 Unit 4 What Inuences You? Summative Assessment, Course 2

Name ________________________________________ Date ___________________ Class __________
Open-Book Unit Test

Unit 5: How Can You Become Who You Want to Be? (page 598)
1. Identify TWO changes that occur in selections in this unit one
change that you think is for the better and one that is not for the
better. Write a paragraph or two explaining your choices.
2. In many of this units selections, young people experience
difficulties. Identify TWO of these young people, and describe
their troubles. What, if anything, makes their difficulties easier to
deal with? (Do not use selections you have already used.)
3. Identify a selection in this unit that portrays a positive relationship
between an older person and a younger one. What is positive
about this relationship? Support your opinions with details from
the selection. (Do not use a selection you have already used.)
Part B. (20 points total; 10 points each) Think about the positive actions taken by people in these
selections.
Circle the letter of ONE character. (Do not choose a character you
have already written about.)
In the top box, describe the persons life at the beginning of the
passage.
In the bottom box, describe positive actions the person takes and
the results, if any, of those actions.
a. Annie Johnson in New Directions
b. Zlata Filipovic in Zlatas Diary

c. Ernesto Galarza in Barrio Boy
d. Katie in Birthday Box
4. What is the person's life like at the beginning of the passage?
5. What positive action does the person take, and what are the results?
Summative Assessment, Course 2 Unit 5 How Can You Become Who You Want to Be? 171
Name ________________________________________ Date ___________________ Class __________

Part C. (20 points total, 10 points each) Think about the poetic devices of parallelism, assonance,
consonance, irony, and symbolism.
Choose a poem from this unit and identify an example of one of
these devices.
Then explain the effect achieved by the use of this device. (Do not
use a selection you have already used.)
Selection/Device Effect that is achieved

6. 7.
Part D. (20 points total) Think about selections in this unit that describe the lives of historical
figures.
Choose ONE selection that is a factual biography and ONE
selection that has the quality of a legend. (You may revisit selections
you have used earlier if necessary.)
Answer the questions below.
8. Which two selections did you choose? (5 points)

9. Which is biography, and which is legend? How can you tell? (15 points)
172 Unit 5 How Can You Become Who You Want to Be? Summative Assessment, Course 2
Name ________________________________________ Date ___________________ Class __________
Open-Book Unit Test

Unit 6: Why Share Stories? (page 758)
1. Strange or tragic things happen to some of the characters in this
units selections. Choose ONE character you think handles an odd
or tragic event well and ONE character you think does not. In a
paragraph or two, explain your choices.
2. Identify a selection that is presented as a real-life occurrence or
situation. Then identify a selection that portrays a fantasy event in
a realistic way. Does a story have to be nonfiction to communicate
a message? Explain your opinion, referencing details from your
two selections.
3. Identify TWO selections that portray events and then reveal
messages at the very end. Do you think this an effective way to
state a message? Why or why not?
Part B. (30 points total; 5 points each) Answer the questions below.
4. Which selections in this

unit are intended to be
acted out for an audience?
5. How do you know?
6. Identify a selection from

this unit that is intended
for the stage.
7. Identify a detail from the
selection that tells you this.
8. Identify a selection from

this unit that is intended to
be presented on television.
9. Identify a detail from the
selection that tells you this.
Summative Assessment, Course 2 Unit 6 Why Share Stories? 173

Name ________________________________________ Date ___________________ Class __________

Part C. (20 points total) Think about the myths in this unit.
Identify a title character from one of the myths.
Answer the questions in the boxes below.
10. Character (4 points)

11. Describe an interaction between this 12. What is the myth used to explain?
character and a god or goddess. (8 points)
(8 points)
Part D. (20 points total; 5 points each) Think about characters in this unit who stand out in your
mind.
On the line above the box, write the name of one of those
characters and the passage in which he or she appears.
In the box below, write three reasons why the character stands out
or is memorable to you. Be specific.
13. Character: ________________________________________________

14. Reason 1:
15. Reason 2:
16. Reason 3:
174 Unit 6 Why Share Stories? Summative Assessment, Course 2

Answers
Whom Can You Count On? Why Do You Read?

Unit 1 Test Unit 2 Test
Choosing a Community Service Dogs and People: A Longtime
Project Bond
1. D (setting) 1. A (vocabulary)
2. C (narrator/point of view) 2. C (authors purpose)
3. C (sequence) 3. A (text features)
4. B (character) 4. B (text features)
5. D (making inferences) 5. D (text features)
6. A (theme) 6. C (fact and opinion)
7. A (cause and effect)
A Change in the Weather 8. B (evidence)
7. C (summarizing)
8. A (vocabulary) Building the Pyramids of Egypt
9. B (making inferences) 9. B (text features)
10. C (making inferences) 10. B (text features)
11. B (plot) 11. D (text structure)
12. C (plot) 12. C (text features)
13. A (theme) 13. A (text features)
14. D (authors purpose)
Harvey 15. B (evidence)
14. B (description)
15. C (summarizing) Dr. Mae Jemison: Astronaut
16. D (plot) 16. C (text structure)
17. B (plot) 17. D (draw conclusions)
18. B (characterization) 18. A (authors purpose)
19. C (narrator/point of view) 19. C (characterization)
20. D (cause and effect) 20. B (fact and opinion)
Diagnostic Assessment Answer Key 175

Answers
What Makes Life Good? What Inuences You?

Unit 3 Test Unit 4 Test
The Seeds Lament Minding Your Own Business
1. A (interpreting) 1. D (authors perspective)
2. D (rhyme, rhythm, meter) 2. B (fact and opinion)
3. C (gurative language) 3. A (authors purpose)
4. D (interpreting) 4. D (tone)
5. B (rhyme, rhythm, meter) 5. C (argument)
6. B (alliteration) 6. A (style)
7. D (imagery) 7. B (vocabulary)
8. D (line and stanza) 8. A (anecdote)
9. D (tone) 9. C (main idea)
10. B (setting) 10. B (style)
Fog and Hope is the thing with Bookends

feathers 11. A (authors perspective)
11. C (imagery) 12. D (style)
12. D (imagery) 13. D (fact and opinion)
13. A (tone) 14. A (tone)
14. A (imagery) 15. B (vocabulary)
15. D (interpreting) 16. C (style)
16. B (drawing conclusions) 17. A (text structure)
17. D (tone) 18. B (imagery)
18. B (style) 19. B (characterization)
19. C (symbol) 20. C (vocabulary)
20. A (free verse)
176 Answer Key Diagnostic Assessment

Answers
How Can You Become Who You Why Share Stories?

Want to Be? Unit 6 Test
Unit 5 Test
Mystery at the Manor
Putting the Garden to Bed 1. B (stage directions)
1. B (setting) 2. D (stage directions)
2. C (setting) 3. A (setting)
3. D (narrator/point of view) 4. D (act/scene)
4. A (description) 5. D (stage directions)
5. B (vocabulary) 6. D (plot)
6. D (conict) 7. B (character)
7. C (analogy) 8. A (gurative language)
8. B (style) 9. A (plot)
9. C (theme) 10. D (suspense)
10. A (character)
Luisas Victory
A Baseball Story 11. B (diction)
11. C (drawing conclusions) 12. C (description)
12. D (vocabulary) 13. A (interpreting)
13. B (interpreting) 14. D (interpreting)
14. A (main idea) 15. A (interpreting)
15. C (drawing conclusions) 16. C (character)
16. D (conict) 17. B (plot)
17. C (setting) 18. A (problem and solution)
18. B (authors purpose) 19. D (setting)
19. A (irony) 20. C (theme)
20. D (vocabulary)
Diagnostic Assessment Answer Key 177

Answers
The Wise Old Woman are adequately cared for; and to seek
out the advice of the elderly.
Selection Test (page 8)
Recall and Interpret
Amigo Brothers
(42 points total; 7 points each) Selection Test (page 18)
1. C
2. B
(30 points total; 5 points each)
3. D
4. A 1. B
5. B 2. A
6. C 3. D
4. C
Vocabulary Practice 5. A
(10 points total; 2 points each) 6. D
7. A
8. B
Vocabulary Practice
9. A
10. B 7. C
11. C 8. C
9. B
Analyze and Evaluate 10. A
(27 points total; 9 points each) 11. B
12. I can remember many long years
ago, when there lived and arrogant
Analyze and Evaluate
and cruel young lord who ruled over
a small village in the western hills of 12. both must ght for the division
Japan. championship.
13. He (or she) could remember many 13. neither wants to damage his
long years ago, when there lived relationship with the other.
and arrogant and cruel young lord 14. not see each other until the day of the
who ruled over a small village in the ght.
western hills of Japan. BIG Question Connect (20 points)
14. Many long years ago, there lived 15. Answers will vary. Answers might
and arrogant and cruel young lord include points similar to the following:
who ruled over a small village in the The friendship strengthens the
western hills of Japan. dreams and goals of both.
BIG Question Connect (21 points) They nd ways to support each
15. Answers should reect students other, even when their dreams and
understanding that goals conict.
the wisdom of the elderly is a source Their thoughts are on each other
of social stability. at least as much as on the ghts
a society that takes heed of this outcome.
could be expected to treat its elderly The story ends with the friendship
respectfully; to value contact with undamaged.
the elderly; to ensure that the elderly
178 Answer Key Formative Assessment, Course 2
Answers
At the conclusion of the story, the Students who would not like to have Rikki
reader gets the impression that the as a friend might say that he takes too
friendship would have survived many risks. All students should provide
whatever the outcome had been. reasons and details to support their
opinions.
Rikki-tikki-tavi
Selection Test (page 38) The Highwayman
(30 points total; 6 points each) Recall and Interpret
1. A (45 points total; 5 points each)
2. D 1. B
3. B 2. C
4. D 3. C
5. A 4. A
Vocabulary Practice 5. B
(12 points total; 3 points each) 6. C
7. B
6. A 8. C
7. C 9. C
8. B
9. C Analyze and Evaluate
(45 points total; 15 points each) 10. setting
11. both
10. a house 12. plot
11. a garden
12. the summer BIG Question Connect (25 points)
13. Answers will vary. Students who think
BIG Question Connect (13 points) he loved Beth may note
13. Answers will vary. Most students will her great beauty.
say that they would like to have Rikki his promise. (Ill come to thee by
as a friend. He moonlight though hell should bar
is brave. the way.)
is loyal. his return to certain death when he
is funny. learns she has died to save him.
enjoys life. that the legend says that their ghosts
is curious about the world around still meet.
him.
likes adventure. Students who think he did not love Beth
likes to take chances. may note that
a highwayman is a robber and not
likely to be trustworthy.
he was late returning from seeking
the gold.
Formative Assessment, Course 2 Answer Key 179

Answers
he turned away when he heard the BIG Question Connect (11 points)
gunshot, which may be interpreted 15. Answers will vary, but should cover
as cowardly. most of these points:
Rey could not count on Mr. Snchez.
Students should provide reasons and
Mr. Snchez could count on Rey.
details to support their opinions.
Mr. Snchez had taken advantage of
The Good Samaritan Rey.
Rey resented the way Mr. Snchez
Selection Test (page 72) had treated him.
Rey felt sorry for Mr. Snchez,
Recall and Interpret because Rey could understand how
(30 points total; 6 points each) he felt.
1. B Rey helped Mr. Snchez even
2. A though he did not like him.
3. C Rey was not impressed by Mr.
4. D Snchezs gratitude.
5. C
Vocabulary Practice The Lark and Her Children and
(24 points total; 6 points each) The Travelers and the Bear
6. C Selection Test (page 86)
7. A
8. B Recall and Interpret
9. D (50 points total; 10 points each)
3. D
Answers to questions 1014 will vary, but 4. A
should include the major points indicated. 5. C
10. Rey is not allowed to use the Analyze and Evaluate
Snchezes pool, although he was (30 points total; 5 points each)
promised that he could. He remembers
other times the family did not keep 6. a mother lark and her baby larks
their word to him and his friends. 7. They talk. They reason. They
11. Conict arises between the teenagers understand people.
and Mr. Snchez, resulting in Reys 8. If you want something done, do it
decision to have nothing to do with yourself.
him in the future. 9. a bear
12. Despite his resentment, Rey decides to 10. It whispers and gives advice.
help Mr. Snchez. 11. Misfortune is the true test of friendship.
13. Rey changes Mr. Snchezs tire.
14. Rey refuses Mr. Snchezs invitation to
a barbecue.

Answers
BIG Question Connect (20 points) He is honest with his wife, the two
12. Answers based on students men, his neighbors, and himself.
experiences will vary, but should
Students who think money makes him
indicate an understanding of what a
successful might argue that:
moral is.
Even though the money is a result
The Force of Luck of his luck with the lead, he uses it
wisely and becomes successful.
Seventh Grade
3. B
1. D
4. C
2. A
5. B
3. D
Vocabulary Practice 4. C
(8 points total; 2 points each) 5. A
6. A 6. D
7. C Vocabulary Practice
8. B (21 points total; 7 points each)
9. A
7. C
Analyze and Evaluate 8. B
10 19. Answers will vary, but must Analyze and Evaluate
indicate an understanding of main, (32 points total; 8 points each)
minor, at, and round characters.
10. hearing
BIG Question Connect (12 points) 11. sight
20. Answers will vary. 12. touch
13. taste and smell
Students who think he counts on luck
might argue that: BIG Question Connect (17 points)
He is lucky to receive the lead, 14. Answers should recount Mr. Buellers
which in turn leads to the sh, understanding of Victors actions.
which luckily contains a diamond. The teacher realizes that Victor
It is lucky that his neighbors are is pretending to know French in
jewelers who recognize the diamond an attempt to impress Teresa. He
and want to buy it. remembers similar behavior of his own
in the past. He lets the deception pass,
Students who think honesty makes him because calling Victor on it would have
successful might argue that: caused Victor embarrassment.
Even when events turn against him,
the miller continues to work hard,
tell the truth, and never give up.
Answers
Thank You, Mam proud; insists on decent behavior

generous; shares food; gives away
Selection Test (page 124) money
Recall and Interpret BIG Question Connect (12 points)
(28 points total; 7 points each) 9. Answers will vary. Most students will
1. A think Mrs. Jones is kind. They may
2. A nd her wise, or they may question her
3. D wisdom.
4. C Those who nd her wise might point out that
Vocabulary Practice her approach works.
(20 points total; 10 points each) she teaches Roger something that
5. C the police would not.
6. A Roger learns about trust thanks to
her.
Analyze and Evaluate she shows Roger the importance of
caring.
Possible answers include: she teaches Roger that people can be
7. Roger: understanding.
not much of a family life; says there her approach makes it less likely that
is no one at home, no one to cook Roger will try to rob someone again.
dishonest; tries to steal her purse her approach brings out what is
honest; admits he would run if let go good in Roger.
small for his age; easy for Mrs. Jones Those who question her wisdom might
to control him point out that
obedient; ends up doing what Mrs. she risks a great deal.
Jones tells him to do. she may have been hurt.
wants to be trustworthy; doesnt run she seems to reward Roger for trying
when he gets a chance to rob her.
grateful; wants to say more than is nicer to Roger than he deserves.
Thank you.
polite; says mam. We Are All One
8. Mrs. Jones:
determined; doesnt give in to Selection Test (page 134)
robbery or escape efforts
strong; succeeds at ghting back and (30 points total; 5 points each)
controlling the boy
honest; admits to past mistakes 1. D
understanding; doesnt want to 2. D
embarrass boy; talks about own 3. D
mistakes; knows what its like to 4. A
want things 5. D
kind; thinks about the boys hunger 6. C
poor; has few possessions

Answers
Vocabulary Practice The Rider and Ill Walk the

(10 points total; 5 points each) Tightrope
7. C
8. A Selection Test (page 150)
Analyze and Evaluate Recall and Interpret
(40 points total; 8 points each) (50 points total; 10 points each)
1. C
Answers will vary. Possible answers:
2. B
9. While searching for the herb in the
3. A
forest, the peddler helps ants whose
4. A
home has been ooded. In a dream, the
5. A
ants encourage him to go on.
10. Looking for a place to rest, the peddler Analyze and Evaluate
rescues a centipede from a hungry bird. (30 points total; 10 points each)
The centipede tells him where to nd
the magic bead. Answers will vary. Possible answers:
11. When the centipede cannot nd the 6. working to be happy and secure in
bead, the peddler calls upon the ants, oneself
who help him locate it. 7. by putting all of ones energy into being
12. The peddler brings the bead to the the best one can at something
blind man, who is cured. 8. Focusing on self-improvement
13. The rich man doubles the reward, will conquer negativity and bring
allowing the peddler and his family happiness.
to live comfortably for the rest of their BIG Question Connect (20 points)
lives. 9. Students answers will vary. Students
BIG Question Connect (20 points) may state that walking the tightrope
14. Students restatement of the passages refers to
lesson will vary. Possible answers: remaining level-headed while facing
All living creatures are connected. challenging situations
Time spent helping others is never working toward a goal that might be
wasted. difcult to reach
People who help one another accepting lifes difculties and
strengthen the entire community. remaining determined to succeed
No one can live without the help resisting the urge to waste time
and support of others. resenting the successes of others
Do unto others as you would have
them do unto you.
Charles
Have faith in yourself and in others. Selection Test (page 178)
Students examples of situations will vary Recall and Interpret
but should center on the positive effects of (48 points total; 8 points each)
cooperation and mutual support. Students 1. A
should provide details to support their 2. C
opinions and ideas. 3. B
Answers
4. B it is hard to believe that Lauries

5. B teacher didnt contact his parents
6. A about his behavior.
Vocabulary Practice
After Twenty Years
7. B Selection Test (page 194)
8. C
9. A Recall and Interpret
10. C
11. B 1. D
2. B
Analyze and Evaluate 3. D
12. Laurie probably acted up at school and Vocabulary Practice
was himself spanked.
13. Laurie himself was kept after school for 4. C
misbehaving. 5. F
14. Charles is actually Laurie. 6. B
7. A
BIG Question Connect (16 points) 8. E
15. Answers will vary. Students who
enjoyed Charles may say that Analyze and Evaluate
they liked (27 points total; 9 points each)
the stories Laurie told about Charles. 9. suspense
the way Charles became integrated 10. togetherness
into the family, even though Lauries 11. surprise
parents knew him only from BIG Question Connect (23 points)
Lauries stories. 12. Answers will vary.
Lauries mothers ash of
realization when the truth about Students who were surprised might say
Charles came out. that
the way the conclusion put a Jimmy says nothing to give himself
different light on the entire story. away.
Bob does not recognize Jimmy.
Students who did not enjoy Charles or
nd it believable may say that Students who were not surprised might
Lauries behavior was a dead say that
giveaway from the beginning. there is something suspenseful about
most parents wouldnt believe the way Jimmy leaves.
that an entire kindergarten class Bob waits longer than most people
was kept after school to watch one probably would.
misbehaving student. If they did Jimmy asks some leading questions.
believe that, it would probably anger
them.

Answers
Slam, Dunk, & Hook What Is a Knight?

Selection Test (page 202) Selection Test (page 210)
Recall and Interpret Recall and Interpret
1. D 1. D
2. B 2. A
5. C
3. simile
6. B
4. compares the smoothness of silk with
the sound of a basketball going through Vocabulary Practice
a net (12 points total; 4 points each)
5. simile 7. A
6. compares players making shots with 8. B
fantastic creatures 9. B
7. metaphor Analyze and Evaluate
8. compares a player making a shot with a (32 points total; 4 points each)
musical note
10.17. Students answers will vary.
9. metaphor
However, answers should indicate an
10. compares the motion of muscles with
understanding that the overall purpose
the precise motion of a motor
of the article is to both inform (or
BIG Question Connect (22 points) describe) and entertain.
11. Answers will vary. Possible answers
include:
18. Answers will vary. Students who found
Happiness or joy. The speaker
the article readable and interesting
thinks playing basketball is fun.
might say that the author
The speaker nds it physically and
presented information they had not
emotionally fullling. The speaker
been aware of.
thinks it makes the players feel
stated his ideas clearly.
skillful and powerful.
used humor to keep his explanation
Pride. The speaker and others play
from becoming dull.
extremely well. They give their all
made the knights seem human.
to the game. They can accomplish
seemingly impossible things on the Students who did not nd the article
court. readable and interesting might say that
the authors humor was not funny.
the jokey tone distracted from the
factual content.
the author included too many
details, making much of the article
dry despite the humor.

Answers
from When Plague Strikes An Hour with Abuelo

1. C 1. B
2. B 2. B
3. A 3. A
4. D 4. B
5. D 5. D
6. B 6. C
7. B 7. B
8. A Vocabulary Practice
9. C 9. C
10. A Analyze and Evaluate
12. A
10. Abuelo
13. A
11. Arturo
Analyze and Evaluate 12. Arturo
14. chronological order 13. Answers will vary. However, students
15. logical order (cause-effect or problem- should indicate an understanding that
solution is acceptable) Abuelo always had a love of words,
BIG Question Connect (18 points) books, and teaching others.
16. Answers will vary. Sample answers the obstacles in his life kept him
might include two of these: from totally achieving his dreams.
The word bubonic is Greek. he never stopped doing what he
Language or the history of language loved in any way he could nd to
Ukraine borders the Black Sea. do it.
European geography indulging his passions as well as he
Many Italians made their living as could brought him joy and helped
merchants. European history keep him alert well into his old age.
People of the time used catapults as
weapons. History and warfare A Days Wait
The rat ea is a very adaptable Selection Test (page 276)
creature. Biology or zoology
Many believed God or the Devil Recall and Interpret
was responsible for the Black Death. (42 points total; 6 points each)
History of religion 1. B
2. D

Answers

5. B 6. She cant sell her sugar-cane syrup at
6. A the market.
7. C 7. external (both is acceptable)
Analyze and Evaluate 8. It is not. She leaves without having
(40 points total; 5 points each) reached her goal.
8. yes 9. He wants to eat even more of the syrup.
9. It helps explain the boys condition. 10. both
10. no 11. Monkey goes to Papa God and asks for
11. It is not dialogue. more Misery.
12. yes 12. The dogs chase Monkey and try to
13. It states the conict of the story (the attack him.
boys fear). 13. external (both is acceptable)
14. yes 14. Papa God gives Monkey a tree to climb
15. It resolves the storys conict. and escape from the dogs.
BIG Question Connect (18 points) BIG Question Connect (15 points)
16. Students answers will vary, but should 15. Students answers will vary. Students
mention that might say that the story is simply
at rst, the boy deals with his fear of entertaining, or they might discern a
death by keeping it to himself and lesson or lessons from it. All answers
suppressing his fear. should indicate an understanding of
when the boy nally references his the nature and purposes of folktales.
fear, Papa explains that the fear is
groundless. Do Animals Lie?
this understanding resolves the fear, Selection Test (page 289)
and the boy relaxes and presumably
recovers. Recall and Interpret
The Monkey Who Asked for 1. C
Misery 2. C
3. D
Selection Test (page 284) 4. A
Recall and Interpret 5. B
7. C
1. C
8. D
2. D
5. A 9. C
10. C
11. B
12. A

Answers
Analyze and Evaluate 17. possible answer: showed; Student must

(27 points total; 9 points each) suggest a bias-free replacement word.
Answers will vary. Possible answers BIG Question Connect (13 points)
include: 18. Answers will vary, but students should
13. the description of the process of indicate an awareness that Mudds
deception used by scorpionies name being a homophone for mud
14. The overall structure of the entire essay played a role in the expression Ones
is organized in this way. name is mud. becoming part of the
15. the description of the food storage English language.
behavior of scrub jays
BIG Question Connect (13 points) Tending Sir Ernests Legacy
16. Answers will vary. Details cited should Selection Test (page 302)
be used to support an understanding
of similarities between animal behavior Recall and Interpret
and human behavior. (30 points total; 5 points each)
1. C
Ones Name is Mud 2. A
Selection Test (page 297) 3. D
4. B
Recall and Interpret 5. A
1. C Vocabulary Practice
3. C 7. B
4. A 8. C
5. D 9. B
Vocabulary Practice Analyze and Evaluate
6. B 10. either
7. C 11. Web site
8. C 12. either
Analyze and Evaluate 13. Web site
(27 points total; 3 points each) 14. either
9. yes 15. either
10. negative 16. either
11. possible answer: went. Student must 17. Web site
suggest a bias-free replacement word. 18. Web site
12. no 19. Web site
13. no bias 20. either
14. no replacement needed BIG Question Connect (11 points)
15. yes 21. Answers will vary. Students answers
16. positive should name specic activities that

Answers
Alexandra Shackleton engages in Analyze and Evaluate

as she preserves and continues her (42 points total; 14 points each)
grandfathers work. Answers should 4. lines 6-8
also touch upon Shackletons desire to 5. the second stanza
spread knowledge about Antarctica, a 6. the third stanza
little-known part of the world.
Aunty Misery and Strawberries 7. Students answers will vary. Some
students will interpret the simple
Selection Test (page 324) act of eating a peach as a celebration
of happiness. Others will note that
the peach is the end product of a
complicated process and that to eat the
1. D peach is to connect to that process.
2. C
3. C Glory, Glory, Birds Circling at
4. B
Dusk, and Bamboo Grove
5. C
6. D Selection Test (page 358)
Analyze and Evaluate Recall and Interpret
7. Aunty Misery lets Death out of the tree, 1. A
on the condition that Death never visits 2. D
her again.
8. Misery and death will touch us all. This Analyze and Evaluate
is a natural part of life. (56 points total; 8 points each)
9. A spirit creates a new fruit so sweet, the 3. daytime
woman forgets her anger. 4. A kindly sun
10. Love overcomes anger. 5. dusk
6. Answers will vary. (The title states the
BIG Question Connect (18 points) time of day.)
13. Student answers should synthesize
7. nighttime
the morals of the two stories. Sample
8. moonlight seeping through
answer: Because misery and death will
9. Glory, Glory, The syllable patterns
always be with us, we should spend
are not traditional.
our time loving instead of being angry.
From Blossoms 10. Student answers will be entirely
personal. All students should support
their choices with details from their
Recall and Interpret chosen haiku.
1. C
2. B
3. A
Answers
Where Mountain Lion Lay Analyze and Evaluate

Down With Deer (40 points total; 8 points each)
Slight variations are acceptable, provided
Selection Test (page 362) they use proper grammar and sentence
Recall and Interpret structure.
(45 points total; 15 points each) 6. The wind is a woman, and the water is
a woman too.
1. C 7. Mrs. Water used to say, Look at my
2. D children!
3. B 8. Lord, my children sure are a
Analyze and Evaluate pleasure.
(42 points total; 14 points each) 9. When the children went to quench
4. lines 13-15 their thirst, Mrs. Water grabbed and
5. lines 19-20 drowned them all.
6. lines 21-29 10. She went to the water and asked for her
babies.
7. Students answers will vary. Possible BIG Question Connect (15 points)
answers include: 11. The passage is more similar to a myth.
She loves nature and feels connected Students answers should include the
to it. following points:
She misses a childhood that was A legend is a traditional story
surrounded by nature. handed down orally that is based on
She misses those who once shared actual people and events.
her connection with nature. A myth is a traditional story
She prefers being alone and that often explains a natural
pondering nature to the later phenomenon.
experiences of her own life. Why the Waves Have Whitecaps
explains why waves have whitecaps
Why the Waves Have in terms of a conict between
Whitecaps personalities.
Selection Test (page 369) from An American Childhood
Recall and Interpret Selection Test (page 374)
1. C
2. A
3. D 1. D
4. B 2. A
5. C 3. A
4. C
5. B

Answers

6. C Students answers may vary.
7. B 4. hot days and the ending sound of
8. C hot and got
9. A 5. It emphasizes the image of a hot
10. B summer day.
Analyze and Evaluate 6. peeping and sleeping
(20 points) 7. It emphasizes a peaceful, pleasant
mood.
11. Students answers will vary. Most
8. beaming and dreaming
students will note the humorous tone
9. It emphasizes a peaceful, pleasant mood.
of the excerpt. Observations may
include BIG Question Connect (16 points)
the amount of detail the author 10. Students answers may vary. Most
puts in to setting up the scene, students will think the mood is one of
giving it an exaggerated feeling of delight. They may point out
signicance. the peaceful, pleasant imagery
the description of the cars as targets. throughout.
the comparison of the slow-moving the childlike wordplay, reminiscent
cars to presents. of a nursery rhyme.
the description of the cars as cream the blending of humanity and nature
puffs. stressed throughout.
BIG Question Connect (20 points) Dreams
12. Answers will vary. Most students will
conclude that the story is basically Selection Test (page 393)
believable. Some may think that
the description of the chase was Recall and Interpret
embellished. Some may believe that the
speculation about being caught at the 1. A
Panama Canal occurred to the author 2. B
well after the event, especially since Analyze and Evaluate
she states that she brooded over the (40 points total; 20 points each)
event for the next few years. 3. The student should mark the lines of
each stanza a, b, c, b.
Summer 4. ABCB
Selection Test (page 390) BIG Question Connect (20 points)
5. Hughes tells us that happiness can be
(36 points total; 12 points each) found in pursuing ones dreams. He
does this by describing a life without
1. C dreams as miserable.
2. D
3. D

Answers
Miracles leaves the story.

slams the door on his way out.
Selection Test (page 397) 8. Kiko-Wiko
Recall and Interpret argues with the narrator.
(40 points total; 10 points each) criticizes the other characters.
insults the rst ogre.
1. A complains about the storyline.
2. B leaves the story.
3. D slams the door on her way out.
4. D 9. The rst ogre
Analyze and Evaluate consults with the narrator about the
(30 points total; 10 points each) storyline.
5. alliteration becomes peeved and argumentative
6. both when he is red.
7. both 10. The second ogre
is polite to and cooperative with the
narrator.
8. The theme of Miracles is that all of life is
Worries about getting paid when the
a miracle. Most students will describe
story goes awry.
the theme as a positive one. Students
should support their responses with BIG Question Connect (30 points)
details from the poem. 11. Content of paragraphs will vary but
must reference events in the story.
The Tale of Kiko-Wiko
Annabel Lee
(20 points total; 5 points each) Recall and Interpret
1. C (30 points total; 10 points each)
2. B 1. B
3. A 2. D
4. B 3. C
(10 points total; 5 points each) (40 points)
5. C 4. Students should copy and chart the
6. B remainder of the rst verse of Annabel
Lee. For this activity, consider pairing
the students and having them read the
poem aloud to each other.
Students answers will vary, but must
relate aspects of the story. Possible BIG Question Connect (30 points)
answers include two of: 5. Answers will vary. The theme of
7. The narrator Annabel Lee is idealized love.
talks to the characters. The rhyme and meter
argues with Kiko-Wiko. is repetitive;
Answers
creates a sing-song effect. The Dolores is moved enough by the

speaker repeats, again and again, owers to make herself more
how perfect their love had been, attractive.
how even heaven had envied their
relationship, and how impossible life The Luckiest Time of All
is without her; Selection Test (page 433)
cause the poem to feel hypnotic,
suggesting that the speaker is out of Recall and Interpret
touch with reality. (50 points total; 10 points each)
1. B
A Crush 2. C
4. A
2. A
6. They want to get out, see the world,
3. B
and have fun.
4. D
7. They want to express their enjoyment
5. B
of and gratitude for the show.
6. A
8. He wants to make certain the dog has
Vocabulary Practice not been injured.
7. C 9. Answers will vary. Students examples
8. A may include
9. E the love between best friends Elzie
10. B and Ovella.
11. D the love of adventure that prompts
Analyze and Evaluate them to decide to join the Silas
(21 points total; 7 points each) Greene.
Student answers may vary. Possible the love of life that lets them enjoy
answers: the dancing dogs show.
12. Ernies secret crush on Dolores the romantic love that begins when
13. her lack of interest in love Elzie meets Amos.
14. his gentle nature and love of beauty the love of animals that prompts
Amos to catch the dog humanely
BIG Question Connect (11 points) and make certain it has not been
15. Answers will vary. Students will
hurt.
probably note that
Ernie reaches out to Dolores in secret
because he is socially awkward.
The owers do not result in the two
of them meeting.

Answers
Superman and Me and My First The Scholarship Jacket

Memory (of Librarians) Selection Test (page 472)
1. D 2. A
2. A 3. B
3. B 4. D
4. C 5. A
5. B Vocabulary Practice
7. A 6. B
8. A 7. C
9. an Indian reservation 10. C
10. a library Analyze and Evaluate
11. Students answers may vary. Possible (30 points total; 10 points each)
answers include: 11. Two of Martas teachers (history and
Both settings give the passages math)
narrators access to books and 12. She asks him for $15 dollars to pay for
knowledge. the scholarship jacket. He refuses to
Both settings contain an adult who pay for it.
encourages readingthe father 14. The principal says that hell tell the
by example and the librarian as a school board that she can have the
profession. jacket without paying for it.
Both settings had lifelong effects on
the narrators. BIG Question Connect (25 points)
15. Answers will vary and should contain
BIG Question Connect (14 points) references to the events of the story.
12. Students answers will vary, but should Possible lessons Marta has learned
indicate the narrators love of reading might include:
and knowledge. Students might point You dont always get what you
out that in Superman and Me, the work for.
narrators love for his father was also Justice is not guaranteed.
a motivating factor of his love for Sometimes weak people do the
reading. wrong thing under pressure.
Her grandfather made the right
decision.
Bravery can make a situation more
tolerable.
Some people are good and will do
the right thing.
Answers
Sometimes people will follow their Names/Nombres

conscience.
A Mason-Dixon Memory Recall and Interpret
Selection Test (page 482) (48 points total; 8 points each)
1. A
3. D
1. C 4. C
2. C 5. A
3. A 6. C
4. D
5. D Vocabulary Practice
8. C
6. A 9. A
7. B 10. A
8. B
10. B
Answers will vary. Possible answers
Analyze and Evaluate include:
11. She is intimidated at times. She is shy.
11. He is not allowed to play golf at a She is polite.
country club because he is black. 12. She wants to t in.
12. His team forfeits the competition in 13. She does not like to see others
protest. uncomfortable.
13. He is not allowed into an amusement
park because he is black. BIG Question Connect (15 points)
14. His friends refuse to go to the park, 14. Answers will vary. Those who think the
either. quote is applicable may point out that
15. Answers will vary. Possible answer: Julia is called by different names at
Sportsmanship means doing the right different times, prefers to be known
thing. by different names at different times,
and hears her name pronounced
BIG Question Connect (20 points) different ways at different times.
16. Answers will vary. Most students no matter what she is called or
will say that for the two to share their how her name is pronounced, she
experiences is useful. They may point remains who she is.
out that Dondr and Clifton were both she realizes that what a person is
supported by their friends. They may called reects the feelings of the
point out that Dondrs experience led to speaker and not who the person
widespread positive results. truly is.

Answers
Those who think the quote is not be proud of his heritage. She taught
applicable may point out that him Spanish and about Mexico.
the quote indicates that names arent be brave and condent. She told him
important, while the story suggests not to cry when his parents left for
that they are extremely important work.
for a variety of reasons. be fun-loving, cheerful, and
Julia prefers to be called by different imaginative. She talked to, sang to,
names at different times. and danced with chairs.
what Julia wanted to be called have a good sense of humor. She
changed from time to time. teased him.
roses cant change who they are, respect nature and be aware of his
what they like, or what is important environment. She taught him about
to them. Those things change for clouds and plants.
people.
The War of the Wall
In a Neighborhood in Selection Test (page 510)
Los Angeles
Selection Test (page 505) Recall and Interpret
1. A 3. A
2. D 4. D
5. D
Answers will vary. Vocabulary Practice
3. Possible answers include:
mystery, magic 7. B
wonder 8. A
warmth, love, closeness 9. A
pride 10. C
4. Possible answers include: Analyze and Evaluate
The grandmother wore traditional (21 points total; 7 points each)
Mexican clothes. 11. direct
Her clothes strongly affected the 12. indirect
speaker. 13. direct
She brought Mexico to life for him.
She kept his heritage alive for him. BIG Question Connect (21 points)
She had strong ties to nature. 14. Answers will vary. Answers may
include:
BIG Question Connect (30 points) the two of them jumped to
5. Answers will vary. Students might conclusions about the painter lady.
note that the speakers grandmother
encouraged him to

Answers
they opposed what she was doing Should Naturalized Citizens Be

without really knowing what was President?
going on.
they did not know the painter lady Selection Test (page 536)
was Jimmy Lyons cousin.
the painter lady loved Jimmy Lyons, Recall and Interpret
just as they did.
1. B
old age sticks 2. A
3. C
Selection Test (page 530) 4. B
Recall and Interpret 5. D
(45 points total; 15 points each) Vocabulary Practice
2. C 6. C
3. D 7. C
10. C
4.6. Answers will vary, but should indicate
an understanding of Analyze and Evaluate
Cummingss disregard for (20 points total; 5 points each)
traditional sentence structure and 11. ethical appeal
punctuation. 12. factual appeal
the sparseness of his poetry and the 13. emotional appeal
richness of his imagery. 14. appeal to authority
7. The poem is about aging. Possible 15. Answers will vary. Student answers
observations include: should indicate an understanding of
Change is a natural part of life. types of arguments.
The older people get, the more
cautious they become. Without Commercials
Age and youth balance each other. Selection Test (page 547)
The differences between young and
old people are universal. Recall and Interpret
Youth grows old. (40 points total; 10 points each)
Youth gradually takes on the 1. D
characteristics of old age. 2. B
3. A
4. C

Answers
Analyze and Evaluate 10. Answers will vary, but should note the
(32 points total; 8 points each) value she places on racial diversity.
5. splendid BIG Question Connect (12 points)
6. Wilderness Eden (Eden or Garden 11. Answers will vary. Most students
of Eden are acceptable.) will nd her viewpoints persuasive.
7. Adam and Eve Answers should reect an
8. Answers will vary, but should indicate understanding of how her life
a realization that Walker is evoking the experiences contributed to her views.
perfection of the rst people to state
that people today are wonderful just as Heroes
they are.
9. Students answers may vary somewhat. Recall and Interpret
Walker obviously believes that beauty (27 points total; 9 points each)
is unique to the individual. She points 1. D
out ways in which commercials 2. C
inuence people to think that they are 3. B
not beautiful as they are. (Details might
Vocabulary Practice
include her references to skin color,
nose jobs, hair styles, etc.) She invites
us to ignore societys standards and 4. C
appreciate the individual beauty of 5. C
each person. 6. A
7. B
Toward a Rainbow Nation Analyze and Evaluate
Answers will vary. Possible answers include:
Recall and Interpret 8. humorous, ironic
(28 points total; 7 points each) 9. sad, poignant
1. D 10. humorous, light-hearted
2. B 11. elegant, graceful, moving
3. C BIG Question Connect (13 points)
4. D 12. Answers will vary. Students essays
Vocabulary Practice should describe heroism in a situation
(20 points total; 10 points each) that most people would overlook.
5. A
6. C
7. a mixed
8. diverse
9. a thing of the past

Answers
Primer Lesson 10. The narrator is afraid that her family

will lose their home.
Selection Test (page 567) 11. The narrator moves, loves their new
Recall and Interpret home, and makes new friends.
(45 points total; 15 points each) 12. The narrators family nds out they
will be able to keep their home.
1. A 13. happiness, fondness
2. B 14. happiness, security, relief
3. D
Analyze and Evaluate 15. Student answers may vary. Students
will probably point out that the things
4. proud (or harsh, conceited) words each narrator feared did not come
5. Proud words are depicted as wearing to pass. Students might say that this
boots. would make the narrators less afraid of
6. Proud words are depicted as walking change in the future.
away.
7. Proud words are depicted as not being If I Can Stop One Heart from
able to hear. Breaking and I Stepped from
BIG Question Connect (15 points) Plank to Plank
8. Sandburg is advising us to watch
what we say to others. Any part of the Selection Test (page 604)
poem can be referenced to support this
theme. (40 points total; 10 points each)
Langston Terrace and Home 1. B
2. A
Selection Test (page 570) 3. A
4. D
(40 points total; 5 points each) Analyze and Evaluate
2. A 5. assonance (head and felt)
3. B 6. consonance (one and pain)
4. D 7. assonance (feet and sea)
5. B BIG Question Connect (24 points)
6. D 8. Student answers may vary. Answers
7. D might include:
8. A being kind to others and helping
Analyze and Evaluate people and creatures in need (If I
(48 points total; 8 points each) Can Stop One Heart from Breaking)
9. The narrator is afraid of moving to a moving on despite lifes
new home. uncertainties (I Stepped from Plank
to Plank)

Answers
observing and appreciating the BIG Question Connect (18 points)

beauty of life (both poems) 13. Answers will vary. Students may point
out that:
Student answers should quote lines from
The narrator learns the importance of
the poems to support their observations.
adapting to changing situations. This is
Hollywood and the Pits important because she
hasnt been dealing well with the
Selection Test (page 608) change that her professional life has
undergone.
Recall and Interpret needs to accept that her career as a
(56 points total; 8 points each) child performer is over.
1. B needs to get on with her life.
2. A The narrator learns that even the so-called
3. A ttest dont always succeed. This is
4. C important because she
5. C has been blaming herself for her
6. B inability to nd work in Hollywood.
7. D will feel better about herself when
Vocabulary Practice she is able to stop taking her
(12 points total; 3 points each) professional failures personally.
8. B
9. C
Young Arthur
10. A Selection Test (page 626)
11. C
(14 points)
1. C
12. Answers will vary. Students may point 2. A
out that the narrator 3. A
sees herself as a victim of 4. C
Hollywood. 5. D
feels as if shes been sucked in by 6. B
Hollywood. 7. A
feels deceived by Hollywood.
feels she was promised something Vocabulary Practice
she never got. (10 points total; 5 points each)
was hungry for her chance. 8. C
feels struck. 9. B
is struggling for survival.

Answers
Analyze and Evaluate Analyze and Evaluate

10. possibly true Students answers may vary.
11. most likely fantasy 11. that a person with knowledge can
12. most likely fantasy inspire others to pursue knowledge
13. possibly true themselves
BIG Question Connect (25 points) 12. that it can take a lot of time and
14. Answers will vary. Students dedication to better yourself
observations might include: 13. that a person will nd the time and
Arthur is depicted as he is because energy to take positive action, if he or
those traits make Arthur heroic and she nds it important enough
worthy of being king. BIG Question Connect (12 points)
Arthurs ability to draw the sword 14. Answers will vary. Possible answers
from the stone is the will of include
heaven. working hard to learn proper
Heaven would probably not will an English.
unworthy person to be king. studying and copying a dictionary.
If Arthur had been evil or even reading what he copied back to
inadequate, he would probably not himself.
have been able to draw the sword reading every book he could nd.
from the stone. using every free minute he had to
read.
from The Autobiography of taking classes.
Malcolm X joining in prison debates.
checking books out of the library.
Selection Test (page 640) going without sleep to read and learn.
New Directions
1. C Selection Test (page 648)
2. B
3. C Recall and Interpret
4. D
5. C 1. B
6. C 2. A
7. A 3. C
4. C
6. D
8. A
10. B
7. B
8. B
9. B

Answers
Analyze and Evaluate Truly in-control people are secure.

(15 points total; 5 points each) The speaker is not.
10. 1903 BIG Question Connect (15 points)
11. the South 5. Answers to the question will vary.
12. the cotton gin and the lumber mill Students might identify with Almost
BIG Question Connect (22 points) Ready because they
13. Students answers will vary. Answers sometimes feel insecure about the
might include these points: impressions they make on others.
Success requires a willingness to have felt insecure while getting
work hard and make the most of ready for a social event.
opportunities. know what it is like to want to
When things arent going well, dont impress someone special.
be too afraid or embarrassed to like to use fashion to express their
make changes. personalities.
Figuring out what people want or are aware that they do not reveal
need then supplying it can lead to their true selves to others.
success.
Have determination can make up for Your World and One
not having other things. Selection Test (page 660)
It is important to know what means
the most to you. Recall and Interpret
It is important to do what is (40 points total; 8 points each)
necessary to protect what is most 1. B
important to you. 2. C
3. C
Almost Ready 4. D
Answers may vary. Possible answers:
1. A 6. a ying bird
2. C 7. freedom, growth, moving out into a
3. D larger world
Analyze and Evaluate 8. mirrors
(40 points) 9. people in the world who look at the
4. Answers will vary but students should speaker and see him as only one of
note the irony of the situation. Points many
noted might include:
The speaker is the opposite of the
impression hes trying to make.
A cool person wouldnt worry
about making an impression.

Answers
10. Answers will vary. Students should 9. Uncle Nacho rescued the girl by
note that the speaker is at least on her insisting she dance and by telling
way to reaching her goal. Other points her she was pretty. His tactic worked
might include: because he understood what was
The speaker refers to her starting bothering her and how to overcome it.
point as where she used to abide.
She says that, after seeing the distant from Zlatas Diary
horizon, she beat down the barriers Selection Test (page 674)
(battered the cordons).
She says she soared to the Recall and Interpret
uttermost reachesthat is, to the (30 points total; 5 points each)
horizon she had seen. 1. B
2. C
Four Skinny Trees and Chanclas 3. A
5. C
Recall and Interpret 6. C
Vocabulary Practice
2. D
7. B
3. C
8. A
4. A
9. C
5. B
6. A Analyze and Evaluate
(40 points total; 20 points each) 10. external
11. internal
12. internal
7. My feet scuffed and round, and the
heels all crooked that look dumb with BIG Question Connect (25 points)
this dress, so I just sit. 13. Students answers will vary. Possible
8. Students might quote any number of answers:
sentences where Cisneros Zlata will need to overcome fear,
substitutes commas for periods, anger, bitterness, and or depression.
heightening the effect of confusion To overcome these, she will need
and self-consciousness. courage, condence, the ability to
omits quotation marks, making the forgive, the ability to rebuild, and
ideas seem like personal thoughts. the ability to learn from the past and
move on.

Answers
from The Adventures of They made their way through

Marco Polo deserts and dangerous mountain
trails without giving up.
Birthday Box and To James
3. D
1. A
4. B
2. D
5. A
3. A
6. B
4. D
7. D
5. B
8. C
6. C
Vocabulary Practice
10. A
8. C
11. B
9. A
12. C
10. B
13. A
11. E
Students answers for 14.18. will vary, but
12. yes
should demonstrate an understanding of
13. no
effective description in writing.
14. yes
BIG Question Connect (15 points) 15. yes
19. Students answers will vary. Answers 16. yes
might include:
They set off for places about which
17. Answers will vary, but should touch on
they knew nothing.
most of these points:
Food and water was often hard to
The common theme is that older
nd, but they pressed on.
people can teach younger people in
When they found travel by ship
different ways.
unacceptable, they made a difcult
In To James, the speaker ponders
overland journey.
the lessons he tried to teach James by
They did not give up when they
encouraging him to pursue running.
encountered a sandstorm.
In Birthday Box, the mothers
They did not give up when robbers
dying gift turns out to be a beautiful
attacked them.
life lesson.
They did not give up when Marco
Polo fell ill.

Answers
The Teacher Who Changed from Barrio Boy and How I

My Life Learned English
1. C 1. D
2. C 2. A
3. D 3. D
4. C 4. B
5. D 5. C
Vocabulary Practice 6. D
(20 points total; 5 points each) Analyze and Evaluate
7. A 7. a, b, i
8. B 8. c, d, f, h
9. C 9. e, g
Analyze and Evaluate BIG Question Connect (28 points)
(21 points total; 7 points each) 10. Students answers will vary. Answers
Answers will vary, but should indicate an should point out that:
understanding of the element of tone of Both authors are new to the United
each excerpt. States at the times of the passages.
10. gratitude mixed with sadness, Both are insecure about being in a
melancholy, somber new country.
11. anger, sadness, longing, vengeful Miss Ryan and Joe Barone give
12. gratitude, appreciation encouragement and support.
Both help the new kids t in.
13. Answers will vary, but students should The Miraculous Eclipse
indicate a grasp of the signicance
of the title. Details from the passage Selection Test (page 768)
should underscore Miss Hurds
qualities of Recall and Interpret
seriousness and dedication
persistence 1. D
drive and enthusiasm 2. A
dependability and nurturing 3. C
guidance 4. B
loyalty 5. D
reliability 6. A
7. B

Answers
Vocabulary Practice The reaction of the crowd to the

(24 points total; 6 points each) eclipse and Hanks foreknowledge
8. A of it.
9. C The way Hank fools them all
10. B without really doing anything.
11. A
The Monsters Are Due on
(24 points total; 6 points each
Maple Street, Act I
Students answers may vary, but should Selection Test (page 794)
indicate an understanding of stage
dialogue and directions. Recall and Interpret
12. OLD HANK (Stopping and turning): Yes?
13. BOY (Impressed): A couple of 1. C
thousand? Whew! 2. B
14. (The lights begin to dim. Actors gasp 3. D
and look up.) 4. D
15. (The curtain falls.) 5. B
6. B
BIG Question Connect (24 points) 7. A
16. Students answers may vary. Points
might include: Vocabulary Practice
The whimsical tone of the story. It (20 points total; 4 points each)
deals with no heavy issues. 8. A
The boys reaction is amusing, 9. B
believing without question what is 10. C
probably a tall tale. 11. C
A blow to the head is not a plausible Analyze and Evaluate
explanation for time travel. (25 points total; 5 points each)
Hanks reaction to Sir Kay, believing
12. a camera operator
he was part of a circus.
13. an actor (or actress)
Sir Kays reaction to Hank, wanting
14. those building the set
to enlist the newcomer to ght for
15. an actor
England.
16. The rst direction would not be found
The reaction of the courtiers to
in a script for a stage play. It describes a
Hanks clothing.
camera shot, and cameras are not used
Sir Kays exaggerated retelling of
to present stage productions.
how he captured Hank.
The gullibility of King Arthur when
Sir Kay talks about enchanted
clothing.
Hank standing in his long
underwear.

Answers
BIG Question Connect (24 points) 13. Outsiders will be revealed to be the
17. The characters get the idea when Tommy cause of the strange happenings on
talks about science ction stories he has Maple Street.
read. The idea seems believable because BIG Question Connect (26 points)
theyve just seen something strange in 14. Answers will vary, but should reference
the sky and because they cant explain events from the teleplay. Possible
why the power has gone off; answers include:
why the outage affects cars, Serlings message is that
telephones, power mowers, etc.; frightened, confused people often
why even the portable radios arent behave irrationally.
picking up anything; and desperate people act without
why Les Goodmans car starts on thinking and strike out at the wrong
its own. people or things.
fear and confusion among groups
The Monsters Are Due on of people can grow quickly and
Maple Street, Act II dangerously.
Selection Test (page 812) The lesson that can be learned is
people should avoid letting fear
Recall and Interpret guide their actions.
(35 points total; 5 points each) conquerors can manipulate peoples
1. D fear to achieve their own goals.
2. C
3. A The Bird Like No Other
4. B Selection Test (page 830)
5. C
8. A 3. D
9. C 4. A
10. C 5. C
Analyze and Evaluate Vocabulary Practice

Students answers will vary. Answers 6. C
should indicate an understanding of the 7. A
concepts of foreshadowing and suspense. 8. C
Possible answers include: 9. B
11. Tension is building between the Analyze and Evaluate
neighbors and will soon erupt into (30 points total; 5 points each)
violence. 10. ashback
12. Someone will be killed or wounded. 11. present

Answers
12. ashback Analyze and Evaluate

13. present (28 points total; 7 points each)
14. ashback 11. gurative
15. present 12. gurative
BIG Question Connect (80 points) 13. literal
16. Answers may vary. Aunt Emily taught 14. literal
Colby that people should seek beauty BIG Question Connect (12 points)
even when they are angry. Student 15. Answers will vary. Some students
answers might also make reference to will say that the Teasdale poem states
the importance of loving ones family. Bradburys message. Others may
Those who agree with Aunt Emilys zero in on the nuclear war aspect of
method might point out that the story. Most students will think
it worked. that Bradbury was also attempting to
it did away with a lot of conict and entertain the reader. They may point
unhappiness. out the effort Bradbury puts into
it got Colby to contemplate the describing possible future technology,
beauty of nature. or the colorful analogies he uses. They
Those who disagree with Aunt Emilys may also nd the death of the dog
method might point out that poignant and the manner of its disposal
she lied to Colby about the bird disquieting.
and may have taught him that
dishonesty is acceptable. Missing! and Birdfoots
she did it at least in part to avoid Grandpa
having to deal with unpleasantness.
There Will Come Soft Rains

3. B
1. B 4. D
2. B
5. A
3. D
4. B Vocabulary Practice
6. B Analyze and Evaluate
8. B Answers may vary slightly.
9. A 8. global warming
10. B 9. that the more carbon dioxide there is in
the air, the more warming there will be

Answers
10. the poems speaker BIG Question Connect (14 points)

11. The speaker is impatient. 14. Students answers will vary. Answers
12. The grandpa says the toads have places might touch on the following points:
to go. People have always fallen in love.
13. that grandpa has empathy for these (Echo, Orpheus and Eurydice)
living creatures People have always been jealous.
BIG Question Connect (15 points) (Hera)
14. Answers will vary. The two passages People have always grieved when
share the idea that the fate of animals is people die. (Orpheus mourning
linked to the fate of people. Missing! Eurydice, Aphrodite mourning Echo)
approaches the idea from an objective People have always loved music.
angle, telling the reader that people are (Orpheus)
also dependant on the environment. People have always had a sense of
Birdfoots Grandpa takes a more revenge and justice. (Hera cursing
empathetic approach, reminding the Echo, Aphrodite cursing Narcissus)
reader that all life is important. People have always wondered how
things in the world work. (Echo)
Echo and Narcissus and
Orpheus, the Great Musician
1. B
2. D
3. B
4. B
5. A
6. D
7. C
8. D
Answers may vary slightly.
9. Echo
10. Echo and Narcissus (Echo alone is
acceptable.)
11. Orpheus and Eurydice
12. Narcissus
13. Hera and Aphrodite

Answers
Unit 1: Whom Can You Count On?

Open-Book Unit Test (page 2)
Part A. (40 points total; 20 points each)
1. A model answer for Amigo Brothers:
I remember a time when my best friend and I were both trying to get the top grades
in a class. There was a prize for the one who did the best. We both worked really
hard. Sometimes we studied together, but there was some tension between us. I was
afraid our competition would end our friendship. I ended up winning the prize, and
she came in second. After the announcement, she told me she was happy for me. I
learned I could count on her to put our friendship over the competition.
2. A model answer for The Highwayman and The Good Samaritan:
In The Highwayman, the two main characters were so much in love that Bess saved
the highwaymans life by sacricing her own. The highwayman could obviously
count on her to be there for him, even at the cost of her own life.
In The Good Samaritan, Rey had very good reason to ignore Mr. Snchez and his
at tire. Even though Mr. Snchez had treated him unfairly, however, Rey stopped to
help him. Mr. Snchez could count on Rey, even though he didnt really deserve
Reys help.
3. A model answer for The Wise Old Woman and Rikki-tikki-tavi:
In The Wise Old Woman, someone who is pushed aside because she is old ends
up being the wisest person of all. By paying attention to her wisdom, the village was
saved. When the lord of the village realized this, life became peaceful for all.
In Rikki-tikki-tavi, a family shows kindness and affection to a simple animal. If they
had rejected or ignored the mongoose, the cobras would have probably killed them.
By giving Rikki-tikki-tavi a loving home, however, the family was saved.
Part B. (20 points total; 10 points each)
Answers will vary. Model answers for The Travelers and the Bear:
4. that not everybody who seems to be a friend can actually be counted on.
5. Everything was ne between the traveling companions until the bear showed up.
Then the rst traveler thought only of himself. If the bear had wanted to, he could
have killed the second traveler and the rst one would have done nothing to stop
it. This shows that it is easy to pretend to be a friend, but the true test is whether
someone can be counted on when trouble arises.
210 Answer Key Summative Assessment, Course 2

Answers
Part C. (20 points total; 10 points each)

Answers will vary. Model answers for Thank You, Mam:
6. The plot is driven by both internal and external conict. (both)
7. There is external conict, when Roger tries to snatch Mrs. Jones purse. The external
conict continues as she physically drags the boy to her home. Then there is internal
conict as Mrs. Jones lectures Roger about the way he has acted, and as Roger
rethinks his actions.
Part D. (20 points total, 10 points each)
Answers will vary. Model answers for Ill Walk the Tightrope:
8. the independence, balance, and concentration a person needs to meet ones goals
in life
9. a tightrope, a wrinkled forehead, someone balancing on a tightrope, a parasol, a
balance stick
Summative Assessment, Course 2 Answer Key 211

Answers
Unit 2: Why Do You Read?

1. A model answer for Charles:
Lauries parents should have been able to see their son as a possible culprit because of
his bad behavior at home. They seemed to think that their boys behavior was simply
cute. They also should have realized that entire kindergarten classes are not kept after
school to watch one misbehaving student, and that it was actually Laurie who had
been kept after.
2. A model answer for What is a Knight? and When Plague Strikes:
In What is a Knight? the author gives factual information about the feudal system,
the code of chivalry, and how someone in medieval times became a knight. He states
directly that he is trying to inform us on these subjects.
In When Plague Strikes, the author gives factual information about the nature of
bubonic plague and the times and places it struck. It is obvious by the amount of
information in the selection that the authors purpose is to inform.
3. A model answer for Do Animals Lie?:
In Do Animals Lie? the author uses a logical order text structure for the
overall article. She begins with simple examples involving sh and ends with
more complicated examples involving primates. Within each example, she uses
chronological order to describe examples of animal actions that indicate deception.
Part B. (20 points total)
Answers will vary. Model answers for A Days Wait:
4. the boy
5. A Days Wait
6. The boy believes he is going to die, because he misunderstands what the reading of
his body temperature indicates. At rst, he keeps his fear to himself. Once he shares
his fear with the older, wiser Papa, he learns that it has no basis. The lesson is that
sharing ones fear can make it easier to bear, or get rid of it altogether.
Answers will vary. Model answers for Slam, Dunk, & Hook:
7. The overall mood is one of motion, energy, speed, and exhilaration.
8. Fast breaks. Lay ups, outmaneuvered, sprung rhythm, played nonstop,
bodies spun.

Answers
Part D. (20 points total; 10 points each)

Answers will vary. Model answers for Strawberries:
9. Although credit is often given to a person who retells a story, the authorship of
folktales is always unknown.
10. Strawberries is a myth. Its authorship is unknown, it involves ctional characters
and imaginary creatures, and it attempts to explain a natural phenomenon (the
creation and existence of strawberries).

Answers
Unit 3: What Makes Life Good?

1. A model answer for Annabel Lee:
I thought Annabel Lee was a sad and beautiful love poem. Poe describes a love
that is the only important thing in the world for both of them. He says that they loved
each other so much that even angels were jealous of them. In fact, the angels were so
jealous that they tried to break up the couple by killing Annabel Lee. Even that didnt
really work, though. Poe still loved her so much that he slept in her tomb next to her. I
understand that thats kind of creepy, but its still beautiful.
2. A model answer for Miracles and My First Memory (of Librarians):
I really liked Miracles because it reminded me how much we take for granted.
Sometimes it is easy to get caught up in what we are doing, or not pay attention to
things we see all the time. We often forget to look around us and take the time to
appreciate the world to recognize what a miracle life is in all of its forms.
I liked My First Memory (of Librarians) a lot because it made me think of the
library my mother used to take me to when I was small. I can still picture it, right
down to the newspapers on those pole things. It seemed so big and impressive then.
Now that I am older, the library doesnt seem quite so big, but Ive always thought it
was neat that you can nd out about almost anything just by doing a little exploring
there.
3. A model answer for An American Childhood and The Tale of Kiko-Wiko:
I liked An American Childhood, because I can understand why throwing snowballs
at cars could be funny. It was also funny when the narrator thought she could outrun
the man chasing her. Then, when he did catch her, there wasnt anything he could do
except yell. I felt like this was something that could happen to me or my friends.
Even though The Tale of Kiko-Wiko is pretty silly, I thought it was funny because a
normal girl in that situation might really act the way she did. It was fun to watch the
ogres and the narrator get annoyed, because Kiko-Wiko was just being herself. I also
thought it was funny that the second ogre was worried about getting paid, like his job
was to scare people in stories.
Part B. (20 points total)
Answers will vary. Model answers for From Blossoms:
4. From Blossoms
5. blossoms, laden boughs, dust, peach.
6. The author of From Blossoms uses fresh peaches to represent nature. He compares
picking, holding, admiring, and eating peaches to being one with nature itself.

Answers
Part C. (20 points total)

Answers will vary. Model answers for Bamboo Grove:
7. Song of the cuckoo: / in the grove of great bamboos, / moonlight seeping through.
8. The image communicates: a haunting sound (the lone cuckoo), bright moonlight
shining through the bamboo plants
9. The image gives a feeling of unreality, an odd lonely feeling.
Answers will vary. Model answers for Why the Waves Have Whitecaps:
10. The writer of Why the Waves Have Whitecaps uses the traditional dialect of African
American storytellers. African Americans earlier in our history had a special, lively
way of speaking, just as many cultures have had throughout the worlds history.
Examples of the dialect: chillun, uster, passle.
11. She uses that special dialect to help the reader place the story in a specic time, place,
and culture.

Answers
Unit 4: What Inuences You?

1. A model answer for Heroes:
I think that Erma Bombeck makes a good point in her essay Heroes. The
handicapped people who climbed Mount Rainier were truly heroic. Despite their
disadvantages, they accomplished something great. I cant even imagine how I would
climb a mountain if I was blind or had an articial leg.
Bombeck is right when she says that we dont use the word hero correctly in our
society. People arent necessarily heroes just because they impress us with their
natural ability. People are heroes when they overcome obstacles to accomplish
something great.
2. A model answer for The Scholarship Jacket and A Mason-Dixon Memory:
In The Scholarship Jacket, Marta is an American student with a Mexican heritage.
Her family was poor compared to most others, because her family came to America
with very little and had to work hard. She herself worked hard to get the best grades.
The school board wanted to give the scholarship jacket to a student from a richer,
better-connected family. Some of them thought that Martas heritage made her less
worthy. Her grandfather had good values he lived by. In the end, Marta benetted
from those values.
In A Mason-Dixon Memory, Clifton was the only African American on his
graduation trip. His family was also poor, and he worked hard to get the money to
go on the trip. When the amusement park wouldnt let him in because of his race, his
race became an opportunity to educate his schoolmates. They could see that what
was being done to Clifton was wrong, and they stood by him even though they didnt
have to.
3. A model answer for Names/Nombres and Without Commercials:
In Names/Nombres, Julia was a immigrant from the Dominican Republic. She felt
strongly inuenced by her schoolmates to be just like them, even though many of
them thought she was cool as she was. She found herself resenting her own heritage.
She was kind of embarrassed by her family, instead of being proud of them. All
through the story, she questioned how she should think of herself and her family.
In Without Commercials, Alice Walker writes about how societys idea of beauty
inuences people to be unhappy about how they look. She encourages people to
appreciate their own individual beauty.

Answers

Answers will vary. Model answers for Toward a Rainbow Nation:
4. Pillay argues that having a mixed group of friends is a very good thing. She says that
its a learning experience to be around people who deal with life in totally different
ways. She says that if she had grown up someplace where everybody was just like
her, she would probably be small-minded.
5. I think her argument is very convincing. The world is lled with different kinds of
people, and we must all learn to live together. We cant expect everybody to be just
like us. The more we can learn about the things other people experience, the wiser we
become.
Answers will vary. Model answer for any of the young people in The War of
the Wall:
6. They fear that they wont like what the painter lady is doing to their wall.
7. What they fear does happen, but they realize they like the change.
Model answer for the narrator of Langston Terrace:
8. The fear is that she will have to move to a new place where she doesnt know
anybody and wont know how to get along.
9. What she fears does happen, but once she moves, she quickly realizes that she loves
her new home. She also makes friends and memories she carries into her adult years.
Part D. (20 points total, 10 points each)
Answers will vary. Model answers for Primer Lesson:
10. Selection: Primer Lesson; Element: personication.
11. By writing about proud words as if they were people, Sandburg points out that the
damage they can do is similar to the harm that can be caused by a cruel person.

Answers
Unit 5: How Can You Become Who You Want to Be?

1. A model answer for from The Autobiography of Malcolm X and Birthday Box:
In the excerpt from The Autobiography of Malcolm X, Malcolm realizes that he needs to
become literate to make something of his life. By taking every opportunity to read,
gain knowledge, and learn language, he changes himself for the better and creates a
future for himself.
In Birthday Box, the death of Katies mother is obviously a terrible change in her
life, especially since it happened on her birthday. Her life is turned upside down, and
it takes a year for her to begin to cope with her heartbreak.
2. A model answer for the narrator of Hollywood and the Pits and the speaker of
How I Learned English:
In Hollywood and the Pits the narrator is going through a time of change. Her
performing career is ending, and the rejection is hard on both her and her mother.
In addition to her own disappointment, she is dealing with her mothers. She feels
pressured to keep auditioning, even though she knows its useless, so she volunteers
at the La Brea Tar Pits. The work there is interesting to her. It gives her a place to feel
useful, be herself, and sort through her feelings.
The speaker of How I Learned English feels like an outsider at rst because he is
from a different culture than those around him. The other boys treat him just as they
do one another. He laughs with them, and this closes the gap between him and them.
The other boys soon realize that he is more like them than different, and soon he feels
better about the whole situation.
3. A model answer for The Teacher Who Changed My Life:
The relationship between Miss Hurd and Nicholas in The Teacher Who Changed My
Life is positive for both of them. Miss Hurd goes out of her way to make Nicholas
feel secure and welcome. She helps him learn to express himself in English, makes
him deal with his mothers death, secretly sends his essay to a contest he wins, and
insists he work to his potential. Her reward is the satisfaction she feels from helping
him discover and develop his abilities.

Answers

Answers will vary. Model answers for Annie Johnson in New Directions:
4. She is divorced with two young sons, little money, and no real job skills. She also
faces racial discrimination in any attempt to better her life.
5. She decides what she wants her life to be and looks at her possibilities. She realizes
that although nobody will hire her, she can cook well enough to feed others. She
cooked food and sold it to them. After a while, her business did so well she started a
store.
Answers will vary. Model answers for Almost Ready:
6. Almost Ready/irony
7. The speakers use of irony demonstrates his insecurity. He is putting a lot of effort
into nding the right mask to make him look cool and in control. The truth is that
he does not feel as though he is either.
Part D. (20 points total)
Answers will vary. Answers should describe the differences between
biography and legend. Model answer for Young Arthur and from The
Adventures of Marco Polo:
8. Young Arthur and from The Adventures of Marco Polo
9. The Adventures of Marco Polo is a biography of Marco Polo. It is an account of true
events in the life of someone who really existed. The person who wrote it did research
to make sure his account is as accurate as possible. Young Arthur is a legend about
Britains King Arthur. He was a real person, but some of the events in the story are
very unlikely or simply impossible.

Answers
Unit 6: Why Share Stories?

1. A model answer for Hank Morgan in The Miraculous Eclipse and Charlie in The
Monsters Are Due On Maple Street :
Hank Morgan in The Miraculous Eclipse handles an odd situation well. When he
wakes up in another place and time he realizes that even if he is dreaming, its a good
idea to treat his situation seriously. He uses his knowledge of a coming eclipse to
convince the people around him that he is a magician. Even when it turns out that he
got the date of the eclipse wrong, he does not get ustered. Instead, he turns it to his
advantage.
In The Monsters Are Due On Maple Street, Charlie assumes the worst about what
is going on and strikes out at his neighbors. He loses touch so completely that he ends
up killing Pete Van Horn because he thinks Pete is a space monster.
2. A model answer for Birdfoots Grandpa and There Will Come Soft Rains:
Even though Birdfoots Grandpa is a poem, it describes a real-life event. By saving
the toads, the old man reminds us of the importance of life. There Will Come Soft
Rains imagines a future in which there has been an atomic war. That story reminds
us of the importance of life, too. Even though one is based on reality and another
is fantasy, they both do a good job of stating their message. I think that sometimes
imagining something that could happen is just as powerful as writing about real life.
3. A model answer for The Monsters Are Due On Maple Street and The Bird Like No
Other:
In The Monsters Are Due On Maple Street, the people on Maple Street get caught
up in a situation they dont understand. If they did understand what was going on,
they probably wouldnt have fallen for the aliens trick. In the same way, the reader
not knowing what was going on until the end of the story gave the message more
impact.
The same thing is true in The Bird Like No Other. I thought the story was really
about a bird until the very end. Even though the story was not scary like the other
one, saving the message until the end makes the message come across more strongly.

Answers

4. The Miraculous Eclipse, The Monsters Are Due On Maple Street
5. The passages are presented in the form of scripts.
6. The Miraculous Eclipse
7. Answers will vary but should identify something unique to a stage production (such
as curtain directions, lighting directions, etc.)
8. The Monsters Are Due On Maple Street
9. Answers will vary but should identify something unique to a teleplay (fade-ins or
fadeouts, camera directions, etc.)
Part C. (20 points total)
Answers will vary. Model answers for character of Echo:
10. Echo
11. Hera, the wife of Zeus, curses Echo.
12. the natural phenomenon of echoes, or sound waves bouncing from solid objects
Answers will vary. Model answers for Aunt Emily in The Bird Like No Other:
13. Aunt Emily in The Bird Like No Other
14. She has had tragedy in her life (her own son being killed), but she is not bitter. She
still gives love to others.
15. She has a special affection for Colby over his sister, because of the son she has lost.
She is aware of the unfairness of this. The situation seems sweet and sad and very
human.
16. She is wise. She creates a gentle ction to teach Colby to value beauty and family
over anger.

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Assessment

The diagnostic assessments present two or three readings and related

Each summative assessment covers the selections in the corresponding

Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is

Send all inquiries to:

Printed in the United States of America.

Unit Two: Why Do You Read?

Assessment Resources, Course 2 Table of Contents III

Unit Three: What Makes Life Good?

Unit Four: What Inuences You?

IV Table of Contents Assessment Resources, Course 2

Unit Six: Why Share Stories?

Assessment Resources, Course 2 Table of Contents V

Choosing a Community Service Project

11 Any of these would be wonderful, he said.

Diagnostic Assessment, Course 2 Unit 1 Whom Can You Count On? 1

Unit 1 Test continued

2. In this passage, the point of view is

3. Which of the following happened LAST?

4. Who reviewed the students ideas on the second day?

5. Most of the class wanted to

Copyright by The McGraw-Hill Companies, Inc.

2 Unit 1 Whom Can You Count On? Diagnostic Assessment, Course 2

Unit 1 Test continued

A Change in the Weather

rounded the corner and pulled up in front of the museum.

Diagnostic Assessment, Course 2 Unit 1 Whom Can You Count On? 3

Unit 1 Test continued

12. The plot of this story reaches its climax when

13. You are LEAST LIKELY to respond to this passages theme by

Copyright by The McGraw-Hill Companies, Inc.

4 Unit 1 Whom Can You Count On? Diagnostic Assessment, Course 2

Unit 1 Test continued

Diagnostic Assessment, Course 2 Unit 1 Whom Can You Count On? 5

Unit 1 Test continued

17. Ana can also solve her problems by

19. This passage is written in the

Copyright by The McGraw-Hill Companies, Inc.

20. What caused the unusual text in Anas story?

6 Unit 1 Whom Can You Count On? Diagnostic Assessment, Course 2

Dogs and People: A Longtime Bond

Those that were less afraid of humans succeeded in this environment

Diagnostic Assessment, Course 2 Unit 2 Why Do You Read? 7

Unit 2 Test continued

2. Your purpose for reading this passage would probably be

3. The purpose of the deck in this passage is to

4. What does the title in this passage suggest?

5. A good photo or illustration for this passage could be

6. Which of these is an opinion, not a fact?

Copyright by The McGraw-Hill Companies, Inc.

7. Breeding the tamest dogs together may have resulted in

8. A fossilized dog found in Israel is evidence that

8 Unit 2 Why Do You Read? Diagnostic Assessment, Course 2

Unit 2 Test continued

Building the Pyramids of Egypt

up to the next level.

Diagnostic Assessment, Course 2 Unit 2 Why Do You Read? 9

Unit 2 Test continued

10. What information can be found in the lead?

11. Which paragraph is organized in a process structure?

12. Examine one of the worlds greatest mysteries! is an example of a

13. Another appropriate title for this passage would be

14. The author wrote this passage to