STAAR Reading Test Prep Practice Library, Grades 2–8
STAAR Reading Test Passages
Original practice
passages, advanced question types, answer key, and Tier 2 / Tier 3 glossary for
parents and families
Part 1: Read This First
What this is.
Seven grade-level practice tests (Grades 2 through 8). Each test has one
literary passage and one informational (or argumentative/paired) passage,
followed by questions that mirror the formats students meet on the end-of-year
Texas reading test: multiple choice, multi-select ("Select TWO"),
two-part (Part A / Part B) evidence questions, and short constructed responses.
The answer key with explanations and a glossary of academic vocabulary are at
the end.
Honest notes for
parents.
•
All passages and questions are original. They are written to match the skills, text types, and
difficulty of STAAR-style reading, not copied from released state tests. For
official released items, use the Texas Education Agency (TEA) website.
•
Grade 2 is not a
state-tested grade. STAAR reading begins in Grade 3. The Grade 2 test is a
readiness check that uses the same question formats.
•
Texas has been revising how it assesses students, so
test length, scoring, and online features can change from year to year. Check
TEA for your child's current format. These practice sets build the skills that
carry across formats; they do not produce an official score.
Part 2: How to Use This Library
A simple three-step
routine
1.
Cold read.
Your child reads the passage once, without help, and answers the questions. Do
not coach during the test.
2.
Check. Score
with the answer key. Mark each miss by type
(vocabulary, inference, evidence, structure, theme).
3.
Repair. For
each miss, have your child explain why the right answer is right and why their answer is wrong, pointing
to a line in the text. Re-read the explanation in the key together.
Suggested pacing
|
Grade |
Passages |
Questions |
Suggested
time |
|
2 |
2 short |
12 |
30 minutes |
|
3 |
2 |
12 + 1 written response |
45 minutes |
|
4 |
2 |
12 + 1 written response |
50 minutes |
|
5 |
2 |
12 + 1 written response |
55 minutes |
|
6 |
2 (one poem) |
12 + 1 written response |
60 minutes |
|
7 |
2 (one argumentative) |
12 + 1 written response |
65 minutes |
|
8 |
2 (one paired set) |
12 + 1 written response |
70 minutes |
Timed practice is optional the first time through. Accuracy
and evidence first, speed second.
Part 3: The Question-Type Map
The four formats below cover every item in this library.
Each question is labeled so you can see what skill it targets.
|
Format |
What
the student does |
Common
trap |
|
Multiple choice |
Picks the one best answer from four |
Choosing an answer that is true in real life but not
supported by this text |
|
Multi-select |
Picks ALL correct answers (the question says how many) |
Picking one correct answer and one "almost"
answer |
|
Two-part (Part A /
Part B) |
Answers a question, then picks the evidence that proves it |
Part B must prove Part A. If it doesn't, one of them is
wrong |
|
Constructed
response |
Writes a short answer using text evidence |
Giving an opinion with no detail from the passage |
The skill categories
(each question targets exactly one)
|
Category |
Skills
tested |
|
Literary |
Theme, character change, plot and sequence, point of view,
figurative language, poetic structure |
|
Informational |
Main idea, supporting details, text structure, author's
purpose, visuals and organization |
|
Argumentative |
Claim, reasoning, evidence, bias and balance |
|
Vocabulary |
Word meaning from context, multiple-meaning words, word
parts |
|
Cross-text |
Comparing two passages on a topic |
Part 4: Test-Taking Strategies Parents Can Teach
1.
Read the
questions' stems first, then the passage. Knowing what you will be asked
makes reading purposeful.
2.
Prove it with a
line. Before choosing an answer, point to the words in the text that
support it.
3.
Eliminate two.
On multiple choice, cross out the two answers that are clearly wrong, then
compare the remaining two.
4.
Count the
selections. On multi-select, circle the number the question asks for
("Select TWO") before reading the choices.
5.
Part B proves
Part A. Reread Part A's answer, then find the choice in Part B that
directly supports it.
6.
Use the
vocabulary clue. For word-meaning questions, reread the sentence before and
after the word, and substitute each choice.
7.
For written
responses, use ANSWER-PROVE-EXPLAIN: state the answer, quote or paraphrase
a detail, then say how the detail supports the answer.
GRADE 2 PRACTICE TEST
Skills covered:
character feelings, problem and solution, theme, main idea, sequence,
vocabulary in context.
Directions: Read
each passage. Then answer the questions. For questions that say "Select
TWO," choose two answers.
Passage 1: Mina and the Rainy Day Parade
Mina looked out the window. Rain tapped on the glass. Today
was the day of the school parade, and now it was ruined!
"We can't march in this," Mina said with a frown.
She felt as gloomy as the gray sky.
Her big brother Leo grinned. "Wait here." He came
back with two yellow umbrellas and a red raincoat. "A rainy parade can
still be a parade."
Mina's frown began to melt. She opened an umbrella and
twirled. Then she grabbed a wooden spoon and a pot. Boom, boom, boom! She
marched down the hall, and Leo followed, stomping in his big rain boots.
Soon Mom was clapping. Dad was whistling. Even the dog
joined the parade, barking at every beat.
"This is better than the real parade," Mina said.
"I made it myself!"
1. [Multiple choice:
problem] What problem does Mina have at the beginning of the story?
•
A. She lost her umbrella.
•
B. Rain might ruin the school parade.
•
C. Leo will not help her.
•
D. She forgot her raincoat.
2. [Vocabulary]
Read this sentence: "She felt as gloomy as the gray sky." What does
the word gloomy mean?
•
A. sad
•
B. sleepy
•
C. silly
•
D. proud
3. [Two-part:
character change]
Part A: How do
Mina's feelings change in the story?
•
A. from sad to joyful
•
B. from angry to scared
•
C. from bored to tired
•
D. from excited to worried
Part B: Which
sentence from the story best supports the answer to Part A?
•
A. "Rain tapped on the glass."
•
B. "Mina's frown began to melt."
•
C. "Her big brother Leo grinned."
•
D. "Soon Mom was clapping."
4. [Multi-select:
details] Select TWO things Mina
uses in her parade.
•
A. an umbrella
•
B. a drum
•
C. a wooden spoon
•
D. a hat
5. [Multiple choice:
inference] Why does Leo say, "A rainy parade can still be a
parade"?
•
A. He wants to make fun of Mina.
•
B. He wants to show Mina a way to fix her problem.
•
C. He wants to tell Mom about the rain.
•
D. He thinks the rain will stop soon.
6. [Multiple choice:
theme] What is the lesson of this story?
•
A. Always listen to your big brother.
•
B. You can turn a bad day around by being creative.
•
C. Parades can only happen on sunny days.
•
D. Dogs love music.
Passage 2: How Bees Make Honey
Honey starts with a flower. A worker bee visits the flower
and sips a sweet liquid called nectar. The bee stores the nectar in a special
honey stomach.
Next, the bee flies back to the hive. There, she passes the
nectar to another bee. That bee chews the nectar for a while. This helps turn
it into honey.
Then the bees spread the honey into wax cells. They fan
their wings over the cells. The air makes extra water dry up, so the honey gets
thick and sticky. Finally, the bees cover each cell with a wax lid to keep the
honey fresh.
A hive needs a lot of honey. It is the bees' food during
cold winter months, when few flowers are blooming.
7. [Multiple choice:
main idea] What is the main idea of this passage?
•
A. Bees can fly very fast.
•
B. Bees follow steps to make honey.
•
C. Flowers are pretty in spring.
•
D. Winter is cold.
8. [Vocabulary]
What does the word nectar mean in
this passage?
•
A. a sweet liquid from flowers
•
B. a kind of wax
•
C. a part of a bee's wing
•
D. a type of hive
9. [Multi-select:
sequence] Select TWO things that
happen after the bee returns to the hive.
•
A. The bee sips nectar from a flower.
•
B. The bee passes the nectar to another bee.
•
C. The bees fan their wings over the cells.
•
D. The bees dig a new hive.
10. [Multiple choice:
cause and effect] Why do bees fan their wings over the honey?
•
A. to cool down the hive
•
B. to dry out extra water in the honey
•
C. to scare away other insects
•
D. to call other bees
11. [Two-part:
evidence]
Part A: Why does a
hive need to store a lot of honey?
•
A. so bees can sell it
•
B. so bees have food in winter
•
C. so bees can build walls
•
D. so bees can feed the flowers
Part B: Which
sentence from the passage best supports the answer to Part A?
•
A. "Honey starts with a flower."
•
B. "It is the bees' food during cold winter
months, when few flowers are blooming."
•
C. "The bee stores the nectar in a special honey
stomach."
•
D. "That bee chews the nectar for a while."
12. [Multiple choice:
text structure] How does the author organize the information in this
passage?
•
A. by telling the steps in order
•
B. by comparing two kinds of bees
•
C. by describing a problem and its solution
•
D. by listing facts about flowers
GRADE 3 PRACTICE TEST
Skills covered:
character traits and change, point of view, theme, central idea, cause and
effect, vocabulary in context, constructed response.
Directions: Read
each passage. Then answer the questions. Questions marked "Select
TWO" have two correct answers. Question 13 is a written response.
Passage 1: The Lemon Stand Problem
On Saturday morning, Dev and his cousin Priya set up a lemon
stand at the end of Maple Street. Dev had planned everything. He painted a
bright sign, squeezed twenty lemons, and borrowed a cooler from his dad.
By noon, the sun was blazing, but nobody had stopped. Dev
crossed his arms. "Nobody wants our lemonade," he grumbled.
"Maybe the sign is boring."
Priya studied the empty sidewalk. "Maybe the problem
isn't the sign," she said. "Look at where we are. Everyone walks to
the park on the other side of the street."
Dev frowned. Moving the stand felt like admitting his plan
was a mistake. But his throat was dry, and the ice in the cooler was melting
fast. At last he sighed. "Okay. Help me carry the table."
They dragged the table, the cooler, and the sign across the
street to the park gate. Within minutes, a jogger stopped, then a family with a
stroller, then three kids with a soccer ball. Priya poured while Dev counted
the coins.
By three o'clock, the pitcher was empty. Dev held up a jar
heavy with money. "You were right," he told Priya. "Next time,
I'll listen before I grumble." Priya laughed. "Next time, I'll bring
a bigger pitcher."
1. [Multiple choice:
cause and effect] Why does nobody stop at the lemon stand at first?
•
A. The lemonade tastes sour.
•
B. The sign is too boring.
•
C. The stand is not where people are walking.
•
D. It is too early in the morning.
2. [Vocabulary]
Read this sentence: "'Nobody wants our lemonade,' he grumbled." What
does grumbled suggest about how Dev
feels?
•
A. He is pleased.
•
B. He is unhappy and complaining.
•
C. He is confused.
•
D. He is proud.
3. [Two-part:
character motivation]
Part A: Why does
Dev hesitate to move the stand?
•
A. He feels that moving it would admit his plan was
wrong.
•
B. He thinks the table is too heavy to carry.
•
C. He believes Priya does not want to help.
•
D. He thinks the park is closed.
Part B: Which
sentence from the story best supports the answer to Part A?
•
A. "Dev crossed his arms."
•
B. "Moving the stand felt like admitting his plan
was a mistake."
•
C. "He painted a bright sign, squeezed twenty
lemons, and borrowed a cooler from his dad."
•
D. "...the ice in the cooler was melting
fast."
4. [Multi-select:
character change] Select TWO
statements that show how Dev changes from the beginning to the end of the
story.
•
A. At first, he blames the sign instead of looking for
another cause.
•
B. At the end, he admits Priya was right and promises
to listen.
•
C. He painted the sign for the stand.
•
D. He counts the coins his customers pay.
5. [Multiple choice:
theme] Which statement best expresses the theme of the story?
•
A. Listening to other people's ideas can help solve a
problem.
•
B. Lemonade is the best drink on a hot day.
•
C. Cousins should always work together on Saturdays.
•
D. It is better never to change a plan.
6. [Multiple choice:
point of view] From what point of view is this story told?
•
A. first person, by Dev
•
B. first person, by Priya
•
C. third person, by a narrator outside the story
•
D. second person, speaking to the reader
Passage 2: Why Leaves Change Color
In spring and summer, leaves are bright green. The green
comes from chlorophyll, a substance that helps a leaf turn sunlight into food
for the tree. Leaves contain other colors, too, but chlorophyll is so plentiful
that it hides them.
When autumn arrives, days become shorter and cooler. The
tree begins to get ready for winter. It stops making new chlorophyll, and the
old chlorophyll slowly breaks down. As the green fades, the hidden colors
appear. Yellow and orange shine through. Some leaves also make new red
substances from sugars trapped in the leaf, which is why maples can glow like
fire.
Weather affects how bright the colors become. Sunny days and
cool nights, as long as it doesn't freeze, usually produce the most brilliant
leaves. A very dry summer or an early frost can make the colors dull.
Finally, the tree seals the place where each leaf joins the
branch. The leaf dries out and drops to the ground. The tree will rest through
winter and grow new leaves when spring returns.
7. [Multiple choice:
central idea] According to the passage, why do leaves look green in summer?
•
A. Chlorophyll is so plentiful that it hides the other
colors.
•
B. Trees make red substances in summer.
•
C. Leaves get less sunlight in summer.
•
D. Cool nights turn leaves green.
8. [Multi-select:
cause and effect] Select TWO
changes in autumn that cause leaves to lose their green color.
•
A. Days become shorter and cooler.
•
B. The tree stops making new chlorophyll.
•
C. Leaves make new yellow substances.
•
D. The tree grows larger.
9. [Vocabulary]
Read this sentence from the first paragraph: "...chlorophyll is so
plentiful that it hides them." What does plentiful mean?
•
A. rare
•
B. found in large amounts
•
C. bright
•
D. heavy
10. [Two-part:
evidence]
Part A: What is
the effect of a very dry summer on fall leaves?
•
A. The colors become dull.
•
B. The leaves turn blue.
•
C. The leaves stay green all year.
•
D. The colors become brighter.
Part B: Which
sentence from the passage best supports the answer to Part A?
•
A. "Weather affects how bright the colors
become."
•
B. "A very dry summer or an early frost can make
the colors dull."
•
C. "Sunny days and cool nights...usually produce
the most brilliant leaves."
•
D. "The tree will rest through winter..."
11. [Multiple choice:
text structure] Which text structure does the author mainly use?
•
A. cause and effect
•
B. problem and solution
•
C. compare and contrast
•
D. a list of unrelated facts
12. [Multiple choice:
sequence] According to the passage, what is the last thing that happens to
a leaf in autumn?
•
A. The tree seals the place where the leaf joins the
branch, and the leaf drops.
•
B. The old chlorophyll breaks down.
•
C. The leaf makes new red substances.
•
D. The days become shorter and cooler.
13. [Constructed
response] Priya and Dev solve their problem together in "The Lemon
Stand Problem." Explain how Priya helps solve the problem. Use TWO details from the story to support
your answer.
GRADE 4 PRACTICE TEST
Skills covered:
inference, multiple-meaning words, theme, text features, central idea, author's
purpose, evidence, constructed response.
Directions: Read
each passage. Then answer the questions. Questions marked "Select
TWO" have two correct answers. Question 13 is a written response.
Passage 1: The Last Page of the Map
Tomás had always been the one who read the maps on family
road trips, so when his grandfather handed him a worn leather atlas and said,
"Navigate us to the lake," Tomás felt proud. For an hour, he traced
the highways with his finger, calling out turns. Then the road split, and the
atlas didn't. The page showed only one road, but the car faced two.
"Which way?" Grandpa asked, though his eyes
twinkled as if he already knew.
Tomás's confidence drained away. He flipped back, then
forward, hunting for a clue. Finally, he reached the last page, where someone
had scribbled in pencil: Built new
bridge, 1987. Take right fork. Next to it was a tiny sketch of a fish.
"Who wrote this?" Tomás asked.
"I did," said Grandpa. "Every time the world
changed, I changed the map. Roads move. Bridges get built. A map is only a
promise that the world will stay put, and the world never promises that."
Tomás looked at the two roads again. He noticed one was
newly paved, with bright yellow lines, while the other was cracked and weedy.
"The new one must lead somewhere important," he said slowly,
"and the old one probably doesn't anymore."
"Now you're reading the land, not just the paper,"
said Grandpa.
Tomás turned right. When the sparkle of water appeared
through the trees ten minutes later, he grinned, took the pencil from the glove
box, and wrote on the last page of the atlas: Right fork still correct. —T.
1. [Multiple choice:
inference] Why does Tomás's confidence drain away?
•
A. He is tired from reading for an hour.
•
B. The atlas shows one road, but the car faces two.
•
C. Grandpa is angry with him.
•
D. He has lost the atlas.
2. [Vocabulary:
multiple-meaning word] Read this sentence: "Then the road split, and the atlas didn't." What
does split mean as it is used in the
sentence?
•
A. broke apart with force
•
B. divided into two paths
•
C. shared equally
•
D. tore in two pieces
3. [Two-part:
figurative meaning]
Part A: What does
Grandpa mean when he says, "A map is only a promise that the world will
stay put"?
•
A. Maps can never be trusted at all.
•
B. Maps show how things were, but places can change.
•
C. Maps are always correct.
•
D. People should stop traveling.
Part B: Which
sentence from the story best supports the answer to Part A?
•
A. "Every time the world changed, I changed the
map."
•
B. "Tomás had always been the one who read the
maps on family road trips..."
•
C. "Tomás turned right."
•
D. "He noticed one was newly paved, with bright
yellow lines..."
4. [Multi-select:
evidence] Select TWO details
Tomás uses to decide which way to go.
•
A. the note on the last page of the atlas
•
B. the sketch of the fish
•
C. the newly paved road with bright yellow lines
•
D. the sparkle of water through the trees
5. [Multiple choice:
theme] Which statement best expresses a theme of the story?
•
A. Good navigators combine written information with
careful observation of the real world.
•
B. Old things are useless and should be thrown away.
•
C. Grandparents are always right.
•
D. Road trips are more fun than staying home.
6. [Multiple choice:
character change] What does the ending show about Tomás?
•
A. He has learned to update information the way Grandpa
does.
•
B. He wants to erase Grandpa's note.
•
C. He is angry that Grandpa tricked him.
•
D. He plans to buy a new atlas.
Passage 2: Tide Pools: Tiny Worlds Between the Waves
Where the ocean meets the rocky shore, the sea leaves small
pools of water behind when the tide goes out. These tide pools may look calm,
but they are among the harshest homes on Earth.
Always Changing
A tide pool animal must survive extreme change. At high
tide, waves crash over the rocks. At low tide, the pool is exposed to hot sun,
drying wind, and sometimes rain that dilutes the salty water. Temperatures in a
shallow pool can rise or fall many degrees in just a few hours.
Built to Survive
Animals here have remarkable adaptations. Sea stars cling to
rocks with hundreds of tiny tube feet. Barnacles seal themselves inside hard
shells to trap moisture until the water returns. Hermit crabs borrow empty
shells for protection, trading up to larger ones as they grow. Sea anemones
tuck in their tentacles and look like lumps of jelly, which keeps them from
drying out.
Zones of Life
Tide pools are layered like a staircase. The "splash
zone," highest on the shore, holds only the toughest creatures, such as
periwinkle snails, because it is wet only during storms or the highest tides.
Lower zones stay underwater longer and hold more kinds of life, including sea
stars and urchins.
Visiting Safely
Scientists remind visitors to look but not touch. Even a
gentle poke can harm a delicate animal, and lifting a sea star off its rock can
injure it. Step on bare rock, not on living things, and always check tide
charts so you are not trapped by returning waves.
7. [Multiple choice:
central idea] Which sentence best states the central idea of the passage?
•
A. Tide pools are harsh, changing homes where animals
have special ways to survive.
•
B. Sea stars are the strongest animals on the shore.
•
C. Visitors should stay away from all beaches.
•
D. Barnacles live inside hard shells.
8. [Vocabulary]
The author writes, "Animals here have remarkable adaptations." What does adaptations
mean?
•
A. special features that help living things survive
•
B. problems that make life harder
•
C. places where animals sleep
•
D. kinds of ocean weather
9. [Multi-select:
details] Select TWO statements
supported by the passage.
•
A. Barnacles seal themselves in shells to trap
moisture.
•
B. Hermit crabs build their own shells.
•
C. Sea anemones tuck in their tentacles so they do not
dry out.
•
D. Sea stars live only in the splash zone.
10. [Multiple choice:
text features] Why does the author include the heading "Zones of
Life"?
•
A. to introduce a section explaining how tide pools are
layered by height on the shore
•
B. to tell readers where to find the best tide pools
•
C. to explain how sea stars move
•
D. to describe how waves form
11. [Two-part: cause
and effect]
Part A: Why do
only the toughest creatures live in the splash zone?
•
A. It is rarely covered by water, so animals must
survive long dry periods.
•
B. It has the coldest water on the shore.
•
C. It has the most food.
•
D. Sea stars crowd out other animals there.
Part B: Which
sentence from the passage best supports the answer to Part A?
•
A. "Sea stars cling to rocks with hundreds of tiny
tube feet."
•
B. "The 'splash zone,' highest on the shore, holds
only the toughest creatures...because it is wet only during storms or the
highest tides."
•
C. "Hermit crabs borrow empty shells for
protection..."
•
D. "Step on bare rock, not on living
things..."
12. [Multiple choice:
author's purpose] Why does the author include the section "Visiting
Safely"?
•
A. to teach readers how to protect tide pool animals
and themselves
•
B. to persuade readers to collect shells
•
C. to describe how scientists study sea stars
•
D. to compare tide pools with deep oceans
13. [Constructed
response] The author explains how tide pool animals survive in a place that
keeps changing. Describe TWO ways
tide pool animals survive. Explain how each one helps. Use details from the
passage to support your answer.
GRADE 5 PRACTICE TEST
Skills covered:
figurative language, inference, theme and character development, central idea,
text structure, transitions, author's perspective, constructed response.
Directions: Read
each passage. Then answer the questions. Questions marked "Select
TWO" have two correct answers. Question 13 is a written response.
Passage 1: Grandpa's Telescope
The telescope had belonged to Grandpa Ruiz, and for as long
as Ines could remember, it sat in the corner of his attic like a sleeping
giant. Now that he was gone, her mother had asked whether Ines wanted it. Ines
said yes, though she wasn't sure why. She had never actually looked through it.
Grandpa had always said she was too young, and then too busy, and then,
quietly, that there would be time.
On the first clear night of summer, she carried it to the
backyard. The tripod wobbled like a newborn calf. The lens cap was stuck, and
when it finally popped off, she dropped it into the grass and nearly cried.
Everything about the telescope felt too big, too complicated, too much like a
conversation she had waited too long to begin.
Then she found his notebook tucked in the case. Its pages
were crowded with Grandpa's tiny, slanting handwriting: dates, times, sketches
of the moon's craters. On the last page, he had written, "For Ines: Start
with the Moon. She forgives every beginner."
Ines read the line three times. Then she turned the knob
until the moon swam into view, and she gasped. Craters rippled like footprints
in wet sand. A silver mountain range cast shadows as sharp as paper cuts. She
had looked at the moon her whole life, but she had never seen it.
Hours later, her mother found her still sitting in the dark,
pencil in hand, sketching.
"What are you doing?" her mother whispered.
"Continuing," Ines said, and turned to a fresh
page.
1. [Multiple choice:
figurative language] Read this sentence: "The tripod wobbled like a
newborn calf." What does this simile suggest about the tripod?
•
A. It is expensive and well made.
•
B. It is unsteady, like a young animal learning to
stand.
•
C. It makes Ines afraid of animals.
•
D. It is brand new.
2. [Multiple choice:
inference] Why does Ines nearly cry when she drops the lens cap?
•
A. The cap is the most expensive part of the telescope.
•
B. The small mistake adds to her feeling that the
telescope, and her missed time with Grandpa, is overwhelming.
•
C. She is angry at her mother for asking her to use it.
•
D. She is afraid she has broken the telescope.
3. [Two-part:
inference and evidence]
Part A: What does
the phrase "a conversation she had waited too long to begin" suggest
about Ines's feelings?
•
A. She regrets not learning about the telescope with
Grandpa while he was alive.
•
B. She dislikes talking with people.
•
C. She is eager to talk with her mother.
•
D. She is bored by the telescope.
Part B: Which
sentence from the story best supports the answer to Part A?
•
A. "Grandpa had always said she was too young, and
then too busy, and then, quietly, that there would be time."
•
B. "The tripod wobbled like a newborn calf."
•
C. "The lens cap was stuck..."
•
D. "Craters rippled like footprints in wet
sand."
4. [Multi-select:
character development] Select TWO
ways Grandpa's notebook helps Ines.
•
A. It tells her where to begin.
•
B. It shows that Grandpa had tiny handwriting.
•
C. It makes her feel Grandpa is encouraging her.
•
D. It explains how to fix the tripod.
5. [Vocabulary:
figurative language] What does the phrase "the moon swam into
view" suggest?
•
A. The moon came into focus smoothly and gradually.
•
B. The moon fell into the water.
•
C. Ines went swimming at night.
•
D. The telescope was wet.
6. [Multiple choice:
theme] Which statement best expresses the theme of the story?
•
A. Sharing a loved one's passion can keep a
relationship alive after that person is gone.
•
B. Telescopes are too difficult for children.
•
C. Children should never be too busy.
•
D. The moon is more interesting than the stars.
Passage 2: Spanning a Continent: The Transcontinental Railroad
Before 1869, a trip from the Atlantic coast to the Pacific
could take four to six months by wagon, or weeks by ship around South America.
Both routes were slow and dangerous. As California's population boomed after
the Gold Rush, many Americans argued that a railroad linking East and West was
essential. In 1862, Congress passed the Pacific Railway Act, authorizing two
companies to build toward each other. The Central Pacific started in
Sacramento, California, and the Union Pacific began in Nebraska.
Each company faced enormous obstacles. The Central Pacific's
workers, most of them Chinese immigrants, had to blast tunnels through the
granite of the Sierra Nevada mountains, sometimes advancing only inches per
day. They worked in brutal cold, and avalanches buried entire camps. Meanwhile,
the Union Pacific crews, made up largely of Civil War veterans and Irish
immigrants, laid track across the Great Plains, where supplies were scarce and
tensions were high with Native nations whose lands the route crossed.
Both companies were paid by the mile of track completed,
which created a race. Crews once laid ten miles of track in a single day. On
May 10, 1869, the two lines met at Promontory Summit, Utah, where a ceremonial
golden spike was driven to celebrate.
The railroad shortened the cross-country journey to about a
week and transformed the nation's economy by moving people and goods quickly.
However, it also had lasting costs. The railroad accelerated the loss of Native
lands and the destruction of the buffalo herds on which many Plains peoples
depended. Historians today emphasize both the engineering triumph and the human
toll, including the contributions of workers who were rarely honored at the
time.
7. [Multiple choice:
central idea] Which sentence best summarizes the passage?
•
A. The transcontinental railroad was built through
great hardship and changed the nation in both helpful and harmful ways.
•
B. The Central Pacific Railroad was better than the
Union Pacific.
•
C. Ships were the best way to cross the country.
•
D. The golden spike was the most important part of the
railroad.
8. [Vocabulary]
Read this sentence: "Congress passed the Pacific Railway Act, authorizing two companies to build
toward each other." What does authorizing
mean?
•
A. giving official permission
•
B. forcing
•
C. paying back
•
D. preventing
9. [Two-part:
evidence]
Part A: Why did
many Americans believe a railroad linking East and West was necessary?
•
A. Existing travel routes were slow and dangerous, and
the West's population was growing.
•
B. Congress wanted to end the Civil War.
•
C. Ships were no longer allowed on the ocean.
•
D. Native nations asked for a railroad.
Part B: Which
sentence from the passage best supports the answer to Part A?
•
A. "Both routes were slow and dangerous."
•
B. "Both companies were paid by the mile of track
completed, which created a race."
•
C. "The Central Pacific started in Sacramento,
California..."
•
D. "On May 10, 1869, the two lines met at
Promontory Summit, Utah..."
10. [Multi-select:
details] Select TWO challenges
the railroad crews faced.
•
A. blasting tunnels through granite mountains
•
B. searching for gold
•
C. scarce supplies on the Great Plains
•
D. building ships for ocean travel
11. [Multiple choice:
transitions and structure] What is the effect of the word However at the start of the second
sentence in the last paragraph?
•
A. It signals a shift from the railroad's benefits to
its costs.
•
B. It shows the author disagrees with historians.
•
C. It introduces a new problem with the Gold Rush.
•
D. It signals the end of the railroad's construction.
12. [Multiple choice:
cause and effect] Why did a race develop between the two companies?
•
A. Each company was paid by the mile of track it
completed.
•
B. Congress threatened to close one company.
•
C. The workers wanted to finish before winter.
•
D. Both companies wanted to build the golden spike.
13. [Constructed
response] The author describes both benefits and costs of the
transcontinental railroad. Explain ONE
benefit and ONE cost. Use details
from the passage to support your answer.
GRADE 6 PRACTICE TEST
Skills covered:
poetry (speaker, figurative language, stanza structure), theme, central idea,
author's craft, evaluating evidence, vocabulary in context, constructed
response.
Directions: Read
each passage. Then answer the questions. Questions marked "Select
TWO" have two correct answers. Question 13 is a written response.
Passage 1: Night Shift (poem)
At four a.m., the bakery wakes
before the city's eyes.
My father's hands, dusted with flour,
shape dough like small sunrises.
The ovens breathe their amber warmth
into the sleeping street;
the first loaves crackle as they cool,
a quiet, crusty heartbeat.
I watch him from the doorway's edge,
too sleepy to say much.
He doesn't speak of tired bones—
he speaks in rising dough.
By six, the window glows with bread,
and strangers pass and smile.
They think the morning simply comes.
I know it's baked, one loaf at a time.
1. [Multiple choice:
figurative language] What does the simile "shape dough like small
sunrises" suggest about the father's work?
•
A. His work creates something warm and hopeful, like
the start of a new day.
•
B. His work only happens when the sun is rising.
•
C. His dough is orange in color.
•
D. His work is difficult and unpleasant.
2. [Multi-select:
personification] Select TWO
lines that use personification.
•
A. "the bakery wakes"
•
B. "The ovens breathe their amber warmth"
•
C. "too sleepy to say much"
•
D. "strangers pass and smile"
3. [Two-part:
speaker's attitude]
Part A: Which
statement best describes the speaker's attitude toward the father's work?
•
A. The speaker admires the father's hard, unseen work.
•
B. The speaker feels embarrassed by the father's job.
•
C. The speaker is bored by the bakery.
•
D. The speaker wants the father to change careers.
Part B: Which
lines from the poem best support the answer to Part A?
•
A. "My father's hands, dusted with flour, / shape
dough like small sunrises."
•
B. "They think the morning simply comes. / I know
it's baked, one loaf at a time."
•
C. "By six, the window glows with bread, / and
strangers pass and smile."
•
D. "At four a.m., the bakery wakes / before the
city's eyes."
4. [Multiple choice:
structure] How does the final stanza contribute to the poem's meaning?
•
A. It reveals the speaker's understanding of the unseen
work behind an ordinary morning.
•
B. It changes the setting from the bakery to the
street.
•
C. It introduces a new character with a different point
of view.
•
D. It describes how bread is baked step by step.
5. [Multiple choice:
metaphor] In the phrase "a quiet, crusty heartbeat," the poet
compares
•
A. the sound of cooling loaves to a steady living
pulse.
•
B. the oven to a machine.
•
C. the father's tiredness to a heart condition.
•
D. the street to a sleeping person.
6. [Multiple choice:
theme] Which statement best expresses a theme of the poem?
•
A. Everyday comforts exist because of people whose work
often goes unseen.
•
B. Early mornings are better than evenings.
•
C. Children should help their parents at work.
•
D. Bread is the most important food.
Passage 2: The Secret Language of Trees
Walk through a forest, and it seems silent. Beneath your
feet, however, scientists have discovered a bustling underground world. Tree
roots are often tangled with threadlike fungi called mycorrhizae. The fungi
wrap around or enter the roots, collecting water and minerals from the soil
that the tree cannot reach on its own. In return, the tree gives the fungi
sugars it makes through photosynthesis. This partnership benefits both
organisms, and the fungi's threads can link the roots of many trees together
into a network sometimes nicknamed the "wood wide web."
In the 1990s, Canadian forest ecologist Suzanne Simard ran
experiments suggesting that trees in these networks may share resources. Using
harmless tracers, her team followed carbon as it moved between neighboring
trees. Her findings suggested that larger, older "hub" trees could
send nutrients to shaded seedlings, improving the young trees' chances of
survival. Some studies also suggest that trees attacked by insects can send
chemical warning signals through the network, prompting neighbors to produce
defensive chemicals.
Not every scientist agrees on how far these conclusions can
be stretched. Critics point out that many findings come from carefully
controlled lab or greenhouse settings, and it is difficult to prove that one
tree is "helping" another rather than simply exchanging materials
with fungi. Others note that popular articles have described forests as caring
families, language that makes for good stories but goes beyond the evidence.
Researchers on both sides agree on one point: the connections beneath the
forest floor are real and more complex than anyone once imagined.
For now, the most responsible conclusion is that forests are
more connected than they appear, and that scientists will need more field
research to understand what those connections do.
7. [Multiple choice:
central idea] Which sentence best states the central idea of the passage?
•
A. Underground fungal networks connect trees, but
scientists still debate how much those networks help forests.
•
B. Large trees always protect smaller trees.
•
C. Fungi harm the roots of trees.
•
D. Scientists have proven that forests act like
families.
8. [Vocabulary]
Read this sentence: "...scientists have discovered a bustling underground world." What does bustling mean?
•
A. quiet and still
•
B. full of busy activity
•
C. dark and dangerous
•
D. very old
9. [Multi-select:
perspectives] Select TWO
sentences that show scientists do not fully agree about the research.
•
A. "Not every scientist agrees on how far these
conclusions can be stretched."
•
B. "Critics point out that many findings come from
carefully controlled lab or greenhouse settings..."
•
C. "In return, the tree gives the fungi sugars it
makes through photosynthesis."
•
D. "Her findings suggested that larger, older
'hub' trees could send nutrients to shaded seedlings..."
10. [Two-part:
author's craft]
Part A: Why does
the author mention that popular articles describe forests as "caring
families"?
•
A. to show that some descriptions of forests go beyond
what the evidence supports
•
B. to prove that trees care for each other
•
C. to explain how mycorrhizae grow
•
D. to persuade readers to visit forests
Part B: Which
phrase from the passage best supports the answer to Part A?
•
A. "Her findings suggested..."
•
B. "...language that makes for good stories but
goes beyond the evidence."
•
C. "Using harmless tracers..."
•
D. "...nicknamed the 'wood wide web.'"
11. [Multiple choice:
text structure] How does the third paragraph relate to the second
paragraph?
•
A. It presents limits and criticisms of the research
described in the second paragraph.
•
B. It repeats the same findings in different words.
•
C. It begins a new topic unrelated to trees.
•
D. It describes the problems Suzanne Simard had in
school.
12. [Multiple choice:
inference] The author calls the final conclusion "the most
responsible." What does this word choice suggest about the author?
•
A. The author believes claims should match the
available evidence.
•
B. The author thinks scientists are careless.
•
C. The author believes trees do not communicate at all.
•
D. The author wants readers to ignore the research.
13. [Constructed
response] Scientists describe the relationship between trees and
mycorrhizal fungi as a partnership. Using evidence from the passage, explain
why this word fits. Include TWO
details.
GRADE 7 PRACTICE TEST
Skills covered:
inference and evidence, theme, plot structure, point of view, argumentative
text (claim, evidence, counterclaim, rebuttal), rhetorical effect, evaluating
evidence, vocabulary, constructed response.
Directions: Read
each passage. Then answer the questions. Questions marked "Select
TWO" have two correct answers. Question 13 is a written response.
Passage 1: Letters from the Lighthouse
When the supply boat brought word that the lighthouse would
be automated by spring, Keeper Aldous Finch said nothing. He simply carried the
news up the one hundred and twelve steps, set the paper on the windowsill, and
began polishing the great lens, as he had every morning for thirty-one years.
His granddaughter Wren, who had come for the summer, found
the notice there and read it twice. "They're replacing you with a
machine?"
"Replacing is a strong word," Aldous said, rubbing
the brass. "A machine will turn the light. It cannot read the weather in
the color of the sea."
But Wren noticed that he polished the same panel three
times.
That night, a storm roared in from the north. Rain hammered
the glass, and waves broke white against the rocks. Aldous climbed the stairs
slower than usual, one hand pressed against his chest. Wren followed. In the
lantern room, he showed her how to trim the lamp, how to wind the clockwork
that turned the lens, and how to record the hour, the wind, and the pressure in
the logbook. "Every keeper wrote down everything," he said.
"Someone, someday, might need it."
Around midnight, a faint horn sounded from the dark. Aldous
peered through the glass. "A fishing boat," he said, "off
course. Too close to the Teeth." The Teeth were a ridge of rocks that had
sunk a dozen ships in the lighthouse's long history. "Wren, the signal
lamp."
Together they flashed the warning, long and short, long and
short, the old pattern for danger. For ten tense minutes, nothing changed. Then
the boat's lights swung slowly away from the rocks and drifted toward the safe
channel.
Wren's hands were shaking. "A machine could have done
that," she said, half to herself.
"It could have," Aldous said. "But the
machine wouldn't have heard the horn." He smiled, tired and proud.
"Somebody has to be listening."
In the logbook, Wren wrote the date, the storm, and the
rescue. Beneath it, in her neatest handwriting, she added: Keeper Finch on duty.
In spring, the machine arrived, and the light still turned.
But on the first page of its manual, someone had taped a photograph of an old
man at a window, and the log, in his granddaughter's handwriting, remained on
the shelf, open.
1. [Two-part:
inference and evidence]
Part A: Which
statement best describes how Aldous feels about being replaced?
•
A. He is sad and worried but tries to hide it.
•
B. He is excited about retirement.
•
C. He is angry at Wren.
•
D. He does not understand how automation works.
Part B: Which
detail from the story best supports the answer to Part A?
•
A. "But Wren noticed that he polished the same
panel three times."
•
B. "The Teeth were a ridge of rocks that had sunk
a dozen ships..."
•
C. "A machine will turn the light."
•
D. "Wren's hands were shaking."
2. [Vocabulary]
Read this sentence: "...the lighthouse would be automated by spring." What does automated most likely mean?
•
A. operated by machines instead of people
•
B. closed permanently
•
C. repaired and repainted
•
D. sold to new owners
3. [Multiple choice:
theme] Which statement best expresses a theme of the story?
•
A. Human attention and care can matter in ways machines
cannot replace.
•
B. Technology is always dangerous.
•
C. Older people should never retire.
•
D. Storms make people more afraid.
4. [Multi-select:
character development] Select TWO
details that show Aldous passing his knowledge on to Wren.
•
A. He shows her how to trim the lamp and wind the
clockwork.
•
B. He teaches her to record the hour, wind, and
pressure in the logbook.
•
C. He polishes the great lens each morning.
•
D. He climbs the stairs more slowly than usual.
5. [Multiple choice:
plot structure] Why does the author include the storm and the rescue?
•
A. to show through events the value of a keeper who is
present and listening
•
B. to prove that the lighthouse needs repairs
•
C. to explain how the Teeth rocks were formed
•
D. to show that Wren is afraid of the sea
6. [Multiple choice:
ending] What is the most important idea communicated by the final
paragraph?
•
A. Although technology replaced the keeper, his legacy
and values continue.
•
B. The machine failed to work properly.
•
C. Wren became the new keeper.
•
D. The log was never read again.
Passage 2: Should Schools Start Later?
Every weekday morning, millions of teenagers drag themselves
out of bed in the dark to catch a bus. Many are sleep-deprived not because they
are lazy, but because biology works against them. During adolescence, the
body's internal clock shifts, making it difficult for most teens to fall asleep
before 11 p.m. Yet many middle and high schools start before 8:00 a.m. Schools
should move first bells to 8:30 a.m. or later.
The evidence is strong. Major pediatric organizations
recommend that middle and high schools start no earlier than 8:30 a.m., because
teens need eight to ten hours of sleep each night. When Seattle's public high
schools pushed their start time later, a study found that students slept about
half an hour more per night, and their grades improved. Teachers reported fewer
students nodding off in class.
Critics raise reasonable concerns. Later start times could
disrupt bus schedules, since the same buses often serve elementary, middle, and
high schools in sequence. Athletic practices may run closer to sunset, and some
students with after-school jobs or family responsibilities worry about getting
home later. These challenges are real, and some districts have struggled to
solve them.
However, the challenges can be managed, while the health
costs of chronic sleep loss cannot be ignored. Districts can stagger bus
routes, adjust practice schedules, or share transportation costs across a
region. Chronic sleep deprivation, on the other hand, is linked to higher rates
of depression, car accidents, and difficulty concentrating. Fixing a bus
schedule is a logistical puzzle; protecting teenagers' health is a
responsibility.
Schools exist to help students learn. It makes little sense
to require students to learn at the hour when their brains are least ready. A
later bell is a simple change with a powerful payoff.
7. [Multiple choice:
claim] Which sentence states the author's claim?
•
A. "Schools should move first bells to 8:30 a.m.
or later."
•
B. "Every weekday morning, millions of teenagers
drag themselves out of bed in the dark to catch a bus."
•
C. "Critics raise reasonable concerns."
•
D. "Districts can stagger bus routes..."
8. [Multi-select:
evidence] Select TWO pieces of
evidence the author uses to support the claim.
•
A. Pediatric organizations recommend a start time of
8:30 a.m. or later.
•
B. A Seattle study found students slept more and earned
better grades after a later start.
•
C. Later start times could disrupt bus schedules.
•
D. Athletic practices may run closer to sunset.
9. [Vocabulary]
Read this sentence: "...the health costs of chronic sleep loss cannot be ignored." What does chronic mean?
•
A. happening only once
•
B. lasting or continuing over a long time
•
C. very sudden
•
D. easily fixed
10. [Two-part:
counterclaim and rebuttal]
Part A: How does
the author respond to the concerns raised by critics?
•
A. The author admits the concerns are real, then argues
they can be managed.
•
B. The author ignores the concerns completely.
•
C. The author agrees that schools should not change.
•
D. The author claims critics are dishonest.
Part B: Which
sentence from the passage best supports the answer to Part A?
•
A. "Critics raise reasonable concerns."
•
B. "However, the challenges can be managed, while
the health costs of chronic sleep loss cannot be ignored."
•
C. "Athletic practices may run closer to
sunset..."
•
D. "Schools exist to help students learn."
11. [Multiple choice:
rhetoric] What is the effect of this sentence: "Fixing a bus schedule
is a logistical puzzle; protecting teenagers' health is a responsibility"?
•
A. It contrasts a solvable problem with a moral
obligation to show which matters more.
•
B. It suggests that bus schedules are unimportant.
•
C. It shows the author is unsure of the claim.
•
D. It introduces a new claim about transportation.
12. [Multiple choice:
evaluating evidence] Which additional evidence would best strengthen the
author's argument?
•
A. a survey of districts that moved start times later
and reported fewer car accidents among students
•
B. a famous athlete's opinion about sleep
•
C. a list of school colors in districts with late
starts
•
D. one student's statement that she prefers sleeping in
13. [Constructed
response] Evaluate how effectively the author supports the claim that
schools should start later. In your response, discuss TWO pieces of evidence and explain how the author deals with ONE counterclaim.
GRADE 8 PRACTICE TEST
Skills covered:
characterization, internal conflict, theme, figurative language, paired
informational texts, comparing authors' purposes and evidence, synthesis,
constructed response.
Directions: Read
each passage. Then answer the questions. Questions marked "Select
TWO" have two correct answers. Question 13 is a written response that uses
both texts in Passage 2.
Passage 1: The Inventor's Apprentice
For three years, Odalys had swept the floors of Mr. Brandt's
workshop, and for three years she had been forbidden to touch anything on the
long oak bench. "Genius needs room," Mr. Brandt would say, waving a
soldering iron like a conductor's baton. Odalys, who had solved the wiring
puzzle of the workshop's broken clock in one afternoon without telling anyone,
swept and said nothing.
When the Regional Science Fair announced a prize for the
best invention, Mr. Brandt began work on a self-watering planter. He hunched
over it for weeks, muttering. On the morning of the fair, the sensor failed.
The planter sat dry and silent, its tiny pump refusing to hum, while the clock
ticked toward noon.
"Sabotage," Mr. Brandt hissed, though no one else
had been in the room. "Fate. A conspiracy of electrons."
Odalys set down her broom. For years she had practiced the
discipline of staying quiet, but she recognized the loose connection in the
sensor's wiring, a flaw she could have fixed in a minute. She imagined the
minute: the hurried thanks, then the long return to the broom. Or worse, the
story Mr. Brandt would tell later, in which his own hands had saved the day.
"Mr. Brandt," she said, "the reading is wrong
because the ground wire isn't touching the probe."
He stared at her as if the broom had spoken. "I beg
your pardon?"
She crossed the room, her pulse drumming, and gently pressed
the wire against the metal. Water began to trickle. The pump hummed.
Mr. Brandt's mouth opened and closed. Finally he cleared his
throat. "Well. A fortunate adjustment." He scribbled a note, then
paused, the pencil hovering. "In thirty years," he muttered, "no
one has ever fixed my problem before I finished complaining about it." It
was not an apology, but he did not meet her eyes. "Bring a chair."
She did not sweep that afternoon. She sat at the oak bench,
a screwdriver in her hand, learning the names of things she had always known
how to use.
1. [Multiple choice:
characterization] What does Mr. Brandt's statement "A conspiracy of
electrons" reveal about him?
•
A. He blames outside forces instead of examining his
own work.
•
B. He is a careful scientist who tests every theory.
•
C. He believes Odalys damaged the planter.
•
D. He enjoys explaining science to others.
2. [Vocabulary]
Read this sentence: "For years she had practiced the discipline of staying quiet." What does discipline mean as it is used?
•
A. self-control developed through practice
•
B. punishment for breaking rules
•
C. a field of study
•
D. a set of tools
3. [Two-part:
internal conflict]
Part A: What
internal conflict does Odalys face when the planter fails?
•
A. She wants to help but fears her skill will go
unrecognized.
•
B. She does not know how to fix the sensor.
•
C. She wants the planter to fail so Mr. Brandt will be
embarrassed.
•
D. She is afraid of the science fair judges.
Part B: Which
sentence from the story best supports the answer to Part A?
•
A. "She imagined the minute: the hurried thanks,
then the long return to the broom."
•
B. "She crossed the room, her pulse
drumming..."
•
C. "Water began to trickle."
•
D. "The planter sat dry and silent..."
4. [Multi-select:
character change] Select TWO
details that show Mr. Brandt beginning to respect Odalys.
•
A. He invites her to bring a chair to the bench.
•
B. He admits, in his own way, that she solved his
problem before he was ready to ask.
•
C. He blames the failure on electrons.
•
D. He scribbles a note about the fair.
5. [Multiple choice:
figurative language] What does the phrase "as if the broom had
spoken" suggest?
•
A. He is shocked because he has never thought of Odalys
as someone with technical ideas.
•
B. He believes the broom is broken.
•
C. He is frightened by the noise.
•
D. He thinks Odalys is joking.
6. [Multiple choice:
theme] Which statement best expresses a theme of the story?
•
A. Being recognized for your abilities sometimes
requires speaking up despite the risk.
•
B. Inventions are more important than people.
•
C. Experience is more valuable than talent.
•
D. Science fairs reward only the best inventors.
Passage 2: Paired Texts on Reading Formats
Text A: Why Paper Still Matters
In an age of glowing screens, the printed book may seem
old-fashioned, but research suggests it still offers real advantages. Several
studies have found that readers of long, complex texts on paper sometimes
remember details of the plot or sequence of events better than readers of the
same text on screens. Researchers think this may be because a physical book
gives readers spatial landmarks: the weight of the pages in the left hand
versus the right, the position of a passage on the page. Paper also has no notifications
to interrupt concentration. A book never buzzes with a message halfway through
a chapter. For students who must focus on difficult material, these differences
may matter.
Text B: The Library in Your Pocket
Critics of e-readers worry about distraction, but supporters
point to benefits that paper cannot match. A single device can hold thousands
of books, giving a student in a rural town access to the same library as a
student in a big city. Adjustable font sizes and spacing make reading easier
for many people, including those with low vision, and built-in dictionaries let
readers look up unfamiliar words with a tap. Many e-readers also offer a
distraction-free mode with notifications turned off, which addresses the
biggest complaint about screens. Rather than competing with paper, e-readers
expand who can read, and how.
7. [Multiple choice:
central idea] Which sentence best states the central idea of Text A?
•
A. Printed books offer advantages for focus and for
remembering complex texts.
•
B. Screens should be banned from schools.
•
C. Printed books are cheaper than e-readers.
•
D. Most students prefer reading on screens.
8. [Vocabulary]
Read this sentence from Text A: "...a physical book gives readers spatial landmarks." What does spatial mean?
•
A. related to position and space
•
B. related to speed
•
C. related to memory only
•
D. related to sound
9. [Multi-select:
cross-text] Select TWO ways the
two texts are alike.
•
A. Both acknowledge that distraction is a concern with
screens.
•
B. Both claim paper is better for everyone.
•
C. Both discuss how the format of a book affects
readers.
•
D. Both say an e-reader can hold thousands of books.
10. [Two-part:
comparing authors' focus]
Part A: How does
the focus of Text A differ from the focus of Text B?
•
A. Text A focuses on comprehension and concentration;
Text B focuses on access and flexibility.
•
B. Text A focuses on cost; Text B focuses on speed.
•
C. Text A focuses on history; Text B focuses on science
fiction.
•
D. Text A focuses on libraries; Text B focuses on
schools.
Part B: Which pair
of details best supports the answer to Part A?
•
A. Text A: readers may remember details better on
paper. Text B: one device can hold thousands of books and offer adjustable
fonts.
•
B. Text A: a book never buzzes. Text B: many e-readers
offer a distraction-free mode.
•
C. Text A: researchers think spatial landmarks help.
Text B: critics worry about distraction.
•
D. Text A: paper may seem old-fashioned. Text B:
e-readers expand who can read.
11. [Multiple choice:
evidence] How do the authors differ in the way they support their ideas?
•
A. Text A refers to research findings, while Text B
relies mainly on features of the devices.
•
B. Text A uses personal stories, while Text B uses
statistics.
•
C. Text A uses no evidence, while Text B uses studies.
•
D. Both texts use only the opinions of famous authors.
12. [Multiple choice:
synthesis] Which statement is supported by both texts?
•
A. The way a text is presented can affect how well a
reader concentrates.
•
B. E-readers are always less expensive than books.
•
C. Printed books are heavier than e-readers.
•
D. Students learn best when they read in a library.
13. [Constructed
response] Compare the arguments in Text A and Text B. Explain how each
author supports a claim about reading formats, and evaluate which argument is
better supported. Use evidence from both
texts.
ANSWER KEY AND EXPLANATIONS
How to score.
Multiple-choice and multi-select items are worth 1 point each. For
multi-select, give credit only when all
correct answers are chosen and no incorrect ones. For two-part items, give
credit only when both Part A and
Part B are correct; that matches how evidence-based items work on the real
test. Use the Constructed Response rubric below for question 13 in Grades 3–8.
Constructed response
rubric (0–2 points)
|
Score |
What
the response shows |
|
2 |
A clear, accurate answer to every part of the prompt,
supported by specific details from the text, with an explanation of how the
details prove the point |
|
1 |
A partly complete or partly accurate answer: one part is
missing, or details are vague, general, or not explained |
|
0 |
Off-topic, incorrect, copied without explanation, or no
response |
Parent tip for
repair: If your child missed a two-part question, check Part A first. If
Part A is wrong, Part B will almost always be wrong too. If Part A is right but
Part B is wrong, have your child hunt for the exact line that proves their Part
A answer.
Grade 2 Answer Key
1.
B. The story
opens with rain threatening to ruin the parade. (Problem and solution)
2.
A. Clues:
"frown" and "gray sky" show sadness. (Vocabulary in context)
3.
Part A: A. Part
B: B. "Mina's frown began to melt" shows her mood moving from sad
to joyful. (Character change)
4.
A and C. She
opens an umbrella and grabs a wooden spoon. No drum or hat is mentioned. (Details)
5.
B. Leo
brings umbrellas and a raincoat to help Mina find a new way to have a parade. (Inference)
6.
B. Mina
turns a disappointing day into a good one by being creative. (Theme)
7.
B. Every
paragraph describes a step in making honey. (Main
idea)
8.
A. The text
defines nectar as "a sweet liquid" bees sip from flowers. (Vocabulary)
9.
B and C.
Sipping nectar (A) happens before the return to the hive. Bees do not dig new
hives in the text. (Sequence)
10.
B. The text
says the air "makes extra water dry up." (Cause and effect)
11.
Part A: B. Part
B: B. The last paragraph states honey is food for winter, when few flowers
bloom. (Evidence)
12.
A. The
passage tells the steps in order, using words like next, then, and finally. (Text structure)
Grade 3 Answer Key
1.
C. Priya
points out that everyone walks to the park on the other side of the street. (Cause and effect)
2.
B.
"Grumbled" means to complain unhappily in a low voice. (Vocabulary)
3.
Part A: A. Part
B: B. The text states moving the stand felt like admitting a mistake. (Character motivation)
4.
A and B. At
first Dev blames the sign. At the end he credits Priya and promises to listen.
C and D are actions, not changes. (Character
change)
5.
A. Dev
succeeds only after he listens to Priya's idea. (Theme)
6.
C. The
narrator is outside the story and uses "Dev" and "Priya"
and "he" and "she." (Point
of view)
7.
A. The first
paragraph states chlorophyll is so plentiful that it hides the other colors. (Central idea)
8.
A and B.
Shorter, cooler days and a halt in chlorophyll production make the green fade.
New yellow is not made; it is revealed. (Cause
and effect)
9.
B.
"Plentiful" means there is a lot of something. (Vocabulary)
10.
Part A: A. Part
B: B. (Evidence)
11.
A. The
passage explains causes (shorter days, less chlorophyll) and effects (color
changes, leaf drop). (Text structure)
12.
A.
"Finally" signals the last step: the tree seals the leaf's
connection, and the leaf drops. (Sequence)
13.
Constructed
response (2 points). A strong response: Priya
helps by noticing the real problem was the stand's location, not the sign. She
says, "Everyone walks to the park on the other side of the street,"
which leads Dev to move the stand. After the move, customers come and the
pitcher sells out. 1 point:
names Priya's idea but gives only one vague detail. 0 points: says Priya helped without any detail.
Grade 4 Answer Key
1.
B. The atlas
shows one road, but there are two in front of the car. (Inference)
2.
B. In this
sentence, "split" means the road divided into two paths. (Multiple-meaning words)
3.
Part A: B. Part
B: A. Grandpa says he updates maps when the world changes, so maps record
the past but places keep changing. (Figurative
meaning)
4.
A and C.
Tomás uses the note and the road's condition. The fish is decoration, and the
sparkle comes after he has chosen. (Evidence)
5.
A. Tomás
succeeds by combining the atlas notes with what he sees. (Theme)
6.
A. Tomás
adds his own update, copying Grandpa's habit. (Character change)
7.
A. Every
section supports the idea that tide pools are harsh, changing homes with
special survival features. (Central idea)
8.
A. The
examples after "adaptations" are features that help animals survive. (Vocabulary)
9.
A and C.
Hermit crabs borrow shells, and sea
stars are not limited to the splash zone. (Details)
10.
A. The
heading introduces the paragraph about layered zones. (Text features)
11.
Part A: A. Part
B: B. (Cause and effect)
12.
A. The
section gives advice that protects animals and visitors. (Author's purpose)
13.
Constructed
response (2 points). A strong response names two adaptations and explains each. Examples: Barnacles seal themselves inside shells to
trap moisture until water returns, so they do not dry out. Sea stars cling to rocks with tube feet, so
waves do not wash them away. Hermit crabs borrowing shells and anemones
tucking in tentacles are also acceptable. 1
point: two adaptations with no explanation, or one fully explained. 0 points: no accurate adaptation.
