Ready New York CCLS Practice Student Book 7 Just outside the city of Cairo lie the pyramids of...

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

7New York CCLSPractice

English Language Arts

Contents

ISBN 978-0-7609-7889-4©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

Passage Credits: Sean McCollum, “Women on the Lone Prairie” adapted from Scholastic Update, October 1997. Copyright © 1997 by Scholastic Inc. Reprinted with permission of Scholastic Inc.

Kathiann M. Kowalski, “A Look Inside the Looking Glass” from Odyssey, December 2006 issue: Mirror, Mirror. Copyright © 2006 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.

Charles F. Baker, “Heracles and the Cattle of Geryon” from Calliope, May 2007 issue: Epic’s Hero’s. Copyright © 2007 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.

Salim Ikram and Janice Kamrin, “Guardian on the Plateau” from Dig, January 2008: Egypt’s Great Sphinx. Copyright © 2008 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 the inside back cover)

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

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

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

Practice Test 3 . . . . . . . . . . . . . . . . . . . . . . . . 77

Answer Form . . . . . . . . . . . . . . . . . . . . . . . . 115

To the StudentReady New York CCLS Practice is a

review program for the Common Core Learning Standards for English Language Arts. This book has three practice tests. In each practice test, you will answer 53 ELA questions (44 multiple-choice, 7 short-response, and 2 extended-response).

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 115 to record your answers to the multiple-choice questions. Remember to fill in the answer bubbles completely. If you change an answer, you must erase your first answer fully. You will write out your answers to the short- and extended-response questions in the book.

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 New York CCLS • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

Go On

©Curriculum Associates, LLC Copying is not permitted.5Book 1: Reading

Read the article. Then answer the questions that follow.

Guardian on the Plateauby Salima Ikram and Janice Kamrin, Dig

1 Just outside the city of Cairo lie the pyramids of Giza—three of the best-known monuments in the world. There, too, nestled in a hollow at the foot of the plateau is a huge statue in the form of a strange half-lion, half-human beast. This is the Great Sphinx, guardian of the Giza pyramids. Its head and neck are in the shape of a man wearing a striped headcloth that flares out to the sides and falls over the shoulders, with a pigtail in the back. This type of headcloth is called a nemes and was worn only by kings. A rearing cobra, called the uraeus, adorns the king’s forehead. The ancient Egyptians believed this snake protected the king and was always ready to spit fire and poison at his enemies. The body of the Sphinx is in the shape of a crouching lion, with his tail curled around his right side.

Carved of Living Rock

2 The largest statue ever sculpted, the Sphinx is 235 feet long and 66 feet tall. Instead of using separate stone blocks to fashion the gigantic creature, artisans carved it from the living rock of the plateau. The Sphinx is actually limestone that is still attached to the ground along its belly and legs. It reclines in the middle of a quarry. This quarry was not used just to build the Sphinx. Workers used many of its stones to build the pyramids and some of the temples associated with them.

3 The Sphinx was carved with very simple tools. Among them were copper chisels and pounders of harder stone such as granite and diorite to knock off bits and pieces of the limestone. To do the final shaping and to smooth the surface, the master artisans used sand and sandstone.

Colors With Meaning

4 The entire statue was painted. The stripes of the nemes were painted blue and yellow, and bits of red paint can still be seen on the face. Statues and paintings of Egyptian men have reddish-brown skin to show that they spent a lot of time in the sun.

5 The body of the Sphinx probably would have been painted golden-yellow, to look like a lion’s fur. The red and yellow paint was made of ochers, which are soft, colored minerals found in the deserts of Egypt. The blue was probably made from azurite, a mineral found in the Sinai Peninsula. To paint, Egyptian artists would have used very large brushes that were made of reeds or palm fibers.

6 The rock of the Giza plateau is not all of the same quality. Some layers, known as strata, are soft and crumbly, while others are harder and stronger. Because of this, the head, carved in the harder limestone, has survived better than the body. The nose is missing, but this is because it was destroyed on purpose long after the time of the pharaohs.

7 Parts of the body—those made of the softer limestone—started to fall apart in ancient times. Workers repaired the damage with blocks of stone. These repairs, however, have had to be made again and again. The last time was in the 1990s.

Practice Test 1: Book 1


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Book 1: Reading6

A Temple for the Creature

8 The structure in front of the Sphinx is called the Sphinx Temple. It has a courtyard with 24 granite pillars, a sacred chamber facing east, and another sacred chamber facing west. The floor was made of Egyptian alabaster, a beautiful creamy stone that came from Middle Egypt. The temple was never completely finished, and some scholars think that it was never actually used.

9 For thousands of years, people have been fascinated by this curious creature. They have wondered about who made it and tried to figure out what it meant. Most archaeologists agree that it was carved in about 2550 b.c. for Khafre, the king who built the middle pyramid on the Giza Plateau. Some, however, suggest that the Sphinx might be Khufu, Khafre’s father.

10 Whether it was Khufu or Khafre who had the Sphinx carved is not as important as the message the statue was meant to convey. It represented the king as a god, with the wisdom of a human and the power of a lion, the mightiest of all beasts. Sphinxes were also linked to the sun. The Great Sphinx was associated with the god Horemakhet, the god Horus in the Horizon. This was the sun as it rose each morning and set each evening.

11 The sun would have been worshipped in the Sphinx Temple, with the rising sun honored in the eastern sanctuary and the setting sun in the western sanctuary. Through its connection with the sun, the Sphinx itself would also have been worshipped in the temple. At the same time, the Sphinx might have represented the king praising his spiritual father, the sun god, for eternity.

9 According to the passage, the Sphinx is carved into stone and measures 235 feet long by 66 feet tall. Which of the following states two central ideas from the passage that this detail supports?

A The ancient Egyptians repaired damage to the Sphinx, and more repairs were made recently.

B The Great Sphinx was painted, and paint can still be seen on the face of the statue.

C The ancient Egyptians worshipped the sun, and the Sphinx was connected to the sun.

D The Great Sphinx was a powerful symbol, and creating it was a significant achievement.

10 What is the most likely reason the authors refer to the stone as “living rock” in paragraph 2?

A to emphasize how the Sphinx is connected to and grows from the earth

B to stress the effects on the lives of the workers who built the Sphinx

C to show how the Sphinx has grown larger and changed over time

D to describe how the surface of the Sphinx provides a home for plant life


Go On


11 Read this sentence from paragraph 2.

It reclines in the middle of a quarry.

The word “reclines” in this sentence most closely means

A lies down

B stays alert

C lives forever

D turns to dust

12 Based on information in the passage, which of the Egyptians’ beliefs had the greatest influence on the placement of the Sphinx Temple?

A The lion was the mightiest of all the beasts.

B The cobra would spit poison to protect the king.

C The rising and setting sun was represented by a specific god.

D The king had the power of a lion and the wisdom of a person.

13 Based on information in the passage, what can you tell about the material used for building the Sphinx?

A Although the material used for the Sphinx was stone, some of it was not durable.

B Because the material used for the Sphinx was limestone, it was easy to carve.

C The stone used for the Sphinx was brought from other parts of Egypt.

D The material used for the Sphinx had natural blue pigment from the mineral azurite.


©Curriculum Associates, LLC Copying is not permitted.

Book 1: Reading8

14 Which detail from the passage helps develop the idea that the Sphinx is a “guardian” of the pyramids?

A The Sphinx’s head was carved in the shape of a man wearing a special head cloth called a nemes.

B The temple built in front of the Sphinx has sacred chambers facing east and west to honor the rising and setting sun.

C The Sphinx, resting near the pyramids, combines two symbols of power with its head of a king and its body of a lion.

D Reclining in a quarry, the Sphinx is made of the same rock used to build the nearby pyramids.

15 With which of these opinions is the author of “Guardian on the Plateau” most likely to agree?

A History is one of the most interesting subjects to study and learn about.

B History is a less important subject to study than math or science.

C History should be the only subject students learn about in school.

D History is more interesting than science but less interesting than math.

16 Which of the following best summarizes the ideas of “Guardian on the Plateau”?

A The Great Sphinx sits at the base of the plateau near the pyramids of Giza. The statue has the head of a human but the body of a lion. The statue’s head has a headcloth worn only by kings. This world-famous statue fascinates people not only because of its great size but also because of its symbolic power.

B The Great Sphinx is a huge statue of a half-human, half-lion figure that sits near the pyramids of Giza. The statue was carved into limestone rock using simple tools. Over time the statue has needed repairs to the softer limestone. The statue was built around 2550 B.C. for Khafre, an Egyptian king, and has a temple for worshipping the sun.

C The Great Sphinx, a statue that sits near the pyramids of Giza, is the largest statue ever created. Carved directly into the limestone rock of a quarry, the Sphinx is 235 feet long and 66 feet tall. Workers used simple tools like chisels and pounders to carve the statue around 2550 B.C. Final shaping and sanding of the statue was done with sand and sandstone.

D Near Cairo, Egypt, stand some of the world’s most famous monuments: the pyramids of Egypt and the Great Sphinx. The Sphinx was carved into a limestone quarry around 2550 B.C., most likely under the direction of a king named Khafre. In front of the statue is the Sphinx temple. The temple would most likely have been used to worship the rising and setting sun.


Go On

©Curriculum Associates, LLC Copying is not permitted.60 Book 2: Reading/Writing


Read the passage. Then answer the questions that follow.

The Ozark Big-Eared Batby Stephanie Petrie

1 What’s the big deal about this little bat? With a thirteen-inch wingspan, the Ozark big-eared bat weighs just under half of an ounce, less than the weight of three quarters. Most of that weight is in its ears, which are each more than an inch in length. The Ozark big-eared bat doesn’t cause much trouble, but it is a little critter that has landed on the endangered species list.

Characteristics

2 The bat is a rare subspecies of big-eared bat. Like other species, this bat’s food consists primarily of moths and other night-flying insects. The bats locate their prey using echolocation. In other words, they make a high-pitched cry which, when directed towards a solid object, echoes back to them.

3 Females usually give birth to one bat pup every spring. Amazingly, the bat pup weighs almost a quarter of the adult bat’s body weight. At birth, the baby pup’s large ears cover its eyes for the first few days of its life. Then, the big ears that give the bats their name stand upright or point forward, except during hibernation, when they curl up, much like the horns of a ram.

Habitat

4 The Ozark big-eared bat lives in a few isolated populations, mostly in the limestone caves of the Ozark mountains of Arkansas and Oklahoma. The bats have two types of caves: those used for maternity, and those used for hibernation. In the summer months, females live together in small colonies. The maternity caves, where the female bats gather to raise their young, are near food supplies and are well-protected from nature’s elements. The hibernation caves are where the bats go for the long winter months until spring arrives. Both males and females live together in the fall and winter for hibernation.

5 The bats prefer to live in caves near forests where there are beech, maple, and hickory trees. They are secretive in nature and easily disturbed. Normally, a bat will hibernate throughout the winter, relying on fat stores to stay alive until spring. But because these bats hibernate near the entrance of the caves, their regular hibernation is easily disturbed when humans enter the caves. This interruption means that they may use up a significant amount of their fat supply as their metabolism increases. As a result of disturbance, a bat may starve to death before spring comes and they are able to leave the cave and eat again.

6 Over the years, the Ozark big-eared bat’s living territory has been shrinking due to invasion of human habitation and exploration of the caves in which the bats make their homes. It is estimated that only around 1,800 of these bats are still alive in the wild.


Go On

©Curriculum Associates, LLC Copying is not permitted.61Book 2: Reading/Writing

Efforts at Conservation

7 The United States Fish and Wildlife Service listed the Ozark big-eared bat as an endangered species in 1979. Very little was known about the bat at the time, due to its rarity, isolated habitat, and secretive nature. In 1986, the Oklahoma Bat Caves National Wildlife Refuge was established. Scientists have been investigating the bat ever since.

8 Using night-vision scopes and other equipment, scientists can monitor the caves in the preserve. They can then count and observe the bat population as they leave the cave. Using video equipment means that the disruption to the bats can be minimized. Even so, any intrusion into their habitat is a disturbance to the bats. With the small number of bats left in the population, any kind of disturbance is risky, and could push the bat closer to extinction. For this reason, the value of any field work done is carefully measured against the potential negative impact on the bats.

Big-Eared Bats in Danger

9 The greatest threat to the bat is disturbance by humans. When humans explore these caves they leave a “footprint” that disturbs the bats. Human interference can cause a bat colony to leave their cave in search of a new, more remote location. The clearing of forest land for housing development has also had a significant impact on the bat.

10 Bats definitely need to be protected from this type of invasion by humans. Sometimes cave vandalism is deliberate, but more often people’s actions stem from ignorance. Bat conservation organizations are making efforts to educate people about the fragile Ozark big-eared bat. As people learn about the bat and its plight, they often become enthusiastic supporters of bat conservation. While humans will continue to change habitats to meet their needs, there must also be respect for the creatures that call these habitats home.

40 Read these sentences from the passage.

When humans explore these caves they leave a “footprint” that disturbs the bats. Human interference can cause a bat colony to leave their cave in search of a new, more remote location. The clearing of forest land for housing development has also had a significant impact on the bat.

Which of the author’s arguments does this evidence support?

A “The Ozark big-eared bat doesn’t cause much trouble, but it is a little critter that has landed on the endangered species list.”

B “The greatest threat to the bat is disturbance by humans.”

C “They are secretive in nature and easily disturbed.”

D “As people learn about the bat and its plight, they often become enthusiastic supporters of bat conservation.”



46 How does the information in paragraphs 7 and 8 help to develop the passage? Use two details from the passage to support your answer.

Write your answer in complete sentences.

47 The chart below gives a detail about each of the two kinds of caves used by Ozark big-eared bats. Fill in the chart with two more details from the passage that tell about the caves.Write the details in complete sentences.

Kind of cave Details about the kind of cave

Maternity caves

1. Maternity caves are where the bats raise their young.

2.

Hibernation caves

1. Hibernation caves are where the bats hibernate in the fall and winter.

2.



48 The passage explores the ideas that people can have both a positive and a negative impact on the bats. How are these ideas developed over the course of the passage? Which impact seems greater?

In your answer, be sure to do the following:

• explain how the idea that people can have a positive impact on the bats is developed over the course of the passage

• explain how the idea that people can have a negative impact on the bats is developed over the course of the passage

• state which impact seems greater and explain why• use details from the passage in your answer

Write your answer in complete sentences.


©Curriculum Associates, LLC Copying is not permitted.94 Book 1: Reading

Read the poem. Then answer the questions that follow.

This poem was composed by Emma Lazarus in 1883 as part of an auction to help raise funds to construct the base of the Statue of Liberty while the statue itself was being built in France. Today, visitors can read the poem as they enter the base of the statue.

The New Colossus“The New Colossus” by Emma Lazarus, written in 1888, engraved on a bronze plaque and mounted

inside the monument in 1903.

Not like the brazen giant of Greek fame1,With conquering limbs astride from land to land;Here at our sea-washed, sunset gates shall standA mighty woman with a torch, whose flame

5 Is the imprisoned lightning, and her nameMother of Exiles. From her beacon-handGlows world-wide welcome; her mild eyes commandThe air-bridged harbor that twin cities frame.“Keep, ancient lands, your storied pomp!” cries she

10 With silent lips. “Give me your tired, your poor,Your huddled masses yearning to breathe free,The wretched refuse of your teeming shore.Send these, the homeless, tempest-tost to me,I lift my lamp beside the golden door!”

1 The opening lines of the poem refer to the Colossus of Rhodes, an ancient statue that stood over the entrance to a busy harbor on the Greek island of Rhodes.



Go On


32 The word “exiles” in this poem most closely means

A unwanted citizens

B wandering people

C orphaned children

D punished criminals

33 What important change happens in the last six lines of the sonnet “The New Colossus”?

A The poet alters the direction of the poem by introducing metaphors.

B The poet distinguishes between America and ancient lands.

C The poem’s meaning is summarized in words spoken by the Statue of Liberty.

D The physical features of the Statue of Liberty are described in detail.

34 Read the following lines from the end of “The New Colossus.”

Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!

How does the effect of the alliteration in the first line differ from that in the second?

A The hard “t” sounds reflect difficulty, while the soft “l” sounds are comforting.

B The hard “t” sounds create no emotion, while the soft “l” sounds are soothing.

C The hard “t” sounds produce a calm feeling, while the soft “l” sounds are unsettling.

D The hard “t” sounds show struggle, while the soft “l” sounds are more intense.

35 Which of the following is a theme of the “The New Colossus”?

A The poor will be unable to reach America.

B America is just as welcoming as any country in Europe.

C The poor and rejected will all be welcomed in America.

D America only turns its back on people who are criminals.


©Curriculum Associates, LLC Copying is not permitted.96 Book 1: Reading

36 How does the author develop the theme over the course of the poem?

A by beginning the poem with a calm tone and ending it with an angry tone

B by describing the Statue of Liberty from a physical and then emotional viewpoint

C by giving examples of how people treat one another in different countries

D by providing reasons why living in America is better than living in any other country

37 Which of the following lines supports the idea that America is younger than other countries?

A “With conquering limbs astride from land to land;”

B “Here at our sea-washed, sunset gates shall stand”

C “The air-bridged harbor that twin cities frame.”

D “‘Keep, ancient lands, your storied pomp!’ cries she”

38 Which lines from the poem explain how the Statue of Liberty is different from the Colossus of Rhodes?

A lines 1-2 and lines 9-10

B lines 3-4 and lines 6-8

C lines 5-6 and lines 10-11

D lines 6-8 and lines 11-13

39 Which of the following statements best summarizes “The New Colossus”?

A The poorer people are in Europe, the more likely they are to be welcomed into America.

B The Statue of Liberty symbolizes a difference between America and the rest of the world.

C It is important that Americans have a statue, just as the Greeks had a statue.

D The Statue of Liberty, given to America by France, stands for peace among all nations.

STOP


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