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7New York CCLSPractice

C o m m o n C o r e e d i t i o n

Teacher GuideEnglish Language Arts

Addresses latestNYS Test

updates from 11/20/12

Replaces Practice Test 3

©2013—Curriculum Associates, LLC North Billerica, MA 01862

Permission is granted for reproduction of this book for school/home use.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

©Curriculum Associates, LLC 1

For the Teacher 2Completed Answer Form 4

Answers to Short- and Extended-Response Questions 5

English Language Arts Rubrics for Scoring 7

Correlation Charts Common Core Learning Standards Coverage by the Ready™ Program 10

Ready™ New York CCLS Practice Answer Key and Correlations 12

Table of Contents

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy


For the Teacher

What is Ready™ New York CCLS Practice?

Ready™ New York CCLS Practice is a review program for the Common Core Learning Standards for English Language Arts. By completing this book, students develop mastery of the Common Core Learning Standards for Reading, Writing, and Language. To develop this mastery, students read a variety of passages and answer comprehension questions that correlate to the Common Core Learning Standards.

How does Ready New York CCLS Practice correlate to the Common Core Learning Standards for English Language Arts?

The test has 73 questions (63 multiple choice, 8 short response, and 2 extended response) that address the Reading for Literature and Reading for Information standards, which comprise the Reading strand of the CCLS. Extended-response questions correlate to standards from the Reading, Writing, and Language strands of the CCLS.

Ready New York CCLS Practice includes stories and articles from well-known publications, distinguished passages from the public domain, and sharply crafted original works. Each passage in Ready New York CCLS Practice is consistent with the complexity and rigor that the CCLS requires of literary and informational texts. Ready New York CCLS Practice includes literary passages, informational passages, and paired passages.

How should I use Ready New York CCLS Practice?

This book can be used in various ways. To simulate the test-taking procedures of the New York State Testing Program, have students complete each part of the practice test in one sitting on three consecutive days. (See the timetable to the right.) After students have completed the entire practice test, correct and review answers with them. Prior to administration of the statewide English Language Arts assessment, use this test to evaluate progress and identify students’ areas of weakness.

How do I introduce my students to Ready New York CCLS Practice?

Provide each student with a student book and two sharpened No. 2 pencils with a good eraser. Have students read the introduction on the inside front cover of the student book. Tell students to pay particular attention to the tips for answering multiple-choice questions.

Before having students begin work, inform them of the amount of time they will have to complete each part of the practice test. You may choose either to follow or to adapt the following timetable for administering the practice test:

Day One Book 1 (questions 1–42) 70* minutes

Day TwoBooks 2 & 3

(questions 43–67)70* minutes

Day Three Book 4 (questions 68–73) 50* minutes

* Each Testing Day will be scheduled to allow 90 minutes for completion.

Where do students record their answers?

Students record their answers to the multiple-choice questions on the answer form at the back of the student book. Have students remove the answer form and fill in the personal information section. Ensure that each student knows how to fill in the answer bubbles. Remind students that if they change an answer, they should fully erase their first answer. A completed answer form is on page 4 of this teacher guide.

Students will complete the short- and extended-response questions in their student book.


What is the correction procedure?

Correct and review the answers to multiple-choice questions as soon as possible after students have completed the practice test. As you review the answers, explain concepts that students may not fully understand. Encourage students to discuss the thought process they used to answer the questions. When answers are incorrect, help students understand why their reasoning was faulty. Students sometimes answer incorrectly because of a range of misconceptions about the strategy required to answer the question. Discussing why the choices are incorrect will help students understand the correct answer.

Use the 2-Point Rubric—Short Response (page 7) to score the short-response questions. Use the New York State Grade 6–8 Expository Writing Evaluation Rubric (pages 8 and 9) to score the extended-response questions (questions 67 and 73).

If you wish to familiarize students with the use of a rubric, provide students with a copy. Discuss the criteria with them. Then show students some responses that you have evaluated using the rubric. Explain your evaluations.

How should I use the results of Ready New York CCLS Practice?

Ready New York CCLS Practice provides a quick review of a student’s understanding of the Common Core Learning Standards for English Language Arts. It can be a useful diagnostic tool to identify standards that need further study and reinforcement. Use the Ready™ New York CCLS Practice Answer Key and Correlations, beginning on page 12, to identify the standard that each question has been designed to evaluate. For students who answer a question incorrectly, provide additional instruction and practice through Ready New York CCLS Instruction. For a list of the Common Core Learning Standards that Ready New York CCLS Practice assesses, see the Common Core Learning Standards Coverage by the Ready™ Program chart beginning on page 10.


Ready™ New York CCLS ELA Practice, Grade 7 Answer Form

Name

Teacher Grade

School City

1. A B ● D 2. A ● C D 3. ● B C D 4. A ● C D 5. ● B C D 6. A B C ● 7. ● B C D 8. ● B C D 9. A B C ● 10. A ● C D 11. A B C ● 12. A B ● D 13. A B C ● 14. A B ● D 15. ● B C D 16. A B ● D 17. ● B C D 18. A B C ● 19. ● B C D 20. A B ● D 21. A B C ● 22. A ● C D 23. A B C ● 24. ● B C D 25. A ● C D 26. A B ● D 27. A ● C D 28. A B ● D 29. A B C ● 30. A B ● D 31. A B ● D 32. A B C ● 33. ● B C D 34. A ● C D 35. A ● C D 36. A B ● D 37. ● B C D 38. ● B C D 39. A B ● D 40. A ● C D 41. A B C ● 42. ● B C D

43. A ● C D 44. ● B C D 45. ● B C D 46. A B ● D 47. A B C ● 48. A ● C D 49. A ● C D 50. A B ● D 51. A ● C D 52. A B ● D 53. ● B C D 54. A B ● D 55. A B C ● 56. A B C ● 57. A B ● D 58. ● B C D 59. A B ● D 60. A B C ● 61. A ● C D 62. A B C ● 63. A ● C D

For numbers 64 through 67, write your answers in the book.

64. See page 5. 65. See page 5. 66. See page 5. 67. See page 5.

For numbers 68 through 73, write your answers in the book.

68. See page 6. 69. See page 6. 70. See page 6. 71. See page 6. 72. See page 6. 73. See page 6.

Book 1 Book 2 Book 4Book 3


Book 3 pages 36–43

Sample Short-Response Answers

64. Student book page 39

People who believe the legend of Pocahontas claim that Pocahontas, a princess, saved the heroic John Smith from certain death. The author of the passage states that Pocahontas’s tribe had no princesses, and he notes that a young girl such as Pocahontas likely would not have been allowed into the longhouse after Smith’s capture. Because of this, she couldn’t have been the one to “save” him.


The author supports this line of reasoning by describing how the legend of Pocahontas makes for “a good story.” He explains that many Virginians had wanted a story to help explain how the state came to be, and he reveals the ways in which the legend of Pocahontas appealed to these people. In the legend, John Smith becomes a hero, and Pocahontas’s actions create a sense of drama and romance.


In the passage, John Smith hopes to portray Pocahontas as someone who was so struck by John Smith that she felt the need to save him. Smith describes how Pocahontas begs the other members of the tribe not to kill him, and toward the end of the passage, he states that his stories of “the love of Pocahontas” helped comfort the Jamestown settlers.

Sample Extended-Response Answer


In “The (Untrue) Story of John Smith and Pocahontas,” the author portrays Smith’s capture as something that was likely scary to Smith, but probably not dangerous. The author notes Powhatan most likely captured Smith to perform a ritual “meant to ceremonially adopt the Englishman,” thereby bringing Smith into Powhatan’s family. The author states that “the paramount chief hoped to bring him into the family, to claim the Englishman’s power as his own.”

In A General History of Virginia, Smith’s own version of events is very different. Smith, in his retelling, states that he was taken into the longhouse where he was greeted by 200 people dressed as follows: “their heads and shoulders were painted red, many of their heads were bedecked with white bird feathers, and they each wore a great chain of white beads about their necks.” They presented him with a feast, but when the feast was over, the tribesmen—led by Powhatan—were preparing to beat him when Pocahontas begged them to stop. He goes on to say that “she put his head in her arms and laid her own upon his to save him from death.” According to Smith, Pocahontas’s actions caused Powhatan and his men to spare Smith’s life.

In both accounts, Smith is afraid and views the events as “fearsome”; however, in Walters’s account, Powhatan and his men likely didn’t mean Smith any harm.

ANSWERS TO SHORT- and EXTENDED-RESPONSE QUESTIONS


Book 4 pages 44–55

Sample Short-Response Answers


The author’s purpose is to give facts about a valuable invention and its impact on diving. She begins by describing the way the Aqua-Lung was invented and how it was different from previous underwater breathing devices, in that it delivered air only when the diver breathed. She then gives information about diving devices that came before the Aqua-Lung (such as Le Prieur’s device that released air continuously) to show that the Aqua-Lung was an important invention, but it wasn’t the only device that made an impact on diving.


Paragraph 2 outlines Cousteau’s career accomplishments in addition to his inventions. He was a marine scientist and an environmentalist. Cousteau wrote many books and produced many films about the ocean. He also led expeditions to explore the ocean aboard his ship, Calypso.


We can infer that the families have been friends for a while. Alexandra has helped Carl’s father many times. Carl feels guilty for leaving Alexandra during the drought. Alexandra cares for Carl. She cries when she learns he is leaving. She also wants the best for Carl, and says she knows he can do great things.


The author uses details that describe the setting as beautiful and pleasant, but also dry and unyielding. These details include smells, such as the description of Alexandra’s garden that “smelled of drying vines”. The author also uses visual details, such as the description of the rows of flowers and other garden items. Other sensory details include the feel of the warm “sun-baked” earth as Carl and Alexandra sat down to talk, and the feel of “the warm sun pleasant on one’s back and shoulders.”


The author uses diaries, letters, and memoirs to show what pioneer life was like for women. He quotes those letters, so the stories are written in first person. The women tell their own stories. We get to read their feelings and thoughts firsthand. The stories are more real and authentic because they are told by the actual people who lived them. If the story did not have these quotes, the stories might seem made-up or less real.

Sample Extended-Response Answer


Both passages treat the pioneer experience similarly by describing the hardships of pioneer life. In O Pioneers!, some of the characters are in debt and their crops are failing. Many people are moving away to large cities so they don’t have to farm anymore. The author uses vivid detail to describe how dry the land is: so dry that Alexandra shouldn’t even use precious water to grow flowers. In “Women of the Lone Prairie,” pioneer life is also described as difficult. Pioneers had to fight fires and locusts. A single hailstorm could destroy an entire crop. These farmers were also struggling to make a living.

The two passages treat the pioneer experience in some different ways, as well. Alexandra and Carl in O Pioneers! are neighbors and seem to be good friends. In “Women of the Lone Prairie,” though, the pioneers were isolated. One woman had to give birth alone at her house because she did not have any neighbors or a doctor nearby.

Even given these differences, O Pioneers! seems to give an accurate portrayal of pioneer life. It does not seem to gloss over the fact that many parts of pioneer life were difficult, and in fact shows what was probably a very realistic event: a pioneer family giving up and returning to the city.


English Language Arts Rubrics for Scoring*

2-Point Rubric—Short Response

Score Response Features

2 Point The features of a 2-point response are• Valid inferences and/or claims from the text where required by the prompt • Evidence of analysis of the text where required by the prompt • Relevant facts, definitions, concrete details, and/or other information from the text to

develop response according to the requirements of the prompt • Sufficient number of facts, definitions, concrete details, and/or other information from

the text as required by the prompt • Complete sentences where errors do not impact readability

1 Point The features of a 1-point response are• A mostly literal recounting of events or details from the text as required by the prompt • Some relevant facts, definitions, concrete details, and/or other information from the

text to develop response according to the requirements of the prompt • Incomplete sentences or bullets

0 Point The features of a 0-point response are• A response that does not address any of the requirements of the prompt or is

totally inaccurate • No response (blank answer) • A response that is not written in English • A response that is unintelligible or indecipherable

*Reprinted courtesy of New York State Education Department.


New York State Grade 6–8 Expository Writing Evaluation Rubric*

Use the following rubric (beginning below and ending on page 9) to score students’ extended responses.

CriteriaScore

4 Essays at this level:


Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• clearly introduce a topic in a manner that is compelling and follows logically from the task and purpose

• demonstrate insightful analysis of the text(s)

• clearly introduce a topic in a manner that follows from the task and purpose

• demonstrate grade-appropriate analysis of the text(s)

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s)

• sustain the use of varied, relevant evidence

• develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s)

• sustain the use of relevant evidence, with some lack of variety

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• exhibit clear organization, with the skillful use of appropriate and varied transitions to create a unified whole and enhance meaning

• establish and maintain a formal style, using grade-appropriate, stylistically sophisticated language and domain-specific vocabulary with a notable sense of voice

• provide a concluding statement or section that is compelling and follows clearly from the topic and information presented

• exhibit clear organization, with the use of appropriate transitions to create a unified whole

• establish and maintain a formal style using precise language and domain-specific vocabulary

• provide a concluding statement or section that follows from the topic and information presented

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate grade-appropriate command of conventions, with few errors

• demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension



New York State Grade 6–8 Expository Writing Evaluation Rubric (continued)*

CriteriaScore




Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• introduce a topic in a manner that follows generally from the task and purpose

• demonstrate a literal comprehension of the text(s)

• introduce a topic in a manner that does not logically follow from the task and purpose

• demonstrate little understanding of the text(s)

• demonstrate a lack of comprehension of the text(s) or task

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant

• use relevant evidence inconsistently

• demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

• provide no evidence or provide evidence that is completely irrelevant

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• exhibit some attempt at organization, with inconsistent use of transitions

• establish but fail to maintain a formal style, with inconsistent use of language and domain-specific vocabulary

• provide a concluding statement or section that follows generally from the topic and information presented

• exhibit little attempt at organization, or attempts to organize are irrelevant to the task

• lack a formal style, using language that is imprecise or inappropriate for the text(s) and task

• provide a concluding statement or section that is illogical or unrelated to the topic and information presented

• exhibit no evidence of organization

• use language that is predominantly incoherent or copied directly from the text(s)

• do not provide a concluding statement or section

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate emerging command of conventions, with some errors that may hinder comprehension

• demonstrate a lack of command of conventions, with frequent errors that hinder comprehension

• are minimal, making assessment of conventions unreliable

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2.

• If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.

• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.

• A response totally copied from the text(s) with no original student writing should be scored a 0.



Correlation Charts

Common Core Learning Standards Coverage by the Ready™ ProgramThe chart below correlates each Common Core Learning Standard to the Ready™ New York CCLS Practice item(s) that assess it, and to the Instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard. (Note: An asterisk identifies items that are correlated to standards in multiple strands. Extended-response items correlate to standards in the Reading, Writing, and Language strands.)

Common Core Learning Standards for Grade 7 — English Language Arts Standards

Ready New York CCLS Instruction and Practice

Practice Item Numbers

Instruction

Student Lesson(s)

Additional Coverage in

Teacher Resource Book Lesson(s)

Reading Standards for LiteratureKey Ideas and Details

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

4, 5, 21, 40, 41, 45, 60, 70 5 6–8, 12–16, 19

RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

1, 7, 8, 19, 20, 36, 38, 42, 47, 48, 59,

637, 8 5, 6, 12–16, 19

RL.7.3 Analyze how particular elements of a story of drama interact (e.g., how setting shapes the characters or plot). 2, 22, 44, 58, 71 6 5, 7, 8, 15, 16, 19

Craft and Structure

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

3, 17, 35, 37, 43, 57 12, 13 5–8, 14–16, 19

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 39, 61 14, 15 12, 13, 16

RL.7.6 Analyze how an author develops and contrasts the point of view of different characters or narrators in a text. 6, 18, 46, 62 16 5, 8, 12, 13

Integration of Knowledge and Ideas

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

73* 19 15

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy


Common Core Learning Standards for Grade 7 — English Language Arts Standards

Ready New York CCLS Instruction and Practice

Practice Item Numbers

Instruction

Student Lesson(s)

Additional Coverage in

Teacher Resource Book Lesson(s)

Reading Standards for Informational TextKey Ideas and Details

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9, 14, 30, 52, 69 3 1, 2, 4, 9–11, 17, 18

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

15, 23, 28, 34, 53, 56 1, 2 3, 4, 9–11, 17

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

13, 25, 31, 54 4 1–3, 9, 11, 18

Craft and Structure

RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

10, 24, 29, 49, 51 9 1–4, 10, 11, 17, 18

RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

11 10 1, 2, 9, 11, 18

RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

16, 26, 33, 55, 64, 66, 68, 72 11 3, 9, 10, 17, 18

Integration of Knowledge and Ideas

RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

12, 27, 32, 50, 65 17 2, 10, 18

RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

67* 18 1, 9

Writing StandardsText Types and Purposes

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

67*, 73* 21 3, 6, 7, 15

Research to Build and Present Knowledge

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 67*, 73* 21 8, 10, 14, 15, 19

Language StandardsConventions of Standard English

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 67*, 73* 20 1–3, 6–10, 13–15,

18–19

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

67*, 73* 20 4, 5, 10, 12


Ready™ New York CCLS Practice Answer Key and CorrelationsThe chart below shows the answers to multiple-choice items in the Ready™ New York CCLS Practice test, plus the depth-of-knowledge (DOK) index, standard, and the corresponding Ready™ New York CCLS Instruction lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.

Practice Test

Question Key DOK Standard(s)Ready™ New York CCLS

Instruction Lesson(s)

Book 1

1 C 3 RL.7.2 7

2 B 2 RL.7.3 6

3 A 1 RL.7.4 12

4 B 2 RL.7.1 5

5 A 2 RL.7.1 5

6 D 2 RL.7.6 16

7 A 2 RL.7.2 7

8 A 2 RL.7.2 8

9 D 2 RI.7.1 3

10 B 1 RI.7.4 9

11 D 2 RI.7.5 10

12 C 2 RI.7.8 17

13 D 1 RI.7.3 4

14 C 2 RI.7.1 3

15 A 2 RI.7.2 1

16 C 2 RI.7.6 11

17 A 1 RL.7.4 12

18 D 2 RL.7.6 16

19 A 3 RL.7.2 7

20 C 2 RL.7.2 7

21 D 2 RL.7.1 5

22 B 2 RL.7.3 6

23 D 2 RI.7.2 1

24 A 2 RI.7.4 9

25 B 2 RI.7.3 4

26 C 2 RI.7.6 11

27 B 2 RI.7.8 17

28 C 2 RI.7.2 2

29 D 1 RI.7.4 9

30 C 1 RI.7.1 3

31 C 2 RI.7.3 4

32 D 3 RI.7.8 17

33 A 3 RI.7.6 11

34 B 2 RI.7.2c 2

35 B 1 RL.7.4 12

36 C 3 RL.7.2 7

37 A 2 RL.7.4 13


Practice Test (continued)

Question Key DOK Standard(s)Ready™ New York CCLS

Instruction Lesson(s)

38 A 3 RL.7.2 7

39 C 2 RL.7.5 14

40 B 2 RL.7.1 5

41 D 1 RL.7.1 5

42 A 2 RL.7.2 8

Book 2

43 B 2 RL.7.4 12

44 A 2 RL.7.3 6

45 A 1 RL.7.1 5

46 C 2 RL.7.6 16

47 D 2 RL.7.2 7

48 B 2 RL.7.2 8

49 B 2 RI.7.4 9

50 C 3 RI.7.8 17

51 B 2 RI.7.4 9

52 C 1 RI.7.1 3

53 A 2 RI.7.2 1

54 C 1 RI.7.3 4

55 D 2 RI.7.6 11

56 D 2 RI.7.2 2

57 C 2 RL.7.4 12

58 A 2 RL.7.3 6

59 C 2 RL.7.2 7

60 D 2 RL.7.1 5

61 B 2 RL.7.5 15

62 D 2 RL.7.6 16

63 B 2 RL.7.2 8

Book 3

64 See page 5. 3 RI.7.6 11

65 See page 5. 3 RI.7.8 17

66 See page 5. 3 RI.7.6 11

67 See page 5. 3 RI.7.9, W.7.2, W.7.9, L.7.1, L.7.2 18, 20, 21

Book 4

68 See page 6. 2 RI.7.6 11

69 See page 6. 1 RI.7.1 3

70 See page 6. 2 RL.7.1 5

71 See page 6. 3 RL.7.3 6

72 See page 6. 3 RI.7.6 11

73 See page 6. 3 RL.7.9, W.7.2, W.7.9, L.7.1, L.7.2 19, 20, 21

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