to the COMMON CORE STATE STANDARDS

6
English
Language
Arts

Practice Tests
Form A & Form B
Answer Keys
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 Buckle Down to the Common Core State Standards, English Language Arts, Grade 6, Practice Tests, Answer Keys
USR2049K1
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 Contents

Lexile Measures Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

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

Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

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

Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
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 Lexile Measures Chart
Practice Test Form A
Passage Title Lexile Measure
Part 1

Benjamin Church: A Tale of Medicine, Letters, and Spying 910L

Some Very Old Paintings in Some Very Real Trouble 1030L

Editorial: What Happened to Machu Picchu? 930L

Fire Trucks Then and Now 1060L

A Day in the Park* 660L

The Magic Chicken* 740L

Part 2

The Lucky Coin 960L

Part 3

The Walrus and the Carpenter Not prose

Practice Test Form B

Passage Title Lexile Measure
Part 1

New Zealands Blue Lake 1100L

How to Make a Short Film* 700L

Why Should You Go Surfing? 920L

Turn Out the Lights, Please Not prose

A Land of Sunny Palms 990L

All My Friends Not prose

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Part 2

A Quest for Greatness* 830L

Part 3

A Small Wonder 1060L

Are Cell Phones Our Friends? 1060L

* A Day in the Park, The Magic Chicken, and A Quest for Greatness have a low Lexile measure because each consists largely of dialogue


between children. How to Make a Short Film has a low Lexile measure because it describes a complex process using detailed steps.
However, the content of the texts and the tasks put to students fall within the grade-level text complexity band.

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0 1 2 3 4

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Reading: The response does not The response minimally The response for the most The response accurately The response accurately
Comprehension analyze or inaccurately analyzes the text and part accurately analyzes analyzes the text explicitly analyzes the text explicitly
of Key Ideas and analyzes the text, showing cites some textual the text explicitly or and inferentially and cites and inferentially and cites
Details little to no comprehension of evidence, showing limited inferentially and cites textual textual evidence to support convincing textual evidence
ideas from the text(s). comprehension of ideas evidence, showing a basic the analysis, showing to support the analysis,
from the text(s). comprehension of ideas extensive comprehension of showing full comprehension
from the text(s). ideas from the text(s). of complex ideas from the
text(s).

Writing: The response is The response is addressed The response is addressed The response is addressed The response is addressed
Development of underdeveloped and with minimal development with development of with effective development with comprehensive
Ideas therefore inappropriate to of the claim, topic, and/or the claim, topic, and/or of the claim, topic, and/or development of the claim,
the task, purpose, and/or narrative elements through narrative elements through narrative elements through topic, and/or narrative
audience. limited reasoning, details, some reasoning, details, clear reasoning, details, elements through clear
Writing Rubric

text-based evidence, text-based evidence, text-based evidence, and convincing reasoning,

and/or description; the
development is limited in its
appropriateness to the task,
purpose, and/or audience.
and/or description; the
development is somewhat
appropriate to the task,
purpose, and audience.
and/or description; the
development is largely
appropriate to the task,
purpose, and audience.
details, text-based evidence,
and/or description;
development is consistently
appropriate to the task,
purpose, and audience.

Writing: The response demonstrates The response demonstrates The response demonstrates The response demonstrates The response demonstrates
Organization a lack of coherence, clarity, limited coherence, clarity, some coherence, clarity, a great deal of coherence, purposeful coherence,
and cohesion. and/or cohesion, making and/or cohesion and clarity, and cohesion and clarity, and cohesion
the progression of ideas includes an introduction, includes an introduction, and includes a strong
somewhat unclear. conclusion, and logically conclusion, and a logical introduction, conclusion,
grouped ideas, making progression of ideas. and a logical, well-executed
the progression of ideas progression of ideas.
discernible but not obvious.

Writing: The response style is
Clarity of inappropriate, with little to
Language no awareness of the norms
of the discipline; it includes
little to no precise language.
The response style is limited
in its effectiveness, with
limited awareness of the
norms of the discipline;
it uses little description,
sensory details, linking or
transitional words, words to
indicate tone, or domain-
specific vocabulary.
The response establishes
and maintains a mostly
effective style; attends to
the norms and conventions
of the discipline; and uses
some precise language,
including descriptive
words and phrases,
sensory details, linking and
transitional words, words
to indicate tone and/or
domain-specific vocabulary.
The response establishes
and maintains an effective
style; attends to the norms
and conventions of the
discipline; and uses mostly
precise language, including
descriptive words and
phrases, sensory details,
linking and transitional
words, words to indicate
tone, and/or domain-specific
vocabulary.
The response establishes
and maintains an effective
style; attends to the norms
and conventions of the
discipline; and uses precise
language consistently,
including descriptive
words and phrases,
sensory details, linking and
transitional words, words
to indicate tone, and/or
domain-specific vocabulary.

Writing: The response demonstrates
Knowledge of little to no command of the
Language and conventions of standard
Conventions English, with frequent and
varied errors in grammar
and usage that often impede
The response demonstrates
limited command of the
conventions of standard
English, with multiple
distracting errors in
grammar and usage
The response demonstrates
inconsistent command
of the conventions of
standard English. There are
a few patterns of errors in
grammar and usage that
The response demonstrates
command of the
conventions of standard
English consistent with
edited writing. There may
be a few distracting errors
The response demonstrates
command of the
conventions of standard
English consistent with
effectively edited writing,
with few minor errors

5
understanding. that sometimes impede may occasionally impede in grammar and usage, but in grammar and usage;
understanding. understanding. meaning is clear. meaning is clear throughout.

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 Practice Test Form A
Answer Key

Item Key Common Core Skill Buckle Down

State Standard Lessons

1 C RI.6.6 Identify Authors Point of View 5

2 Part A: C; Part B: A RI.6.1, RI.6.2 Identify Main Idea/Details 2

3 See answer on page 7. RI.6.1, RI.6.2 Identify Main Idea/Details 2

4 See answer on page 7. RI.6.1, RI.6.3 Analyze Ideas 5

5 A2, B4, C6 L.6.6 Identify Academic Words 1

6 See answer on page 7. RI.6.2 Identify Main Idea; Summarize 2

7 D RI.6.5 Identify Structure and Ideas 5

8 Part A: B; Part B: D RI.6.1, L.6.4 Multiple Meaning Words 1

9 Part A: A; Part B: A RI.6.6, RI.6.3 Authors Purpose; How Ideas Are Presented 5

10 See answer on page 7. RI.6.9 Compare Authors Treatments 7

11 Part A: B; Part B: C RI.6.2 Identify Main Idea 2

12 Part A: D; Part B: C RI.6.2, RI.6.3 Identify Main Idea; How Ideas Are 2, 5
Presented

13 A3, B2, C5 L.6.6 Identify Academic Words 1

14 Part A: C; Part B: C RI.6.1, RI.6.5 Identify Structure and Ideas 5

15 Part A: A; Part B: A RI.6.1, RI.6.5, Identify Structure and Ideas; Authors 5

RI.6.6 Purpose

16 A, C, D, B RI.6.2 Summarize (Sequence) 2

17 Part A: A; Part B: D RL.6.2 Identify Point of View 2, 3, 4

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18 Part A: B; Part B: A RL.6.2, RL.6.5 Identify Main Idea; Analyze Scene 2, 3, 4

19 5, 3, 1, 2, 4, 6 RL.6.3 Identify Sequence 3

20 Part A: B; Part B: A, D RL.6.1, RL.6.3 Identify Character Change 3

21 A RL.6.2 Identify Theme 2, 3, 4

22 C L.6.4 Identify Figurative Language 1

23 Part A: C; Part B: D, F RL.6.1, RL.6.2, Identify Main Idea; Analyze How Characters 2, 3, 4
RL.6.3 Respond

24 Part A: B; Part B: A RL.6.5 Analyze Structure; Theme 5

25 6, 7, 1, 4, 2, 8, 5, 3 RL.6.3 Identify Events 3

26 C L.6.4 Identify; Use Latin Roots 1

Part 2 See explanation on page 8. W.6.3, W.6.4, W.6.9, Narrative Writing; Use Conventions 9, 14, 16, 17, 18, 19
L.6.1, L.6.2, L.6.3

Part 3 See explanation on page 8. W.6.1, W.6.4, W.6.9, Literary Analysis; Use Conventions 9, 12, 16, 17, 18, 19
L.6.1, L.6.2, L.6.3

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 Answer Explanations
Practice Test Form A
1. C The author presents Church fairly.
2. 
Part A: C; Part B: A Church was a well-known
poet, and the first paragraph shows
that.
3. The last sentence states the main idea of the
passage.
4. The first claim is correct. Many sentences may
apply.
5.  Distinguished means greatest;
A2, B4, C6 
apprehended means caught; and
exile is to send away.
6. The popularity of the paintings, however, eventually
placed them in danger of being destroyed is the
closest to a summary of the passage.
7. D Paragraph 5 tells how the new air system
created new problems.
8. Part A: B Wonders here means marvels.
Part B: D The first part of sentence 4 gives
evidence.
9. Part A: A The author gives a first-hand account.
Part B: A T
 he author makes her point by
anecdote.
10. Venn diagram: Left: 6. objective tone,
7. describes a series of mistakes, 8. presents
fact without emotion; Center: 2. describes an
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important place, 5. effects of human contact;
Right: 1. concerned tone, 3. has a call for
action, 4. first-hand account
11. Part A: B;Part B: C Mold was growing, and
people caused it.
12. Part A: D; Part B: C The passage is about
fire trucks over the years and is
presented in time order.
13. A3, B2, C5 Tactics means ways; robust means
powerful; and confined means
trapped.
14. Part A: C; Part B: C Paragraph 3 tells how they
changed forever and became self-
propelled.
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15. Part A: A; Part B: A It is to describe early fire
trucks, and choice A introduces an
early fire truck.
16. A, C, D, B The water pump was used over
twenty-three hundred years ago; by the
1600s tubs with hand pumps were used;
the article does not discuss the 1700s,
so this box should be left blank; in the
1800s the steam-powered fire truck was
invented; in the 1900s motorized fire trucks
were used; and, finally, nothing in the
article discusses advances in the 2000s,
so this box should also be left blank.
17. Part A: A; Part B: D The last paragraph reveals
Gerards thoughts, but the passage as
a whole is written using an omniscient
narrator.
18. Part A: B; Part B: A Gerard and Claudia bicker
about sunscreen, and later sunscreen
will be the center of a conflict.
19. 5, 3, 1, 2, 4, 6 Gerard says he will charge
Claudia for sunscreen. Gerard notices
something is missing. Gerard accuses
Claudia of stealing. Claudia gets angry
and goes for a swim. Michael offers a
bottle of water to Gerard. Gerard finds
his sunscreen.
20. Part A: B; Part B: A, D Gerard is angry because
he thinks Claudia stole his sunscreen,
and the story implies that the siblings
have problems.
21. A At the end, Gerard realizes he has made a
huge mistake by lashing out. He knows now
he should not be so quick to judge.
22. C T
 he phrase warm, wet towel implies hot,
wet air.
23. Part A: C; Part B: D, F The woodcarver wants
gold so he can pay someone to take
the chicken, and he wants gold to buy
things.
24. Part A: B; Part B: A It is the woodcarver. He
suffered the same fate as the old
woman. This story shows that one
should not be so hasty with a wish.
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 25. 6, 7, 1, 4, 2, 8, 5, 3 The correct order of events:
An old woman sits beside a road. The woodcarver
receives a chicken. The woodcarver has a helper
clean his shop. The woodcarver wants to get rid of
rats. The woodcarver cuts himself on some tools.
The woodcarver tries to give away the chicken. The
woodcarver wishes for gold. A young farmer sees
something beside a road.
26. C The helper made the workshop worse.
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Part 2: Responses will vary. See rubric on page 5.
Students should write a narrative that uses the
theme from the passage, introduces a narrator,
characters, and a setting, and follows the rules
for correct grammar.
Part 3: Responses will vary. See rubric on page 5.
Students should write an analysis that explains
who is responsible for the poems ending, has
a main idea and uses text evidence, and follows
the rules for correct grammar.
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 Practice Test Form B
Answer Key

Item Key Common Core Skill Buckle Down

State Standard Lessons

1 Part A: A; Part B: C RI.6.1, RI.6.2, RI.6.3 Identify Main Idea/Details, Analyze 2, 5

2 B; See answer on page 10. RI.6.1, RI.6.2, RI.6.6, Identify Main Idea/Identify Authors Purpose/ 2, 5
RI.6.5 Analyze Details

3 1, 3, 5 RI.6.2 Identify Details 2

4 See answer on page 10. RI.6.3 Analyze Details 5

5 Part A: A; Part B: B L.6.4 Use Context Clues 1

6 Part A: C; Part B: B RI.6.1, RI.6.8 Identify Claims and Evidence 5

7 Part A: A; Part B: B RI.6.1, RI.6.5 Identify Structure and Ideas 5

8 Part A: A; Part B: C RI.6.1, RI.6.5 Identify Structure and Ideas 5

9 Part A: D; Part B: B RI.6.1, RI.6.5 Identify Structure and Ideas 5

10 4, 2, 1, 3, 5 RI.6.3, RI.6.5 Analyze Details/Identify Structure and Ideas 5

11 A1, B3, C5 L.6.6 Identify Academic Words 1

12 B L.6.5 Understand Nuances 1, 5

13 Part A: B; Part B: A RI.6.8, RI.6.3 Evaluate an Argument/Analyze Details 5

14 See answer on page 10. RI.6.1, RI.6.8 Evaluate an Argument 5

15 Part A: A; Part B: C RI.6.1, RI.6.6 Identify Point of View 5

16 C RI.6.2 Summarize 2

17 Part A: C; Part B: D RL.6.1, RL.6.2 Identify Main Idea 2, 3, 4

18 Part A: B; Part B: D RL.6.1, RL.6.4 Understand Figurative Language 1, 3, 4

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19 Part A: C; Part B: A RL.6.1, RL.6.5 Analyze Stanza 3, 4

20 Part A: A; Part B: A RL.6.5 Analyze Ideas 3

21 B, E RL.6.6 Identify Point of View 3

22 See answer on page 10. RL.6.9 Compare/Contrast Texts 7

23 Part A: C; Part B: A RL.6.3 Describe How Characters Respond 3

24 A L.6.6 Acquire Academic Words 1

25 6, 5, 1, 2, 4, 3 RL.6.3 Sequence 3

26 See answer on page 10. RL.6.3 Describe Character 3

Part 2 See explanations on W.6.1, W.6.2, W.6.4, Literary Analysis; Use Conventions 9, 12, 13, 16, 17,
page 11. W.6.9, L.6.1, L.6.2, 18, 19
L.6.3

Part 3 See explanations on W.6.1, W.6.2, W.6.4, Research Writing; Use Conventions 9, 12, 13, 15, 16,
page 11. W.6.7, W.6.8, W.6.9, 17, 18, 19
L.6.1, L.6.2, L.6.3

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 Answer Explanations
Practice Test Form B
1. Part A: A; P
 art B: C The author writes a
comparison.
2. B It is the clearest lake in the world. Sentences
3, 4, and 5 are the best support.
3. 
1, 3, 5 Blue Lake comes from glacier
water from another lake high in the
mountains.
4. T
 he third claim is best supported by the passage.
The last two sentences hint that people could hurt
the lake.
5. Part A: A; Part B: B Cloudy water is murky.
6. Part A: C; Part B: B Without a script there is no
film.
7. Part A: A It shows how the scenes will look.
Part B: B The script must come first.
8. Part A: A Buying a book on film is
recommended but not required.
Part B: C On a very tight budget, someone
might skip this step.
9. Part A: D Actors often rehearse scenes.
Part B: B Rehearsing would happen right
before shooting.
10. 4, 2, 1, 3, 5 A film would need to be put
together in this order: Write the
story. Draw the film scenes.
Decide who will play which
character. Begin filming scenes.
Cut or change scenes.
11.  A1, B3, C5 
Effortless is without effort, or easy; to
visualize is to create a vision, or see;
and to amend is to fix or change.
12. B A surfer would be performing something with
a surfboard.
13. Part A: B The author tells of surfings origins.
Part B: A The author claims the history is one
reason surfing is great.
14. Last sentence; claiming importance is an option.
15. Part A: A The author loves surfing.
Part B: C Choice C shows definite excitement.
10
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16. C It is the only complete summary of the
passage.
17. Part A: C The speaker hates the citys
brightness.
Part B: D The speaker clearly says this in the
last stanza.
18. Part A: B; Part B: D The city is gloomy to the
speaker.
19. Part A: C The description here is of crowds and
negativity.
Part B: A The speaker clearly does not like the
view.
20. Part A: A The narrators uncle is driving the
family around.
Part B: A The city is magical for the narrator.
21. Joyful and reflective; the narrator is happy while
thinking of the city.
22. Items 2, 3, 5, 8, and 9 describe the speaker of
the poem. Items 1, 4, 6, 7 describe the narrator
of the passage.
23. Part A: C Frank is excited about his role in a
play.
Part B: A Frank discovers Xavier tried out for
the play and got the lead role.
24. A To be versatile is to be able to do many
things.
25. 6, 5, 1, 2, 4, 3 The following are key events in
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correct order: Monica asks Frank about
the play. Frank tells his plans for college.
Monica gets suspicious about Xaviers
behavior. Monica mentions betting on
who will be in the play. Lydia shows up
and congratulates Xavier. Frank sees a
paintbrush on his script.
26. Monica is observant and clever because she
notices something wrong and tries to find out
what it is. Xavier is sarcastic at first with his
remarks and is dishonest because he tried to
hide his actions. Frank is outgoing and confident
because he likes to talk and believes he is a good
actor.
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 Part 2: See rubric on page 5. Students should write an
essay that analyzes whether or not Gordon was
successful in his quest, has a clear organization,
uses text evidence, and follows the rules for
correct grammar.
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Part 3: See rubric on page 5. Students should write a
research essay using text evidence from both
passages. Students essays should include a
clear organizational structure, explain the effects
of cell phones, and follow the rules for correct
grammar.
11
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