Ready North Carolina Practice Student Book 4 - mlove -...

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

4North CarolinaPractice

English Language Arts

Contents

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

Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . 38

Practice Test 3 . . . . . . . . . . . . . . . . . . . . . . . . 74

Answer Form . . . . . . . . . . . . . . . . . . . . . . . . 111

ISBN 978-0-7609-7814-6©2013—Curriculum Associates, LLC

North Billerica, MA 01862No part of this book may be reproduced by any means

without written permission from the publisher .All Rights Reserved . Printed in USA .15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Photo Credits: Page 11: Photo of 5/31/1927-France: View of the crowds in front of Captain Charles A . Lindbergh’s plane, “Spirit of St . Louis” at the Le Bourget Aerodome on the arrival of Lindy in France . Copyright © Bettmann/CORBIS .

Passage Credits: Edwin L . James, “Crowd Roars Thunderous Welcome” from The New York Times, Special Cable to The New York Times . New York Times (1923-Current file) [New York, N .Y] 22 May 1927: 1 . Copyright © 1927 by The New York Times . All rights reserved . Used by permission and protected by the Copyright Laws of the United States . The printing, copying, redistribution, or retransmission of this Content without expressed, written permission is prohibited . http://www .newyorktimes .com/

Debbie Zappitelli, “How the Chickadee Weathers the Winter” from Highlights, December 1998 . Copyright © 1998 by Highlights for Children, Inc ., Columbus, OH . Reprinted with permission .

Pat Betteley, “James the Vine Puller” from Faces, February 2009 issue: Brazil . Copyright © 2009 by Carus Publishing Company, published by Cobblestone Publishing, 30 Grove Street, Suite C, Peterborough, NH 03458 . All rights reserved . Used by permission of the publisher .

(Passage credits continued on page 113)

All third-party content has been permissioned or is in the process of being permissioned.

To the StudentReady North Carolina, Common Core

Edition, ELA Practice is a review program for North Carolina’s Common Core aligned READY EOG assessment . This book has three practice tests . In each practice test, you will answer 65 multiple-choice questions in the key areas of Reading and Language .

Your teacher will explain how you will do the practice tests and record your answers . Be sure to follow the directions for each practice test . As you complete the practice tests, read the passages and answer the questions carefully . Use the Answer Forms beginning on page 111 to record your answers . Remember to fill in the answer bubbles completely . Also, if you change an answer, you must erase your first answer fully .

While you work on the practice tests, use the Testing Tips below . Read these helpful tips carefully . They can make you a better test taker .

Testing Tips for Answering Multiple-Choice Questions

• Read each question carefully before you try to answer it .

• Be sure you know what the question is asking you to do .

• Cross out any answer choices that are not reasonable . Then make your choice from the remaining choices .

• Read the question again . Check that your answer makes sense .

Ready North Carolina • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

©Curriculum Associates, LLC Copying is not permitted.

North Carolina Practice Test 18

Read the passages. Then answer the questions that follow.

Lindbergh Flies the Atlantic from We by Charles A. Lindbergh

Takeoff

1 About 7:40 A.M. the motor was started and at 7:52, I took off on the flight for Paris.

2 The field was a little soft due to the rain during the night and the heavily loaded plane gathered speed very slowly. After passing the halfway mark, however, it was apparent that I would be able to clear the obstructions at the end. I passed over a tractor by about fifteen feet and a telephone line by about twenty, with a fair reserve of flying speed. . . .

3 I turned slightly to the right to avoid some high trees on a hill directly ahead, but by the time I had gone a few hundred yards I had sufficient altitude to clear all obstructions and throttled the engine down to 1750 R.P.M. I took up a compass course at once and soon reached Long Island Sound . . .

Fog and Clouds

4 Darkness set in about 8:15 New York time and a thin, low fog formed over the sea through which the white bergs showed up with surprising clearness. . . .

5 There was no moon and it was very dark. The tops of some of the storm clouds were several thousand feet above me and at one time, when I attempted to fly through one of the larger clouds, sleet started to collect on the plane and I was forced to turn around and get back into clear air immediately and then fly around any clouds which I could not get over.

Is that Ireland?

6 The first indication of my approach to the European Coast was a small fishing boat which I first noticed a few miles ahead and slightly to the south of my course. . . .

7 Less than an hour later a rugged and semi-mountainous coastline appeared to the northeast. I was flying less than two hundred feet from the water when I sighted it. The shore was fairly distinct and not over ten or fifteen miles away. . . .

8 The coastline came down from the north, curved over towards the east. I had very little doubt that it was the southwestern end of Ireland . . .

9 I located Cape Valencia and Dingle Bay, then resumed my compass course towards Paris.

Practice Test 1


Go On


North Carolina Practice Test 1 9

Landing

10 The sun went down shortly after passing Cherbourg and soon the beacons along the Paris-London airway became visible.

11 I first saw the lights of Paris a little before ten P.M., or five P.M., New York time, and a few minutes later I was circling the Eiffel Tower at an altitude of about four thousand feet.

12 The lights of Le Bourget were plainly visible. . . . I flew low over the field once, then circled around into the wind and landed.




Lindbergh Does It! by Edwin L. James, excerpt from The New York Times, May 22, 1927

1 A New York Times man was one of the first to reach the machine after its graceful descent to the field. Those first to arrive at the plane had a picture that will live in their minds for the rest of their lives. His cap off, his famous locks falling in disarray around his eyes, “Lucky Lindy” sat peering out over the rim of the little cockpit of his machine.

2 It was high drama. Picture the scene. Almost if not quite 100,000 people were massed on the east side of Le Bourget air field. Some of them had been there six and seven hours. . . .

3 Suddenly it was 10:16 exactly. Another motor roared over the heads of the crowd. In the sky one caught a glimpse of a white gray plane, and for an instant heard the sound of one. Then it dimmed, and the idea spread that it was yet another disappointment.

4 Again landing lights glared and almost by the time they had flooded the fieled [field], the gray-white plane had lighted on the far side nearly half a mile from the crowd. It seemed to stop almost as it hit the ground, so gently did it land.

5 And then occurred a scene which almost passed description. Two companies of soldiers with fixed bayonets and the Le Brouget field police, reinforced by Paris agents, had held the crowd in good order. But as the lights showed the plane landing, much as if a picture had been thrown on a moving picture screen, there was a mad rush.

6 The movement of humanity swept over soldiers and by policemen and there was the wild sight of thousands of men and women rushing madly across half a mile of the not too even ground. Soldiers and police tried for one small moment to stem the tide, then they joined it, rushing a[s] madly as anyone else toward the aviator and his plane.

7 The first people to reach the plane were two workman of the aviation field and half a dozen Frenchmen. “Cette fois, ca va!” they cried (This time, It’s done!)

8 Captain Lindbergh answered: “Well, I made it.”

9 An instant later he was on the shoulders of half a dozen persons who tried to bear him from the field.


Go On



Lindbergh’s Plane

The Spirit of St. Louis

StorageRackFuel

TanksFood

PeriscopeEngine Wind Wheelfor Compass

Raft

Wingspan: 14 m (46 ft)

Length: 8 m (27 ft 8 in)

Height: 3 m (9 ft 10 in)

Weight, gross: 2,330 kg (5,135 lb)

Weight, empty: 975 kg (2,150 lb)

Engine: Wright Whirlwind J-5C, 223hp

The crowd inspects the airplane.




13 Which detail from “Lindbergh Flies the Atlantic” best expresses the main idea of the section titled Takeoff?

A During the take off, I had to pass over a tractor, a telephone line, and some high trees.

B The plane was heavy and the ground was soft, but the take off for Paris was successful.

C Taking off was difficult because of the many obstacles and the weight of the plane.

D After taking off at 7:52, I set a compass course and reached Long Island Sound.

14 In paragraph 5 of “Lindbergh Flies the Atlantic,” why did Lindbergh decide to fly around the clouds rather than through them?

A He was worried that he would fly into a rainstorm.

B He would not be able to see land if he flew into the clouds.

C He tried flying into the clouds, but they were too thick for the plane.

D He tried flying through the clouds, but sleet formed on the plane.

15 In “Lindbergh Flies the Atlantic,” how did Lindbergh most likely decide that he had reached the southwestern end of Ireland?

A by understanding the height of the mountains he had just seen

B by figuring out how much fuel he had left

C by comparing the shape of the coastline to what he knew about the area

D by using a radio to talk with people on the ground below


Go On



16 Which best describes Lindbergh from the beginning to the end of “Lindbergh Flies the Atlantic”?

A He seems calm and steady from start to finish.

B He seems anxious and unsure from start to finish.

C He starts off angry but ends up cheerful.

D He starts off curious but ends up disappointed.

17 Read this sentence from “Lindbergh Flies the Atlantic.”

I first saw the lights of Paris a little before ten P.M., or five P.M., New York time, and a few minutes later I was circling the Eiffel Tower at an altitude of about four thousand feet.

Which of these words means about the same as the word “altitude”?

A size

B height

C width

D speed

18 Which detail would be least important in a summary of “Lindbergh Flies the Atlantic”?

A Lindbergh took off for Paris at 7:52 in the morning.

B Lindbergh throttled the engine down to 1750 R.P.M.

C Lindbergh spotted Ireland and then turned toward Paris.

D Lindbergh landed in Le Bourget shortly after 10:00 at night.




19 In “Lindbergh Does It!” what is probably the reason that people rushed toward the airplane as soon as it landed?

A They wanted to share in Lindbergh’s victory.

B They were hoping for a closer look at the airplane.

C They wanted to learn why Lindbergh was so lucky.

D They were tired of standing still around the airfield.

20 Read these sentences from “Lindbergh Does It!”

The first people to reach the plane were two workmen of the aviation field and half a dozen Frenchmen. “Cette fois, ca va!” they cried (This time, It’s done!)

What can the reader infer from the Frenchmen’s words?

A They had never seen a plane like that before.

B They had been waiting there for many hours.

C Lindbergh would never try to fly such a long distance again.

D A flight from America to France had been tried before but failed.

21 What detail from “Lindbergh Does It!” most strongly suggests that Lindbergh was a hero to the people?

A The first people to reach the plane were two workmen and other Frenchmen.

B Lindbergh’s plane seemed to stop almost as soon as it hit the ground of the air field.

C Several people tried to carry Lindbergh away from the field on their shoulders.

D The first to reach the plane would remember the scene for the rest of their lives.


©Curriculum Associates, LLC Copying is not permitted.42 North Carolina Practice Test 2

Read the passage. Then answer the questions that follow.

President Obama Speaks to Students Excerpts from “Prepared Remarks of President Barack Obama: Back to School Event” (2009)

from WhiteHouse.gov.

1 Now I’ve given a lot of speeches about education. And I’ve talked a lot about responsibility.

2 I’ve talked about your teachers’ responsibility for inspiring you, and pushing you to learn.

3 I’ve talked about your parents’ responsibility for making sure you stay on track, and get your homework done, and don’t spend every waking hour in front of the TV or with that Xbox. . . .

4 But at the end of the day, we can have the most dedicated teachers, the most supportive parents, and the best schools in the world—and none of it will matter unless all of you fulfill your responsibilities. Unless you show up to those schools; pay attention to those teachers; listen to your parents, grandparents and other adults; and put in the hard work it takes to succeed. . . .

5 We need every single one of you to develop your talents, skills and intellect so you can help solve our most difficult problems. If you don’t do that—if you quit on school—you’re not just quitting on yourself, you’re quitting on your country.

6 Now I know it’s not always easy to do well in school. I know a lot of you have challenges in your lives right now that can make it hard to focus on your schoolwork. . . .

7 . . . I wasn’t always as focused as I should have been. I did some things I’m not proud of, and got in more trouble than I should have. And my life could have easily taken a turn for the worse.

8 But I was fortunate. I got a lot of second chances and had the opportunity to go to college, and law school, and follow my dreams. My wife, our First Lady Michelle Obama, has a similar story. Neither of her parents had gone to college, and they didn’t have much. But they worked hard, and she worked hard, so that she could go to the best schools in this country. . . .

9 . . . at the end of the day, the circumstances of your life—what you look like, where you come from, how much money you have, what you’ve got going on at home—that’s no excuse for neglecting your homework or having a bad attitude. That’s no excuse for talking back to your teacher, or cutting class, or dropping out of school. That’s no excuse for not trying.

Practice Test 2


Go On

©Curriculum Associates, LLC Copying is not permitted.43North Carolina Practice Test 2

10 Where you are right now doesn’t have to determine where you’ll end up. No one’s written your destiny for you. Here in America, you write your own destiny. You make your own future. . . .

11 I expect great things from each of you. So don’t let us down—don’t let your family or your country or yourself down. Make us all proud. I know you can do it.

6 How are the ideas in paragraph 5 organized?

A Paragraph 5 tells the reason it’s important to stay in school.

B Paragraph 5 lists ways in which students can be responsible.

C Paragraph 5 explains things that will happen to students who quit school.

D Paragraph 5 describes how parents and teachers can help students.

7 How does President Obama support his statement that it’s not always easy to do well in school?

A He explains how you write your own destiny.

B He talks about dropping out of school.

C He gives an example from his own life.

D He mentions quitting on your country.

8 What do the details in paragraphs 6 and 7 suggest about President Obama?

A He may not have done well in school.

B He probably knew he would become president.

C He never finished high school.

D He turned down the chance to go to college.

9 Why was Michelle Obama able to go to a good school?

A Her parents went to college.

B She and her parents worked hard.

C She had a job in high school.

D Her parents had a lot of money.



10 What does President Obama compare in paragraph 8?

A his dreams and his parents’ dreams

B his parents and his wife’s parents

C his school and his wife’s college

D his life and his wife’s life

11 Read these words from paragraph 9 of the passage.

. . . that’s no excuse for neglecting your homework or having a bad attitude.

When you are “neglecting” something, what are you doing?

A enduring it

B preparing it

C demanding it

D avoiding it

12 What main point does President Obama make in his remarks?

A Students should not watch TV or play video games.

B Students must be responsible in order to succeed.

C Students will get into good colleges if they stay in school.

D Students should never talk back to their teachers or cut class.



This is a rough draft of a report. It has some mistakes. Read the report. Then answer the questions that follow.

What Is Happening to the Cuckoos?

The cuckoo is a very popular bird in England. This songbird has dull gray

feathers and a curved small beak. It is about 13 to 15 inches long. Sadly,

these birds are quickly disappearing. Scientists are trying to find out why.

Cuckoos make a yearly trip. They travel from England to Africa’s

Southern countries in June or July. They come back in April but fewer and

fewer birds are making the return trip.

Scientists are putting satellite tags on some of these birds to track

them. The tags tell where and when the birds stop of f on their trip. The tags

turn on for about 10 hours every 2 days, they record where the birds are.

All this information will tell scientists more about the routes the birds favor.

Then they can explore what could be happening to the birds everyone wants

to find the answer. Scientists were studying the problem until they do.


©Curriculum Associates, LLC Copying is not permitted.89North Carolina Practice Test 3

26 Read this sentence from the report.

This songbird has dull gray feathers and a curved small beak.

What is the best way to write this sentence?

A This songbird has gray dull feathers and a curved small beak.

B This songbird has dull gray feathers and a small curved beak.

C This songbird has gray dull feathers and a small curved beak.

D correct as is


They travel from England to Africa’s Southern countries in June or July.

What is the correct way to write this sentence?

A They travel from England to Africa’s southern Countries in June or July.

B They travel from England to Africa’s southern countries in june or july.

C They travel from England to africa’s southern countries in June or July.

D They travel from England to Africa’s southern countries in June or July.


They come back in April but fewer and fewer birds are making the return trip.

Which of the following should replace the underlined part?

A April, but, fewer and

B April but fewer, and

C April but fewer, and,

D April, but fewer and

Go On




Then they can explore what could be happening to the birds everyone wants to find the answer.

Which of the following is the correct way to write the sentence?

A Then they can explore what could be. Happening to the birds. Everyone wants to find the answer.

B Then they can explore. What could be happening. To the birds everyone wants to find the answer.

C Then they can explore what could be happening to the birds. Everyone wants to find the answer.

D Then they can explore what could be happening. To the birds everyone wants to find the answer.


Scientists were studying the problem until they do.

Which words should replace the underlined word to make the sentence correct?

A will be

B was

C is

D have been


Ready North Carolina Practice Student Book 4 - mlove -...

Documents

Transcript of Ready North Carolina Practice Student Book 4 - mlove -...