FLORIDA

TEST PREP
Workbook

6 7 8
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ISBN-13: 978-1-418-30993-0
ISBN-10: 1-418-30993-1
1 19
 Contents
Reading Test Prep Banks
Reading Bank 1 ..................................................................................................................... 1
Reading Bank 2 ..................................................................................................................... 7
Reading Bank 3 ................................................................................................................... 15
Reading Bank 4 ................................................................................................................... 21
Reading Bank 5 ................................................................................................................... 29
Reading Bank 6 ................................................................................................................... 37
Reading Bank 7 ....................................................................................................................45
Reading Bank 8 ................................................................................................................... 53
Reading Bank 9 ................................................................................................................... 63
Reading Bank 10 ................................................................................................................. 73
Reading Bank 11 ................................................................................................................. 81
Reading Bank 12 ................................................................................................................. 91
Reading Bank 13 ............................................................................................................... 101

Language and Editing Test Prep Banks

Language and Editing Bank 1 ......................................................................................... 111
Language and Editing Bank 2 ......................................................................................... 113
Language and Editing Bank 3 ......................................................................................... 115
Language and Editing Bank 4 ......................................................................................... 117
Language and Editing Bank 5 ......................................................................................... 119

Writing Test Prep Banks

Writing Bank 1 ................................................................................................................... 123
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Writing Bank 2 ................................................................................................................... 131

Writing Bank 3 ................................................................................................................... 139
Writing Bank 4 ................................................................................................................... 147

Florida Test Prep Workbook

 READING
TEST PREP BANKS

Grade 6
BANK NUMBER PAGE NUMBER
Reading Bank 1 ............................................................ 1

Reading Bank 2 ..............................................................7

Reading Bank 3 ............................................................15

Reading Bank 4 ............................................................21

Reading Bank 5 ............................................................29

Reading Bank 6 ............................................................37

Reading Bank 7 ............................................................45

Reading Bank 8 ............................................................53

Reading Bank 9 ............................................................63

Reading Bank 10 ..........................................................73

Reading Bank 11 ..........................................................81

Reading Bank 12 ..........................................................91

Reading Bank 13 ........................................................101

 Reading Test Bank 1 Florida Test Prep Workbook

Name

Read the passages “Daily Life in Athens” and “Education in Sparta” and then answer
Numbers 1 through 10.

Passage 1: Daily Life in Athens

1 Athens was the largest and most powerful city-state in ancient Greece. According to
legend, the goddess Athena and the god Poseidon competed for the right to name the city.
Poseidon offered the water of the sea, but Athena planted a seed that grew into an olive tree,
which the Athenians felt was more valuable.

2 Athenians are recognized as the inventors of democracy, or rule by the people. They held
elections and voted for their ruler. Women, slaves, and foreigners were not allowed to vote,
as Athens was mainly ruled by men.

3 Most Athenians earned a living by farming grapes and olives. Grapes were harvested in
September and eaten or turned into wine. Olives were crushed in a press to make oil, which
was an important commodity in ancient Athens. Removing an olive tree from the ground was
a criminal offense. A typical meal in Athens consisted of onions, a small handful of olives,
and a chunk of bread. Athenians felt it was important to keep their bodies in shape. Athenian
men spent a portion of their days exercising at the gymnasia, but women were not allowed to
join them.

4 The agora was the commercial center of Athenian life. This public space was open
only to men until the afternoon, when young boys and women were allowed to visit. The
men were even responsible for shopping for everyday necessities. Inside the agora were
barbershops, bathhouses, perfume vendors, and restaurants. In their spare time, male
citizens of Athens attended theater, discussed politics, and played games such as marbles,
dice, and checkers. Women were not allowed to attend performances or play games.
Instead, they spent most of their time at home, weaving and cooking.

5 Despite its flaws, Athens was a groundbreaking city-state in many ways. Athenian
culture gave us important ideas about nutrition, exercise, the balance of work and free
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time, and rule by the people. The basic structure of democracy, created in Athens, is still
appreciated today in much of the world.

“Daily Life in Athens” written for educational purposes.

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Passage 2: Education in Sparta

6 Schools in ancient Athens were considered the best in the world at the time. People who
lived in other city-states admired the superior education available to Athenians. These quality
schools did not benefit all Athenians, though. In ancient Athens, boys went to school and
girls stayed home. Boys learned reading and writing, and they studied the works of poets
and philosophers like Homer and Plato. Girls left the house infrequently and learned only
basic reading and math at home.

7 In Sparta, about 100 miles away, life for children was very different. Spartan soldiers
examined every baby shortly after birth, to determine whether it was healthy enough to
participate in the agoge system. This system focused on the concepts of duty, discipline,
and endurance. Unhealthy babies were rejected and might be trained to be servants. Healthy
Spartan boys were sent to military camp when they turned seven. There, they were taught
to read and write. In an effort to make the boys tough, the government gave them very little
clothing and made them go barefoot. The boys lived in the military camps, away from their
families, until they turned fourteen. They slept on hard beds and didn’t have much to eat.
While boys in Athens read poetry and learned mathematics, Spartan students focused on
mastering the survival skills necessary to be a successful soldier.

8 When Spartan boys turned eighteen, they had to pass a fitness test to determine whether
they could continue to serve in the military. Those boys who failed the test became perioikoi.
The perioikoi were a class of people who lived in Sparta and were free but had no citizenship
rights. Boys who passed the test were allowed to become Spartan soldiers. They served in
the military until the age of sixty.

9 Unlike Athenian girls, Spartan girls attended school, where they were trained in physical
fitness. Spartans believed that physically strong girls would become strong women who
produced strong babies. The girls participated in javelin throwing, wrestling, gymnastics, and
combat training. They were also tested for physical fitness at age eighteen. The girls who
passed were assigned a husband and sent home. Those who failed were perioikoi. They
were given jobs as craftswomen and traders, and they made weapons for Spartan soldiers. Copyright © Savvas Learning Company LLC. All Rights Reserved.

They were not, however, allowed to become citizens.

10 For hundreds of years, Sparta relied on this rigid educational system to train fearless
soldiers and to keep it a powerful city-state in ancient Greece. Eventually, however, the
perioikoi rose up against the Spartan soldiers. Sparta was divided and no longer able to rely
on its selective educational system to maintain its power. Ultimately, Alexander the Great,
leader of Macedonia, defeated the weakened city-state in the battle of Megalopolis.

“Education in Sparta” written for educational purposes.

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 Reading Test Bank 1 Florida Test Prep Workbook

Name

Now answer Numbers 1 through 10. Base your answers on the passages “Daily Life in
Athens” and “Education in Sparta.”

1. Which sentence from Passage 1 introduces a topic that is not further developed in the
passage?

A “Most Athenians earned a living by farming grapes and olives.” (paragraph 3)

B “Removing an olive tree from the ground was a criminal offense.” (paragraph 3)

C “The agora was the commercial center of Athenian life.” (paragraph 4)

D “Despite its flaws, Athens was a groundbreaking city-state in many ways.” (paragraph 5)

2. Based on Passage 1, which of the following is correct about Athenian society?

A Athens was the first culture to be ruled by democracy.

B Athens centered on Athena’s rule and control.

C All Athenians played a role in the city-state’s democracy.

D Athenians believed in the equal rights of all of their citizens.

3. Based on the information in Passage 1, what is an agora?

A a theater

B a public market

C a school
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D an athletic gym

4. Which of the following is a main idea of Passage 1?

A Athenian farmers primarily grew grapes on their farms.

B Athenian men had more public roles in society than women did.

C Athenian women are known for the delicious meals they prepared.

D Athenians placed a great deal of focus on staying physically fit.

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5. In Passage 2, what was most likely the author’s purpose in including information about
Sparta’s agoge system?

A to demonstrate how unequal men’s and women’s rights were in this society

B to point out how the government trained some of its citizens to become servants

C to highlight the reason why boys in Athens spent most of their time in school

D to emphasize the culture’s overall focus on its people growing up strong and healthy

6. Read this sentence from Passage 2.

“Girls left the house infrequently and learned only basic reading and math at home.”
(paragraph 6)

What does the word infrequently mean as it is used in Passage 2?

A unusually

B commonly

C unpredictably

D seldomly

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 Reading Test Bank 1 Florida Test Prep Workbook

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7. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Based on information in Passage 2, what best describes the life of healthy Spartan boys?

A They faced many challenging demands.

B They were valued by their families.

C They had more choices than others.

D They struggled in the education system.

Part B

Which detail from the passage best supports the answer in Part A?

A The boys were trained to be soldiers.

B The boys did not have many comforts in military camp.

C The boys were examined as babies.

D The boys were required to read and learn academics.

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Florida Test Prep Workbook Reading Test Bank 1

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8. Which sentence from Passage 2 best supports the inference that those with no citizenship
rights became more powerful than the Spartans had anticipated?

A “People who lived in other city-states admired the superior education available to
Athenians.” (paragraph 6)

B “While boys in Athens read poetry and learned mathematics, Spartan students focused
on mastering the survival skills necessary to be a successful soldier.” (paragraph 7)

C “Unlike Athenian girls, Spartan girls attended school, where they were trained in
physical fitness.” (paragraph 9)

D “Sparta was divided and no longer able to rely on its selective educational system to
maintain its power.” (paragraph 10)

9. Which statement best expresses the authors’ point of view about the difference between
Athens and Sparta?

A Although Athenians were good farmers, they should have followed Sparta’s example of
building an army.

B Since Athens had an agora, it was clear that the people were more social than the
Spartans were.

C Because Athenians spent time in the gymnasia, they were physically superior to people
in Sparta.

D While Athens focused on enriching its people’s minds, Sparta emphasized the need for
military strength.

10. Which idea in Passage 2 does the author support in Passage 1? Copyright © Savvas Learning Company LLC. All Rights Reserved.

A Physical strength was the most important asset in ancient Greece.

B Men and women had very different roles in ancient Greek society.

C Cultural diversity was the main focus of ancient Greek city-states.

D Ancient Greek city-states developed some of the world’s best soldiers.

STOP
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 Reading Test Bank 2 Florida Test Prep Workbook

Name

Read the passages “Getting to Know Grandma” and “You Are Old, Father William” and then
answer Numbers 1 through 10.

Passage 1: Getting to Know Grandma

1 Molly stared glumly out the living room window as she waited for her parents to return
from the airport with her grandmother.

2 Molly’s dismal mood had started earlier that morning, as her grandmother’s visit grew
closer and closer. “Do I really have to give up my bedroom?” Molly had whined to her mother
over breakfast. “I don’t even know her, so can’t she just sleep on the couch? It’s comfortable
enough, isn’t it?”

3 “Molly, you know this will be the first time your lola has visited our home. She’s never
been to the United States before, and I know the journey will be tiring for her. Don’t you
want to make her feel welcome?” Molly mumbled a begrudging response before heading to
her room to enjoy what little time she had left there before relinquishing it to a relative she’d
never laid eyes on.

4 Molly was still musing at the window, bristling at the thought of having to sleep on the
couch, when her dog Pete began to bark eagerly. As Molly watched, her parents’ car
turned into the driveway, and in no time, her father was helping an elderly woman out of the
backseat. She looked twisted and bent with age, and she moved slowly and stiffly. “Look
how ancient she is! I don’t think I’ve ever seen anyone so old!” Molly said to her dog.

5 Molly’s mother assisted the elderly woman into the house and introduced her to her
granddaughter. “Molly, this is my mother, your lola, who has traveled a long way from the
Philippines to meet you,” Molly’s mother explained.

6 At first, Molly wasn’t quite sure what to do. Lola’s face was a crowded map of wrinkles,
and she appeared to be extremely fragile, so much so that Molly was afraid to touch her, let
alone give her a hug. Finally, Molly found her voice. “Hi, Lola,” she said. “I’ll take you to my
bedroom, where you’re sleeping.”
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7 Molly spent the next few days observing Lola. Her grandmother didn’t speak much, and
she took a lot of naps during the day. “So much for her coming here to meet me,” Molly
complained to her mother. “She’s so boring, and all she does is sleep. We have absolutely
nothing in common.”

8 “Perhaps you should try talking to her,” her mother suggested. “Tell her about what
you’ve learned at school or what you like to do with your friends. Tell her what you are like.”

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Florida Test Prep Workbook Reading Test Bank 2

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9 Molly reluctantly took her mother’s advice and found Lola dozing quietly in the living
room. Molly sat gingerly next to her grandmother, trying not to startle her; however, Pete, the
dog, had other plans. He leapt onto Molly’s lap before wriggling his way between the young
girl and her grandmother. Lola woke with a start, and then she grinned widely when she
realized who was sitting beside her.

10 “Do you like dogs?” Molly asked Lola. “This is Pete, and he’s pretty much the best dog
on the planet.”

11 Lola continued to smile at Pete as she pulled a small object out of her pocket. Pete’s tail
wagged furiously as Lola smiled and held the bone-shaped dog biscuit above his nose. Lola
extended her hand to Pete, and the dog responded by giving her his paw. “I’ve never seen
Pete do that before!” Molly exclaimed.

12 Lola winked, pulling another treat from her pocket and then, with great care, she pushed
herself off the couch as Pete followed. She waved the dog biscuit in a circle above Pete’s
head. Pete spun excitedly in a circle before sitting down, patiently waiting for his reward.
Molly could hardly contain her delight! Lola had taught Pete new tricks! Molly threw her arms
around her grandmother, thrilled by the surprise. Perhaps Lola was not so boring after all!

13 Molly’s mother observed Lola, Molly, and Pete from the doorway and smiled. She knew
that Molly would never forget this visit and had finally realized just how special her lola
really was.

“Getting to Know Grandma” written for educational purposes.

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 Reading Test Bank 2 Florida Test Prep Workbook

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Passage 2: You Are Old, Father William

by Lewis Carroll

“You are old, Father William,” the young man said,

“And your hair has become very white:
And yet you incessantly stand on your head—
Do you think, at your age, it is right?”

5 “In my youth,” Father William replied to his son,

“I feared it might injure the brain:
But now that I’m perfectly sure I have none,
Why, I do it again and again.”

“You are old,” said the youth, “as I mentioned before

10 “And have grown most uncommonly fat:
Yet you turned a back-somersault in at the door—
Pray what is the reason of that?”

“In my youth,” said the sage, as he shook his gray locks,

“I kept all my limbs very supple
15 By the use of this ointment—one shilling the box—
Allow me to sell you a couple.”

“You are old,” said the youth, “and your jaws are too weak
For anything tougher than suet:
Yet you finished the goose, with the bones and the beak—
20 Pray, how did you manage to do it?”

“In my youth,” said his father, “I took to the law,

And argued each case with my wife;
And the muscular strength, which it gave to my jaw,
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Has lasted the rest of my life.”

25 “You are old,” said the youth, “one would hardly suppose
That your eye was as steady as ever:
Yet you balanced an eel on the end of your nose—
What made you so awfully clever?”

“I have answered three questions, and that is enough,”

30 Said his father, “don’t give yourself airs!
Do you think I can listen all day to such stuff?
Be off, or I’ll kick you down stairs!”

“You Are Old, Father William” by Lewis Carroll. In the public domain.

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Florida Test Prep Workbook Reading Test Bank 2

Name

Now answer Numbers 1 through 10. Base your answers on the passages “Getting to Know
Grandma” and “You Are Old, Father William.”

1. Why does Molly throw her arms around her grandmother in Passage 1?

A Her grandmother has just arrived at Molly’s home for the first time.

B Her grandmother has secretly taught Molly’s dog, Pete, new tricks.

C Her grandmother has given Molly a special present from the Philippines.

D Her grandmother has given Molly an idea for a way to train other dogs.

2. What is the best summary of Passage 1?

A A young girl is silently observing her grandmother, who has just come for a visit. Her
grandmother has never been to the United States. The young girl complains about
having to give up her room to her grandmother.

B A young girl’s grandmother visits from the Philippines. The girl is excited to learn that
her grandmother loves dogs just as much as she does. The young girl and the older
woman train a dog together.

C A young girl tells her visiting grandmother stories about what she has learned in school.
The young girl’s dog jumps on her grandmother’s lap and begs her grandmother for a
treat. The grandmother happens to have a dog biscuit in her pocket.

D A young girl is upset that she has to give up her room to her grandmother, who is
visiting from the Philippines. Though she does not seem to have anything in common
with her grandmother at first, she forms a bond with the older woman over their love
of dogs.
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 Reading Test Bank 2 Florida Test Prep Workbook

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3. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

What inference can be made about Molly and Lola in Passage 1?

A Molly feels as if Lola prefers Pete to her.

B Molly worries that Lola does not want a hug from her.

C Molly thinks that Lola is uninterested in getting to know her.

D Molly wants to make sure that Lola will be comfortable in their house.

Part B

Which sentence supports the answer in Part A?

A “Lola’s face was a crowded map of wrinkles, and she appeared to be extremely fragile,
so much so that Molly was afraid to touch her, let alone give her a hug.” (paragraph 6)

B “‘Hi, Lola,’ she said. ‘I’ll take you to my bedroom, where you’re sleeping.’” (paragraph 6)

C “‘So much for her coming here to meet me,’ Molly complained to her mother.”
(paragraph 7)

D “Lola woke with a start, and then she grinned widely when she realized who was sitting
beside her.” (paragraph 9)
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Florida Test Prep Workbook Reading Test Bank 2

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4. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Read this sentence from Passage 1.

“Molly sat gingerly next to her grandmother, trying not to startle her; however, Pete, the dog,
had other plans.” (paragraph 9)

What does the word gingerly mean as it is used in the passage?

A carefully

B gracefully

C confidently

D suspiciously

Part B

Fill in the bubble before the underlined text from paragraph 9 that best supports the answer
in Part A.

“Molly A reluctantly took her mother’s advice and found Lola dozing quietly in the living
room. Molly sat gingerly next to her grandmother, B trying not to startle her; however, Pete,
the dog, had other plans. He leapt onto Molly’s lap before wriggling his way between the
young girl and her grandmother. Lola C woke with a start, and then she D grinned widely
when she realized who was sitting beside her.”

5. Read these lines from Passage 2.

“But now that I’m perfectly sure I have none,

Why, I do it again and again.” (lines 7–8)
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How do the words contribute to the tone?

A They show the tone is silly.

B They show the tone is bitter.

C They show the tone is loving.

D They show the tone is indifferent.

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6. How does the last stanza contribute to the meaning of Passage 2?

A It encourages the young man’s inquisitive nature.

B It expresses the young man’s interest in the old man.

C It dismisses the physical achievements of the old man.

D It demonstrates the old man’s impatience with the young man.

7. In Passage 2, how does the poet develop the young man’s point of view about the old man?

A The young man stands on his head, which shows he is amused by the old man.

B The young man repeats “You are old,” which shows he is dismissive of the old man.

C The young man asks questions, which shows he is curious about the old man’s abilities.

D The young man tells the old man to stop talking, which shows he is irritated by the
old man.

8. Which two details does the poet use to illustrate Father William’s age in Passage 2?

A “And your hair has become very white:” (line 2)

B “I’m perfectly sure I have none,” (line 7)

C “as he shook his gray locks,” (line 13)

D “I kept all my limbs very supple” (line 14)

E “And argued each case with my wife;” (line 22)

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F “And the muscular strength” (line 23)

9. Which statement could be supported by both passages?

A Older people should give advice to young people.

B Young people are far more interesting than their elders.

C Young people should listen to the stories of their elders.

D Young people should recognize older people’s achievements.

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10. What is one way that Passage 1 and Passage 2 are similar?

A Both passages show that aging limits what people can do.

B Both passages show that young people can misjudge their elders.

C Both passages show that young people appreciate the wisdom of their elders.

D Both passages show that young people have little knowledge about the world.

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STOP
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 Reading Test Bank 3 Florida Test Prep Workbook

Name

Read the passages “from The Brook: An Idyl” and “from Bellbirds” and then answer Numbers
1 through 10.

Passage 1: from The Brook: An Idyl

by Alfred, Lord Tennyson

I steal by lawns and grassy plots,

I slide by hazel covers;
I move the sweet forget-me-nots1
That grow for happy lovers.

5 I slip, I slide, I gloom, I glance.

Among my skimming swallows;
I make the netted sunbeam dance
Against my sandy shallows.

I murmur under moon and stars

10 In brambly wildernesses;
I linger by my shingly bars;
I loiter round my cresses; 2

And out again I curve and flow

To join the brimming river,
15 For men may come and men may go,
But I go on for ever.

1. forget-me-nots a type of flower

2. cresses watercress, a type of plant that grow in streams

“The Brook: An Idyl” by Alfred, Lord Tennyson. In the public domain.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Passage 2: from Bellbirds

by Henry Kendall

By channels of coolness the echoes are calling

And down the dim gorges I hear the creek falling:
It lives in the mountain where moss and the sedges
20 Touch with their beauty the banks and the ledges.

Through breaks of the cedar and sycamore bowers

Struggles the light that is love to the flowers;
And, softer than slumber, and sweeter than singing,
The notes of the bell-birds are running and ringing.

25 The silver-voiced bell-birds, the darlings of daytime!

They sing in September their songs of the May-time
When shadows wax strong, and the thunder-bolts hurtle,
They hide with their fear in the leaves of the myrtle;

When rain and the sunbeams mingled together,

30 They start up like fairies that follow fair weather;
And straightway the hues of their feathers unfolden
Are the green and the purple, the blue and the golden.

October, the maiden of bright yellow tresses,

Loiters for love in these cool wildernesses;
35 Loiters, knee-deep, in the grasses to listen
Where dripping rocks gleam and the leafy pools glisten:

Then is the time when the water-moons splendid

Break with their gold and are scattered or blended
Over the creeks, till the woodlands have warning Copyright © Savvas Learning Company LLC. All Rights Reserved.

40 Of songs of the bell-bird and wings of the Morning.

“Bellbirds” by Henry Kendall. In the public domain.

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 Reading Test Bank 3 Florida Test Prep Workbook

Name

Now answer Numbers 1 through 10. Base your answers on the passages “from The Brook: An
Idyl” and “from Bellbirds.”

1. Which word from Passage 1 most clearly contributes to the personification of the brook?

A “slide” (line 2)

B “forget-me-nots” (line 3)

C “murmur” (line 9)

D “round” (line 12)

2. What is the effect of the metaphor “I make the netted sunbeam dance” in line 7 of
Passage 1?

A It presents the brook as a powerful force of nature.

B It paints a sad picture of the sunbeam being forced to move.

C It shows that the brook is at odds with other forces of nature.

D It paints a happy picture of the sunbeam moving in a cheerful way.

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Florida Test Prep Workbook Reading Test Bank 3

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3. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

What can the reader infer from Passage 1 about how the brook feels?

A The brook feels trapped by its regular course through life.

B The brook sees itself as enduring while people change.

C The brook finds its different movements unsettling.

D The brook sees itself as having little importance.

Part B

Which lines from Passage 1 support the answer to Part A?

A I steal by lawns and grassy plots, / I slide by hazel covers; (lines 1–2)

B I slip, I slide, I gloom, I glance. / Among my skimming swallows; (lines 5–6)

C I murmur under moon and stars / In brambly wildernesses; (lines 9–10)

D For men may come and men may go, / But I go on for ever. (lines 15–16)

4. What does the following line from Passage 1 suggest about the brook’s point of view on the
world around it?

“And out again I curve and flow / To join the brimming river;” (lines 13–14)

A It sees itself as more important than the rest of the world.

It sees itself as opposed to the rest of the world.

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C It sees itself as isolated from the world.

D It sees itself as connected to the world.

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5. What effect does the meter of Passage 2 have on its tone?

A The brisk rhythm creates a hurried feeling.

B The sluggish rhythm creates a lazy feeling.

C The gentle rhythm creates a soothing feeling.

D The disorderly rhythm creates a chaotic feeling.

6. How does the second stanza of Passage 2 contribute to the poem?

A It introduces the speaker.

B It explains when the birds sing.

C It illustrates what the birds look like.

D It continues the description of the setting.

7. Which line from Passage 2 develops the speaker’s point of view about the bell-birds?

A “By channels of coolness the echoes are calling” (line 17)

B “It lives in the mountain where moss and the sedges” (line 19)

C “The silver-voiced bell-birds, the darlings of daytime!” (line 25)

D “They hide with their fear in the leaves of the myrtle;” (line 28)

8. Which line from Passage 2 describes what the birds look like?
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A “The silver-voiced bell-birds, the darlings of daytime!” (line 25)

B “Are the green and the purple, the blue and the golden.” (line 32)

C “October, the maiden of bright yellow tresses,” (line 33)

D “Then is the time when the water-moons splendid” (line 37)

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9. Read this line from Passage 2.

“They sing in September their songs of the May-time” (line 26)

What does the language in this line suggest about the seasons?

A The birds sing only during the fall.

B The birds prefer the cold weather of winter.

C The birds’ songs are about the changing seasons.

D The birds’ music in the fall is a reminder of springtime.

10. What is one theme that can be inferred from both poems?

A Nature is full of beauty.

B We must care for our planet.

C Wilderness cannot be tamed.

D Hearing is more powerful than seeing.

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STOP
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Read the passages “On the Grasshopper and Cricket” and “The Jumper” and then answer
Numbers 1 through 10.

Passage 1: On the Grasshopper and Cricket

by John Keats

The poetry of earth is never dead:

When all the birds are faint with the hot sun,
And hide in cooling trees, a voice will run
From hedge to hedge about the new-mown mead;
5 That is the Grasshopper’s—he takes the lead
In summer luxury,—he has never done
With his delights; for when tired out with fun
He rests at ease beneath some pleasant weed.
The poetry of earth is ceasing never:
10 On a lone winter evening, when the frost
Has wrought a silence, from the stove there shrills
The Cricket’s song, in warmth increasing ever,
And seems to one in drowsiness half lost,
The Grasshopper’s among some grassy hills.

“On the Grasshopper and Cricket” by John Keats. In the public domain.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Passage 2: The Jumper

by Hans Christian Andersen

1 The Flea, the Grasshopper, and the Skipjack1 once wanted to see which of them could
jump highest; and they invited the whole world, and whoever else would come, to see the
grand sight. And there the three famous jumpers were met together in the room.

2 “Yes, I’ll give my daughter to him who jumps highest,” said the King, “for it would be
mean to let these people jump for nothing.”

3 The Flea stepped out first. He had very pretty manners, and bowed in all directions, for
he had young ladies’ blood in his veins, and was accustomed to consort only with human
beings; and that was of great consequence.

4 Then came the Grasshopper: he was certainly much heavier, but he had a good figure,
and wore the green uniform that was born with him. This person, moreover, maintained that
he belonged to a very old family in the land of Egypt, and that he was highly esteemed there.
He had just come from the field, he said, and had been put into a card house three stories
high, and all made of picture cards with the figures turned inwards. There were doors and
windows in the house, cut in the body of the Queen of Hearts.

5 “I sing so,” he said, “that sixteen native crickets who have chirped from their youth up,
and have never yet had a card house of their own, would become thinner than they are with
envy if they were to hear me.”

6 Both of them, the Flea and the Grasshopper, took care to announce who they were, and
that they considered themselves entitled to marry a Princess.

7 The Skipjack said nothing, but it was said of him that he thought all the more; and
directly the Yard Dog had smelt at him he was ready to assert that the Skipjack was of good
family, and formed from the breastbone of an undoubted goose. The old councillor, who had Copyright © Savvas Learning Company LLC. All Rights Reserved.

received three medals for holding his tongue, declared that the Skipjack possessed the gift
of prophecy; one could tell by his bones whether there would be a severe winter or a mild
one; and that’s more than one can always tell from the breastbone of the man who writes the
almanac.

8 “I shall not say anything more,” said the old King. “I only go on quietly, and always think
the best.”

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9 Now they were to take their jump. The Flea sprang so high that no one could see him;
and then they asserted that he had not jumped at all. That was very mean. The Grasshopper
only sprang half as high, but he sprang straight into the King’s face, and the King declared
that was horribly rude. The Skipjack stood a long time considering; at last people thought
that he could not jump at all.

10 “I only hope he’s not become unwell,” said the Yard Dog, and then he smelt at him again.

11 “Tap!” he sprang with a little crooked jump just into the lap of the Princess, who sat on a
low golden stool.

12 Then the King said, “The highest leap was taken by him who jumped up to my daughter;
for therein lies the point; but it requires head to achieve that, and the Skipjack has shown
that he has a head.”

13 And so he had the Princess.

14 “I jumped highest, after all,” said the Flea. “But it’s all the same. Let her have the goose-
bone with its lump of wax and bit of stick. I jumped to the highest; but in this world a body is
required if one wishes to be seen.”

15 And the Flea went into foreign military service, where it is said he was killed.

16 The Grasshopper seated himself out in the ditch, and thought and considered how things
happened in the world. And he too said, “Body is required! body is required!” And then he
sang his own melancholy song, and from that we have gathered this story, which they say is
not true, though it’s in print.

1. Skipjack: a children’s toy, made from a bone, wax, and a stick, that can be made to jump.

“The Jumper” by Hans Christian Andersen. In the public domain.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Now answer Numbers 1 through 10. Base your answers on the passages “On the
Grasshopper and Cricket” and “The Jumper.”

1. Read lines 10 through 12 of Passage 1.

“On a lone winter evening, when the frost

Has wrought a silence, from the stove there shrills
The Cricket’s song, in warmth increasing ever,”

What does the word shrills suggest about the cricket?

A The cricket is hurt.

B The cricket is loud.

C The cricket is angry.

D The cricket is tough.

2. How does line 9 of Passage 1 contribute to the development of the theme of the poem?

A It emphasizes the idea in line 1.

B It reminds readers they are reading a poem.

C It describes the beauty of the speaker’s surroundings.

D It ends in a word that rhymes with the last word of line 12.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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3. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

How does the poet develop the speaker’s point of view toward grasshoppers in Passage 1?

A by telling where grasshoppers hide

B by describing the effects of the heat on the birds

C by contrasting the singing grasshopper with the hiding birds

D by explaining how grasshoppers become worn out and need to rest

Part B

Fill in the bubble before the line or lines from Passage 1 that best support the answer to
Part A.

A “The poetry of earth is never dead: / B When all the birds are faint with the hot sun,
/ And hide in cooling trees, a voice will run / From hedge to hedge about the new-mown
mead; / That is the Grasshopper’s— C he takes the lead / In summer luxury,—he has never
done / With his delights; D for when tired out with fun / He rests at ease beneath some
pleasant weed.”

4. How does the author of Passage 2 use language to influence the reader’s attitude toward the
Flea?

A Phrases such as “stepped out” and “bowed” make the Flea sound dramatic.

B Phrases such as “blood in his veins” and “human beings” made the Flea sound
animalistic.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

C Phrases such as “pretty manners” and “accustomed to consort” make the Flea sound
refined.

D Phrases such as “great consequence” and “entitled to marry a Princess” make the Flea
sound loving.

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5. Which detail from Passage 2 supports the idea that the grasshopper thinks highly of himself?

A “. . . but he had a good figure, and wore the green uniform that was born with him.”
(paragraph 4)

B “. . . he belonged to a very old family in the land of Egypt. . . .” (paragraph 4)

C “. . . and have never yet had a card house of their own . . .” (paragraph 5)

D “. . . would become thinner than they are with envy if they were to hear me.”
(paragraph 5)

6. How does the King respond when the Skipjack lands in the Princess’s lap?

A He declares it horribly rude.

B He says it was mean-spirited.

C He states that it shows the Skipjack’s intelligence.

D He declares that he did not see the Skipjack’s jump.

7. Read this sentence from Passage 2.

“The Skipjack stood a long time considering; at last people thought that he could not jump
at all.” (paragraph 9)

How does this sentence contribute to the plot?

A It builds suspense.

B It states a problem. Copyright © Savvas Learning Company LLC. All Rights Reserved.

C It introduces a main character.

D It explains the result of the conflict.

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8. Fill in a bubble in each row to identify the passage that best matches the topic in the first
column. You will fill in three bubbles.

Passage 1 Passage 2 Both Passages

Crickets are jealous of a

A B C
grasshopper’s songs.

Crickets and grasshoppers are

D E F
similar animals.

Crickets and grasshoppers have

G H I
songs that are easily confused.

9. What information about grasshoppers is found in Passage 2 but not in Passage 1?

A the height grasshoppers can jump

B the season grasshoppers prefer

C the appeal grasshoppers have

D the noise grasshoppers make

10. Which statement explains how the authors of each passage portray grasshoppers?

A Both authors portray grasshoppers as joyful.

B Both authors portray grasshoppers as confident.

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C John Keats portrays grasshoppers as joyful; Hans Christian Andersen portrays

grasshoppers as confident.

D John Keats portrays grasshoppers as confident; Hans Christian Andersen portrays

grasshoppers as joyful.

STOP
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Read the passages “Cleopatra” and “Empress Wu” and then answer Numbers 1 through 10.

Passage 1: Cleopatra
1 Cleopatra VII is one of the most famous female rulers of all time. She ruled Egypt for
nearly three decades. Perhaps more importantly, Cleopatra had ties to two key Roman
leaders, Julius Caesar and Mark Antony. She actively influenced Roman politics at an
important time in history and kept Egypt strong due to her alliance with Rome.

Early Life

2 Cleopatra VII was born circa 69 B.C. into the royal Ptolemy family, the daughter of
Ptolemy XII. In 51 B.C., when her father died, Cleopatra and her younger brother inherited
the throne. She was 18 years old, and he was 10. The kingdom was in decline, but Cleopatra
was determined for Egypt to remain independent of Rome.

Cleopatra and Caesar

3 Soon after Cleopatra ascended to the throne, her brother’s advisors acted against her.
She was forced to flee to Syria, where she put together her own army and planned her
return. At the same time, Ptolemy XIII welcomed Julius Caesar to Alexandria. Cleopatra knew
she needed Caesar’s support to win back her power and to preserve Egypt’s independence.
She introduced herself, and soon the two became close.

4 Caesar drove out Ptolemy XIII and restored the throne to Cleopatra and her 13-year-old
brother, Ptolemy XIV. Caesar stayed in Alexandria with Cleopatra. Their son, Ptolemy Caesar,
or Caesarion, was born in 47 B.C.

5 Young Caesarion became Cleopatra’s co-ruler after both Caesar and Ptolemy XIV died.
He was known as Ptolemy XV. With this ruler by her side, Cleopatra’s hold on power and
control of Egypt increased.

Cleopatra and Mark Antony

Copyright © Savvas Learning Company LLC. All Rights Reserved.

6 Meanwhile, Caesar’s allies, Mark Antony and Octavian, were battling for control of Rome
against Brutus and Cassius, the two men who had killed Caesar. Both sides wanted Egypt’s
help; Cleopatra chose to support Mark Antony and Octavian, Caesar’s adopted son.

7 Cleopatra sailed to Tarsus to meet Antony. She was able to convince him to help her
consolidate her power. The two formed a military alliance and personal relationship. As
two of the most influential rulers of the time, they made their countries stronger with their
alliance.

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8 Under Cleopatra’s rule, Egypt became more prosperous. Cleopatra also negotiated a
land deal with Antony in which Rome returned a large part of Egypt’s empire to her control.
Egypt was economically stable and growing due to Cleopatra’s guidance.

Decline and Death

9 Octavian Augustus, Antony’s adopted son, was able to convince the Roman Senate that
Antony was under Cleopatra’s control when he named Caesarion the heir and granted his
children with Cleopatra large swaths of land. The Senate then stripped Antony of his titles,
and Octavian Augustus declared war on Cleopatra.

10 In 31 B.C., Octavian’s forces dominated against Cleopatra’s and Antony’s in the Battle
of Actium. During their retreat, Antony heard a false rumor that Cleopatra had died. He fell
on his sword. After returning to Alexandria, Cleopatra buried Antony. On August 20, 30 B.C.,
after meeting with Octavian to hand over power, she closed herself in her chambers. At the
time of her death in 30 B.C., Cleopatra’s body was buried with Antony’s.

11 Octavian secured his power in Rome by becoming the ruler of Egypt, which fell under
Roman domination.

“Cleopatra” written for educational purposes.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Passage 2: Empress Wu
12 It was not uncommon for ancient civilizations to have female rulers. Many came to power
due to the happy coincidence of being born into a royal family with no male successors or
being married to an ineffective king. Most were judged harshly when they were forced to
rule like men. Wu Zetian is a bit of an exception. She was not born into royalty but rose to
become empress of China during the powerful Tang Dynasty (618–907).

13 Wu Zetian was born in Liuzhou, China, in the year 624, to a wealthy aristocratic family.
Unlike many girls at the time, Wu was well-educated. She moved into the imperial palace
when she was 14 years old. The emperor at the time was Emperor Taizong. Upon his death,
the women in the palace, including Wu, were sent to a Buddhist convent to become nuns.
This was difficult for Wu to accept, though. She was determined to remain in the palace,
close to the seat of power. When the new emperor, Gaozong, visited her at the convent, Wu
convinced him to let her return to the palace.

14 Wu became a favorite of Gaozong’s, and she gained influence over him. Emperor
Gaozong’s main wife, Empress Wang, became bitterly jealous of Wu. The two were rivals.
When Wu’s daughter died, Wu framed Empress Wang and had her arrested. Gaozong then
named Wu as the new empress.

15 Behind the scenes, Wu built up her power by finding key allies and eliminating rivals.
When Emperor Gaozong became ill in 660, Wu began to rule through him. She was the real
ruler of China for 23 years until his death.

16 In 683, Emperor Gaozong died, and Wu’s son became emperor. Because he was young,
Wu became regent. A regent is a person who governs when the official ruler cannot do so,
either because of young age or illness. Since Wu’s son was too young to make important
decisions, Wu held the power and controlled the armies. In 690, with the military under her
control, she declared herself emperor and was accepted. She was the first and the only
woman to become emperor of China. She ruled as Empress Wu for 15 years.

17 Wu maintained her power by using a secret police force to spy on people. The police
Copyright © Savvas Learning Company LLC. All Rights Reserved.

helped determine who was loyal and who wasn’t. Those deemed as enemies were put to
death. Despite her harsh rule, her reign was very effective. She improved life inside China
and helped the country grow.

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18 Wu was a highly capable emperor, evidenced by her intelligent military decisions that
enabled China to grow by conquering lands in Korea and central Asia. She surrounded
herself with talented advisors whom she chose based on their abilities, not their family lines.
Despite her ruthlessness, she made decisions to improve the lives of peasants. Wu lowered
taxes, built new public works, and improved farming techniques. She transformed Chinese
society by bringing about needed social changes.

19 Wu did everything in her power to remain in control until her death. When she died in
705, her son, Emperor Zhongzong, took over as emperor.

“Empress Wu” written for educational purposes.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Now answer Numbers 1 through 10. Base your answers on the passages “Cleopatra” and
“Empress Wu.”

1. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Based on the information in Passage 1, which inference can be made about Cleopatra?

A She needed a co-regent to help her lead.

B She valued her role as mother above all else.

C She spent a lot of time away from Alexandria.

D She befriended people in order to maintain control.

Part B

Which sentence or group of sentences from Passage 1 supports the answer in Part A?

A “In 51 b.c., when her father died, Cleopatra and her younger brother inherited the
throne.” (paragraph 2)

B “She was forced to flee to Syria, where she put together her own army and planned her
return.” (paragraph 3)

C “Cleopatra knew she needed Caesar’s support to win back her power and to preserve
Egypt’s independence. She introduced herself, and soon the two became close.”
(paragraph 3)

D “Young Caesarion became Cleopatra’s co-ruler after both Caesar and Ptolemy XIV died.
He was known as Ptolemy XV.” (paragraph 5)
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2. How does Passage 1 introduce Cleopatra?

A by describing her place in history

B by illustrating what she looked like

C by explaining how she came to power

D by discussing the challenges she faced as a ruler

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3. Read this sentence from Passage 1.

“Soon after Cleopatra ascended to the throne, her brother’s advisors acted against her. ”
(paragraph 3)

What connotation does the word ascended give to the idea of ruling?

A It is a choice to rule.

B It is a burden to rule.

C It is an honor to rule.

D It is a challenge to rule.

4. How does the section “Cleopatra and Mark Antony” contribute to the development of ideas
in Passage 1?

A By telling that Egypt was prosperous, it examines some of Cleopatra’s policies.

B By discussing the rulers of Rome, it explains the connection between Rome and Egypt.

C By explaining Caesar’s allies and enemies, it shows how complicated Cleopatra’s

relationships were.

D By giving background on her alliance with Antony, it shows how Cleopatra was able to
expand Egypt.

5. Read this sentence from Passage 2.

“When Wu’s daughter died, Wu framed Empress Wang and had her arrested.” (paragraph 14)
Copyright © Savvas Learning Company LLC. All Rights Reserved.

How does this sentence help elaborate on the kind of person Wu was?

A It reinforces the idea that Wu was cunning.

B It shows Wu believed in the justice system.

C It illustrates that Wu had trouble making friends.

D It explains that Wu experienced tragedy in her life.

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6. Which sentence from Passage 2 supports the claim that Wu was an effective ruler?

A “Unlike many girls at the time, Wu was well-educated.” (paragraph 13)

B “When Emperor Gaozong became ill in 660, Wu began to rule through him.”
(paragraph 15)

C “She lowered taxes, built new public works, and improved farming techniques.”
(paragraph 18)

D “Wu did everything in her power to remain in control until her death.” (paragraph 19)

7. What detail should be included in a summary of Passage 2?

A Wu was born into a wealthy family.

B Wu was ruler when her son was emperor.

C Wu ruled by herself as empress for 15 years.

D Wu first entered the imperial palace when she was 14 years old.

8. Read these sentences from Passage 2.

“It was not uncommon for ancient civilizations to have female rulers. Many came to power
due to the happy coincidence of being born into a royal family with no male successors or
being married to an ineffective king.” (paragraph 12)

Why did the author most likely use the phrase “happy coincidence”?

A to suggest that women were lucky to be born into royal families

Copyright © Savvas Learning Company LLC. All Rights Reserved.

B to suggest that women wanted to replace unsuccessful male rulers

C to suggest that women preferred to marry rulers with no male heirs

D to suggest that women rose to power only if certain circumstances occurred

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9. What are two central ideas in both Passage 1 and Passage 2?

A Female rulers in ancient civilizations were always born into royalty.

B Female rulers could be just as strong and effective as male rulers.

C It was important for an ancient ruler to get along well with other rulers.

D One of the marks of a successful ruler in ancient civilizations was gaining additional
land.

E The motivating factor for female rulers in ancient civilizations was being able to pass
leadership to their children.

10. What are the authors’ points of view toward their subjects in Passage 1 and Passage 2?

A The authors think the women are admirable.

B The authors think the women are good role models.

C The authors acknowledge the women could have done a better job.

D The authors praise the women for their work on behalf of the common people.

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STOP
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Read the passages “Pyramids at Giza” and “Construction of the Great Pyramid” and then
answer Numbers 1 through 10.

Passage 1: Pyramids at Giza

1 On the outskirts of the bustling city of Cairo, Egypt, close to the Nile River, lie three huge
pyramids in the desert. The Great Pyramid, the largest of the three, is considered to be one
of the seven wonders of the ancient world, and the only one still standing. The pyramids
were built in the Fourth Dynasty of Egyptian rule (roughly 2500 B.C.E.), about 4,500 years
ago.

2 The pyramids are called Khufu, Khafre, and Menkaure. The names are based on the
kings for whom the pyramids were built. The pyramids were built as royal burial chambers
and were surrounded by funeral temples and other burial sites. They had passageways that
led to interior chambers. All of the treasures buried inside the pyramids were stolen long ago.

3 The oldest and largest pyramid is Khufu. It is also called the Great Pyramid. The length of
each side of the base is 755 feet, and it was originally 481 feet tall. The middle pyramid was
built for Khafre and was slightly smaller than the first. The third, for Menkaure, was about half
as big as the first.
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NASA Peter Horree/Alamy Stock Photo

This image was taken in July 2012 from the International Space Station. Three pyramids are clearly
visible near the center of the image.

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4 The pyramids are not as big now as they were originally. All had limestone outer
coverings that are mostly gone now. This has shaved several feet off the height. But they
are still massive. It is estimated that the stones used to construct Khufu weigh over 5 million
tons.

5 Given their size and durability, the pyramids must have been extremely challenging to
build. They are true engineering marvels; scientists of today are unsure as to how exactly
they were built. Scientists have speculated that the Egyptians used a series of ramps to
bring the heavy stones higher and higher as the pyramids were constructed. What they do
know is that the builders were very skilled and that at least some of them lived on a nearby
site. Archaeologists have found remnants to show that the community was rich in resources
and had a centralized organizing authority.

6 Every year, many tourists visit the pyramids to experience their grandeur in person and
learn about ancient Egyptian civilization. Even though the interiors are not accessible, the
pyramids are still quite a sight to behold!

“Pyramids at Giza” written for educational purposes.

Passage 2: Construction of the Great Pyramid

7 Scientists have long been in awe of the massive pyramids in Giza, Egypt, and the amount
of effort it must have taken to build them. The giant stone blocks fit together nearly perfectly.
In addition, the pyramids are aligned almost exactly to the cardinal points of north, south,
east, and west. How could an ancient civilization have been capable of such advanced
building techniques? This has been puzzling scientists for decades.

8 It may be that the ancient Egyptians used the fall equinox to position the structures. On
that day, the length of day and night are almost the same. Looking at a shadow of a rod on
the day of the equinox gives an almost perfect east–west line. Methods using the sun and
stars also may have been used. Unfortunately, the Egyptians did not leave any clues as to
how they determined the alignment to cardinal points with such accuracy. Copyright © Savvas Learning Company LLC. All Rights Reserved.

9 As to the building blocks themselves, up until recently, it was thought that the
cumbersome stone blocks were carved from natural limestone. They were then moved by a
tremendous amount of physical labor and carefully put into place. Some scientists were not
in agreement with this theory.

10 A separate theory stated that the stones were made of an early form of concrete and
then cast, or formed. Workers would have mixed limestone, clay, lime, and water and then
poured the mixture into a mold.

11 Scientist Michel Barsoum, Ph.D., a materials expert, was brought in to analyze the
blocks, something he thought would be a relatively simple task. By analyzing the chemistry

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of the blocks—a project that took about five years—he and his team were able to determine
that the blocks were not made of natural limestone. The team was both shocked and
amazed. Ancient Egyptians had created a material so close to natural limestone that it fooled
everyone for 4,500 years.

12 Dr. Barsoum points out several other reasons why it is likely the stones were cast.
Despite the idea that the stones were chiseled, there have been no chisels or other
implements found as archaeological evidence. This seems strange. Finally, the stones fit
together too perfectly to have been chiseled by hand.

13 Some mysteries about the pyramids’ construction still remain. Even with stones cast out
of concrete, how would workers have been able to place them? Cast stones are no lighter
than natural limestone.

14 The pyramids are masterful, and Barsoum wonders if the same construction techniques
could be used today. If the ancient Egyptians could manufacture the blocks, and the blocks have
proved so sturdy, perhaps they should be used as a modern building material. The raw materials
are found all over the world and could be a cost-efficient solution to building problems.

“Construction of the Great Pyramid” written for educational purposes.

Now answer Numbers 1 through 10. Base your answers on the passages “Pyramids at Giza”
and “Construction of the Great Pyramid.”

1. Which two details from Passage 1 illustrate the size of the pyramids?

A The pyramids were built as burial chambers for kings.

B The largest pyramid was originally nearly 500 feet tall.

C The pyramids are smaller now than they were originally.

D The pyramids are one of the seven wonders of the ancient world.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

E The largest pyramid is made of stones that weigh over five million tons.

2. Which idea from Passage 1 does the photograph emphasize?

A The pyramids are massive structures.

B The pyramids are very close to a big city.

C The pyramids must have been hard to build.

D The pyramids were built thousands of years ago.

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3. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Read this dictionary entry.

accessible \ik SES uh bul\

adj. 1. easy to speak to 2. capable of being influenced 3. easily used by people with
disabilities 4. capable of being reached

Which definition of accessible is used in paragraph 6 of Passage 1?

A easy to speak to

B capable of being influenced

C easily used by people with disabilities

D capable of being reached

Part B

Fill in the bubble before the underlined word from paragraph 6 that best supports the
answer to Part A.

“Every year, many A tourists visit the pyramids to experience their B grandeur in person
and learn about C ancient Egyptian civilization. Even though the D interiors are not
accessible, the pyramids are still quite a sight to behold!”

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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4. Read this sentence from Passage 1.

“The pyramids were built as royal burial chambers and were surrounded by funeral temples
and other burial sites.” (paragraph 2)

How does this sentence help develop the author’s explanation of the pyramids?

A It tells the reason why the pyramids were built.

B It introduces the kings who built the pyramids.

C It explains why the location of the pyramids was important.

D It describes what the ancient Egyptians thought about death.

5. Which of the following statements illustrates the importance of Michel Barsoum’s work as
described in Passage 2?

A Barsoum thought it would be simple to analyze the blocks.

B Barsoum spent five years analyzing the chemistry of the stones.

C Barsoum discovered a substance very close to natural limestone.

D Barsoum determined the blocks were made from a type of concrete.

6. Which sentence from Passage 2 provides a reason that supports the claim that the blocks
were made of molded concrete?

A “In addition, the pyramids are aligned almost exactly to the cardinal points of north,
south, east, and west.” (paragraph 7)

B “Ancient Egyptians had created a material so close to natural limestone that it fooled
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everyone for 4,500 years.” (paragraph 11)

C “Finally, the stones fit together too perfectly to have been chiseled by hand.”
(paragraph 12)

D “Cast stones are no lighter than natural limestone.” (paragraph 13)

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7. What is a main idea of Passage 2?

A The pyramids are aligned to the cardinal points.

B The ancient Egyptians used advanced building techniques.

C The blocks of stone making up the pyramids are nearly identical.

D The builders may have moved stones up ramps to get them into place.

8. Read this sentence from Passage 2.

“Despite the idea that the stones were chiseled, there have been no chisels or other
implements found as archaeological evidence.” (paragraph 12)

How does the word chisels help you determine the meaning of implements?

A Chisels and implements are synonyms.

B Implements are the products made from using chisels.

C Implements are one type of chisel.

D Chisels are items in the category of implements.

9. Read this sentence from Passage 1.

“Given their size and durability, the pyramids must have been extremely challenging to
build.” (paragraph 5)

Which sentence from Passage 2 shows the same idea?

A “As to the building blocks themselves, up until recently, it was thought that the
Copyright © Savvas Learning Company LLC. All Rights Reserved.

cumbersome stone blocks were carved from natural limestone.” (paragraph 9)

B “They were then moved by a tremendous amount of physical labor and carefully put
into place.” (paragraph 9)

C “Finally, the stones fit together too perfectly to have been chiseled by hand.”
(paragraph 12)

D “Cast stones are no lighter than natural limestone.” (paragraph 13)

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10. What purpose is shared by the authors of both passages?

A to entertain readers with amusing stories of ancient civilizations

B to argue that readers should use concrete for all future building projects

C to teach readers about the incredible building feat of the Egyptian pyramids

D to tell readers about some of the people involved in analyzing the Egyptian pyramids
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STOP
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Read the passages “A Brief Biography of John James Audubon” and “from The Missouri River
Journals: 1843” and then answer Numbers 1 through 10.

Passage 1: A Brief Biography of

John James Audubon
The National Audubon Society is an organization with the aim of protecting birds and their habitats.
It was named after John James Audubon, a wildlife artist who attempted to describe and paint all
the birds of North America. His legacy serves as an inspiration to protect birds.

1 When John James Audubon died on January 27, 1851, bird lovers around the world felt
the loss. An ornithologist (person who studies birds), artist, and naturalist, Audubon was
born in Les Cayes, Saint-Domingue (Haiti), in 1785 and began drawing birds when he was
very young. Birds continued to fascinate him for the rest of his life.

2 As an adult, Audubon traveled as far south as the Florida Keys as well as north to
Labrador, Canada, studying and drawing birds all along the way. He could draw any bird,
down to the tiniest detail. And, lucky for us, he drew and painted hundreds of them.

3 Audubon liked to draw birds their actual size. He drew a hummingbird as small as a real
hummingbird and an eagle as large as a real eagle. Master engravers in England were able to
make 435 reproductions of his drawings for the book Birds of America. Many of the drawings
in the book are life-size. The first edition is known as the “elephant folio” because it is so big.
In fact, it’s the largest book in the Library of Congress, at 39.37 inches high. Is there a bird
or animal that you would like to draw? If you drew it life-size, would it fit on a single sheet of
paper?

“A Brief Biography of John James Audubon.” In the public domain.

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Passage 2: from The Missouri

River Journals: 1843
by John James Audubon

Audubon went on a nearly eight-month journey by boat down the Missouri River. He kept a journal
of his experiences and wildlife sightings, which have been of interest to naturalists, historians, and
scholars.

4 May 7, Sunday. Fine weather, but cool. Saw several Gray Squirrels and one Black.
I am told by one of our pilots, who has killed seven or eight, that they are much larger
than Sciurus macrourus, that the hair is coarse, that they are clumsy in their motions, and
that they are found from the Black Snake Hills to some distance above the Council Bluffs.

5 We landed to cut wood at eleven, and we went ashore. Harris killed another of the new
Finches, a male also; the scarcity of the females goes on, proving how much earlier the
males sally forth on their migrations towards the breeding grounds. We saw five Sand-hill
Cranes, some Goldfinches, Yellowshanks, Tell-tale Godwits, Solitary Snipes, and the woods
were filled with House Wrens singing their merry songs. The place, however, was a bad one,
for it was a piece of bottom land that had overflowed, and was sadly muddy and sticky. At
twelve the bell rang for Harris, Bell, and me to return, which we did at once, as dinner was
preparing for the table. Talking of dinner makes me think of giving you the hours, usually, of
our meals. Breakfast at half-past six, dinner at half-past twelve, tea or supper at seven or
later as the case may be. We have not taken much wood here; it is ash, but quite green. We
saw Orchard Orioles, Blue-gray Flycatchers, Great-crested and Common Pewees, Mallards,
Pileated Woodpeckers, Blue Jays, and Bluebirds; heard a Marsh Wren, saw a Crow, a Wood
Thrush, and Water Thrush. Indigo-birds and Parrakeets plentiful. This afternoon we went into
the pocket of a sand bar, got aground, and had to back out for almost a mile. We saw an
abundance of Ducks, some White Pelicans, and an animal that we guessed was a Skunk.
We have run about fifty miles, and therefore have done a good day’s journey. We have
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passed the mouths of several small rivers, and also some very fine prairie land, extending
miles towards the hills. It is now nine o’clock, a beautiful night with the moon shining. We
have seen several Ravens, and White-headed Eagles on their nests. . . .

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6 Monday, May 29. I was up early, and as soon as breakfast was over, Major Hamilton
and myself walked to Fort George. We found the three gentlemen to whom I showed the
plate of quadrupeds, and afterwards I went to their store to see skins of Wolves and of the
Swift Fox. I found a tolerably good Fox skin which was at once given me; I saw what I was
assured were two distinct varieties (for I cannot call them species) of Wolves. Both, however,
considering the difference in size, were old and young of the same variety. They both had the
top of the back dark gray, and the sides, belly, legs, and tail, nearly white. When I have these
two sorts in the flesh, I may derive further knowledge. I looked at the Indian Dogs again with
much attention, and was assured that there is much cross breeding between these Dogs and
Wolves, and that all the varieties actually come from the same root. . . .

“The Missouri River Journals: 1843” by John James Audubon. In the public domain.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Now answer Numbers 1 through 10. Base your answers on the passages “A Brief Biography
of John James Audubon” and “from The Missouri River Journals: 1843.”

1. How does the information in paragraph 1 affect the overall meaning of Passage 1?

A Explaining what an ornithologist is alerts readers that the passage will be scientific.

B Emphasizing the fact that Audubon liked to draw shows readers that the passage will
focus on his hobbies.

C Describing Audubon’s relationship with birds introduces him to readers and provides
context for his importance.

D Mentioning where Audubon was born lets readers know the passage will discuss
important moments in Audubon’s life.

2. Which idea from Passage 1 is elaborated with the example of the “elephant folio”?

A Audubon drew hundreds of birds.

B Audubon liked drawing life-size birds.

C Audubon enjoyed drawing all kinds of animals.

D Audubon made hundreds of books of his drawings.

3. Which phrase from Passage 1 shows the author’s point of view toward Audubon?

A “bird lovers around the world” (paragraph 1)

B “continued to fascinate him” (paragraph 1) Copyright © Savvas Learning Company LLC. All Rights Reserved.

C “lucky for us” (paragraph 2)

D “as large as a real eagle” (paragraph 3)

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4. Read this sentence from Passage 1.

“Master engravers in England were able to make 435 reproductions of his drawings for the
book Birds of America.” (paragraph 3)

The word reproduce means “to produce again.” What does reproductions mean as it is used
in the passage?

A copies

B styles

C models

D descriptions

5. Fill in the bubble before the sentence from Passage 2, paragraph 6 that supports the
inference that Audubon looked carefully at an animal’s markings when studying it.

“Monday, May 29. I was up early, and as soon as breakfast was over, Major Hamilton and
myself walked to Fort George. A We found the three gentlemen to whom I showed the plate
of quadrupeds, and afterwards I went to their store to see skins of Wolves and of the Swift
Fox. B I found a tolerably good Fox skin which was at once given me; I saw what I was
assured were two distinct varieties (for I cannot call them species) of Wolves. Both, however,
considering the difference in size, were old and young of the same variety. C They both had
the top of the back dark gray, and the sides, belly, legs, and tail, nearly white. When I have
these two sorts in the flesh, I may derive further knowledge. D I looked at the Indian Dogs
again with much attention, and was assured that there is much cross breeding between
these Dogs and Wolves, and that all the varieties actually come from the same root. . . .”
Copyright © Savvas Learning Company LLC. All Rights Reserved.

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6. Read this sentence from Passage 2.

“Indigo-birds and Parrakeets plentiful.” (paragraph 5)

Which word has a connotation similar to plentiful as it is used in the passage?

A large

B enough

C numerous

D overflowing

7. Which detail should be included in a summary of Passage 2?

A A store owner gave Audubon a fox skin.

B The pilot said black squirrels have coarse hair.

C The men ate breakfast at half past six every day.

D The men saw many kinds of birds on their journey.

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8. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

What is the author’s purpose for writing Passage 2?

A to document the wildlife he is seeing

B to describe differences between birds and other animals

C to describe an interesting conversation with men in the Fort George area

D to share information about where other boats should stop along the Missouri River

Part B

Which detail from Passage 2 supports the purpose in Part A?

A “We saw five Sand-hill Cranes, some Goldfinches, Yellowshanks, Tell-tale Godwits,
Solitary Snipes, and the woods were filled with House Wrens singing their merry songs.”
(paragraph 5)

B “The place, however, was a bad one, for it was a piece of bottom land that had
overflowed, and was sadly muddy and sticky.” (paragraph 5)

C “We found the three gentlemen to whom I showed the plate of quadrupeds, and
afterwards I went to their store to see skins of Wolves and of the Swift Fox.”
(paragraph 6)

D “. . . I saw what I was assured were two distinct varieties (for I cannot call them species)
of Wolves.” (paragraph 6)
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9. How are Passages 1 and 2 alike?

A Both passages describe the drawings that Audubon made of birds.

B Both passages tell how people felt upon learning of Audubon’s death.

C Both passages discuss travels that Audubon took in order to watch birds.

D Both passages show that people enjoyed discussing animals with Audubon.

10. What key piece of information do readers learn about Audubon from Passage 2 that is not
mentioned in Passage 1?

A Audubon could distinguish between many different species of birds.

B Audubon was interested in studying other animals in addition to birds.

C Audubon was surprised to learn the different migration patterns of birds.

D Audubon enjoyed listening to the songs of wrens more than to those of other birds.

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STOP
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Read the passages “Traditional Economies” and “Command Economies” and then answer
Numbers 1 through 10.

Passage 1: Traditional Economies

An economy is the way a country or region manages its money and resources. The economy
determines how many goods and services are produced and how people pay for those good and
services.

Origins of Traditional Economies

1 Traditional economies rely on the culture and customs of a group of people, and they
date back to early civilizations. Duties like farming, hunting, gathering, and finding shelter
were divided up among the group or tribe members. Distributing the labor benefitted the
entire community. It also provided an economic model where people produced, allocated,
and consumed goods based on their position in the group. Economists believe that all
economic systems started out as traditional economies but then evolved into market,
command, or mixed economies. Today, the traditional economies in the world are mainly in
developing countries in Africa, Asia, Latin America, and the Middle East.

Characteristics

2 In a traditional economy, the family is the center of economic activity, and the economy
is shaped by the culture and religion of the people. The customs, history, and beliefs of the
people guide the economy.

3 Traditional economies frequently rely on agriculture, fishing, hunting, and gathering.

The people are often nomads, moving from place to place, following herds of animals who
migrate with the seasons. Since the entire group moves together, there is little need for trade.
Everyone produces and consumes the same things, and products are fully consumed so that
there is no excess and no waste.
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4 Most traditional economies rely on barter and trade rather than money. People exchange
goods or services for other goods or services instead of paying for things. For example, a
group of people who hunt for their food might barter with another group that fishes. The
groups then agree on the different amounts of meat and fish that make a fair trade.

5 Once a nomadic group settles down and begins to farm, they tend to shift away from a
traditional economy. They might have a great harvest one year and end up with a surplus.
They want to be able to sell the surplus so that they can accumulate wealth. Money
becomes an easier way to trade and save.

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Advantages and Disadvantages

6 People who live in societies with traditional economies benefit in a number of ways. Their
customs and traditions determine how the resources are distributed. Everyone knows that
they must contribute and that they will receive a portion of whatever is produced. When
everyone has what they need and there are rarely extra goods left over, there is no need to
compete for resources.

7 Traditional economies also tend to be more environmentally sustainable because

members are consuming what they produce. However, these economies are also impacted
more than others by the weather. When poor weather makes hunting difficult or a drought
results in a small harvest, people go hungry. Scarcity, or a lack of goods, is a problem
because there is not generally a concept of borrowing in traditional economies.

Kush Kingdom

8 The ancient Kush civilization was one of the earliest civilizations in the Nile River Valley, in
what is now the African country of Sudan. Kushites had a traditional economy and relied on
farming wheat and barley.

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Peter Hermes Furian/Shutterstock

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9 Kush’s location on the Nile River enabled it to have a rich trading culture. Mining was
important, and Kush was rich in gold and iron that it traded with Egyptians and other
cultures. Additionally, Kush had many artisans and goods it traded with southern Africa.
Though its civilization collapsed, Kush is an example of an ancient civilization that relied on
barter to flourish.

“Traditional Economies” written for educational purposes.

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Passage 2: Command Economies

What Is a Command Economy?

10 A command economy is an economy in which a central authority or government makes

all of the economic decisions. It controls and determines production and distribution of
goods and services, including the prices. It does not place value on customs or beliefs
like traditional economies do. The authority owns all the land and the means of producing
all goods and services. Unlike a market economy, a command economy does not rely on
supply and demand.

11 Historically, most command economies have been in countries that have socialist
governments. Belarus, Libya, and North Korea are examples of current command
economies. China and Cuba have both had command economies but are slowly moving
toward more market-based systems to promote growth.

Characteristics

12 The governments of command economies create a five-year economic plan. The plan
sets specific goals for every region of the country and every sector of the economy, so
there are specific agricultural goals, manufacturing goals, and service-related goals for each
region. This goal-setting helps the government know how many resources to expect.

13 The government also allocates all resources based on the central plan. Certain amounts
of food, clothing, cars, and other goods are sent to each region. It benefits the country
to use the resources wisely and efficiently so there is little waste, including manpower.
People are expected to use their skills to the benefit of the country. The government often
administers a test to people to determine how they can best contribute.

14 The central plan sets the priorities for the production of goods and services with the goal
of providing everyone enough food and housing. In order to do this, the government might
set quotas—fixed shares—of a product. A particular region might be required to produce
a certain amount of a crop, for example. The government might also use price controls. It
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can subsidize, or contribute to, the cost of gasoline so that everyone has enough money to
purchase what they need. Finally, the government can set national priorities and shift the
entire country to meet those needs.

15 In a command economy, the most important industries are owned by the government
in a monopoly. No one else is allowed to own them, so there is no competition. The
government sets prices, and businesses are not allowed to discount goods. The government
creates laws to enforce the central plan. Businesses must follow those laws; they cannot act
to benefit themselves in this form of economy.

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Advantages and Disadvantages

16 Command economies can set a societal goal and mobilize all their resources to achieve
their goal. The society can be transformed into whatever vision the government has. If
the government decides to prepare for war, for example, businesses can be directed to
assemble war materials, even if they were producing other types of products previously.

17 It is difficult for a central agency to plan for the right amounts of everything, particularly
in a large country. Often, there is too much of one product and not enough of another.
Consumers’ needs and wants change, and the central agency can’t change fast enough
to keep up. If there is not enough of a particular good, rationing might be employed so
that everyone gets a little and no one gets too much. Limited goods can also lead to the
development of a black market, where people illegally buy or trade for items the economy is
not producing, or not producing in large enough quantities.

18 Finally, command economies discourage innovation. The central authority tells a

business what to produce. The business leader must follow the directions instead of
producing something new and exciting. When a new product hits the international market,
the country cannot participate in its trade. The central government must first focus on
meeting the needs of its country before it can consider international trade.

“Command Economies” written for educational purposes.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Now answer Numbers 1 through 10. Base your answers on the passages “Traditional
Economies” and “Command Economies.”

1. Read this sentence from Passage 1.

“They want to be able to sell the surplus so that they can accumulate wealth.” (paragraph 5)

How does the word surplus help readers understand the word accumulate?

A Surplus means “extra,” so people want to build up wealth.

B Surplus means “too much,” so people want to scatter around wealth.

C Surplus means “unnecessary,” so people want to store wealth for later.

D Surplus means “left over,” so people want to collect wealth all in one place.

2. Which idea from Passage 1 does the map help readers understand?

A Kushites were artisans.

B Kush was an early civilization.

C Kush traded with ancient Egypt.

D Kushites farmed wheat and barley.

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3. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

According to the information in Passage 1, for which concept of a traditional economy does
the Kush Kingdom provide an example?

A how people trade

B where people live

C how people interact

D what people believe

Part B

Which detail supports the answer in Part A?

A “the family is the center of economic activity” (paragraph 2)

B “beliefs of the people guide the economy” (paragraph 2)

C “moving from place to place” (paragraph 3)

D “exchange goods or services for other goods or services” (paragraph 4)

4. How do paragraphs 2 through 5 contribute to the development of ideas in Passage 1?

A They argue that traditional economies should evolve over time.

B They introduce the history behind the idea of a traditional economy.

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C They provide the main features that make up a traditional economy.

D They tell which type of people prefer to live in a traditional economy.

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5. Read this sentence from Passage 2.

“Command economies can set a societal goal and mobilize all their resources to achieve
their goal.” (paragraph 16)

Which word from paragraph 16 helps readers understand the word mobilize?

A goal

B transformed

C assemble

D previously

6. Which sentence from Passage 2 explains how a central authority might handle a shortage of
a specific product?

A “Certain amounts of food, clothing, cars, and other goods are sent to each region.”
(paragraph 13)

B “A particular region might be required to produce a certain amount of a crop, for

example.” (paragraph 14)

C “Finally, the government can set national priorities and shift the entire country to meet
those needs.” (paragraph 14)

D “If there is not enough of a particular good, rationing might be employed so that
everyone gets a little and no one gets too much.” (paragraph 17)

7. Fill in the bubble before the sentence from paragraph 18 in Passage 2 which is a claim the
author makes.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

A “Finally, command economies discourage innovation. B The central authority tells a

business what to produce. C The business leader must follow the directions instead of
producing something new and exciting. When a new product hits the international market,
the country cannot participate in its trade. D The central government must first focus on
meeting the needs of its country before it can consider international trade.”

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8. Read this dictionary entry.

discount \DIS cownt\

n. 1. a reduction of the normal amount v. 2. to sell at a lower-than-usual price

3. to disregard or minimize the importance of adj. 4. sold for less than the usual amount

Which part of speech is the word discount as it is used in paragraph 15 of Passage 2?

A noun, definition 1

B verb, definition 2

C verb, definition 3

D adjective, definition 4

9. Fill in a bubble in each row to identify the passage that best matches the central idea in the
first column. You will fill in three bubbles.

Passage 1 Passage 2 Both Passages

The government
A B C
controls the economy.

The beliefs of the

people guide the D E F
economy.

Goods and services

G H I
are exchanged.
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10. What purpose is shared by the authors of both passages?

A to argue that a particular type of economy is best

B to explain the main features of one type of economy

C to share an anecdote about someone living in a particular type of economy

D to persuade people to consider moving to a country with a different type of economy

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STOP
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Read the passages “A Pinch of Competition” and “The Four Winds Disagree” and then answer
Numbers 1 through 10.

Passage 1: A Pinch of Competition

Ellie

1 Ellie knew the school baking contest was going to be competitive. The whole town
received an invitation, and although baking would be only one part of the huge yearly
fundraiser, it was always the part people talked about most—especially in Ellie’s family.

2 In Ellie’s family, baking expertise dated back at least three generations, and all of the
traditional recipes bore scribbled notes from grandparent to parent to Ellie. Ellie knew
her cookies were going to make mouths water and pockets turn out. She also knew, with
absolute certainty, that she would walk away with the top prize. So, she wasn’t at all
concerned about a little friendly competition with her best friend, Jerome.

Jerome

3 Jerome’s parents, however, were not bakers. They could stir fry, roast, and grill with the
best of them, but sweets were just not part of the equation.

4 “That doesn’t mean you can’t try,” Ellie insisted on the last day of sign-ups for the baking
contest.

5 “I just wish I could make a main course instead of having to bake something,” Jerome
said. “I don’t even have a mixer.”

6 “So, come over and use mine,” said Ellie. “It will be so much fun.”

7 “I don’t know, Ellie. Are you sure you want to help me beat your cookies?”

8 “As if you could,” Ellie said.

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9 They both laughed and made plans to share Ellie’s kitchen on the day before the big
bake-off.

Ellie

10 On baking day, Ellie’s stomach was a mess of butterflies, and Jerome’s words were
bouncing around in her mind. What if he did manage to win? She thought she ought to root
for him, but all she could think about was how she would feel if her cookies didn’t take the
top prize after so much planning and preparation.

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11 When Jerome arrived, he took the bowl Ellie meant to use for her flour mixture. Ellie
patiently explained that she had a system and pointed him toward the dishes she had set
out for him to use. For ten minutes, they worked in tense silence. But when Ellie reached for
the cinnamon and found Jerome sprinkling it into his bowl—without even using a measuring
cup—she got distracted.

12 “Aren’t you worried that you’ll put in the wrong amount?” Ellie asked.

13 “Not really,” said Jerome. “I’m kind of making it up as I go.”

14 Ellie felt a bit guilty as a wave of relief washed over her. At least I don’t have to worry
about losing to Jerome, she thought.

Jerome

15 Jerome’s muffins smelled delicious. He was pretty sure that if the competition was
judged on smell alone, he would have a sure win. He joked about it to Ellie, but she didn’t
seem amused. She was busy putting her spices back in order again.

16 Jerome secretly thought it would be great to take the top prize. His parents would
certainly be surprised, and maybe Ellie would see that it was okay not to be so particular
about a recipe if he managed to beat her.

17 When the muffins came out of the oven and cooled down, Jerome packed them up and
got ready to leave.

18 “Thanks for letting me use your mixer, Ellie,” Jerome said. “May the best baker win.”

19 “Oh, she will,” said Ellie.

20 “Maybe he will,” said Jerome.

21 He had a feeling they weren’t joking anymore.

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Ellie

22 The next day, Ellie and Jerome stood side by side as the judges sampled the baked
goods. Their greeting that morning had been unusually frosty. The night before, Ellie’s mom
had commented on how wonderful the kitchen smelled. When Ellie held up a cookie, her
mom said the smell she was thinking of was more of a cinnamon smell—like a cinnamon
muffin—and this had put Ellie in a bad mood.

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Jerome

23 Jerome fidgeted next to Ellie. Her cookies were just as delicious as she had insisted they
would be. Jerome made his dad buy two from the sale booth before the judging so he could
try one for himself without Ellie knowing. He wished her cookies had tasted bad, but instead,
his stomach growled for another. One look at Ellie’s face and Jerome knew he could never
tell her that. Her self-assured expression made it clear she was positive she would win, and
he didn’t want to compliment her at all.

Ellie

24 The judge took the microphone. Ellie cast a sideways look at Jerome, thinking she ought
to tell him good luck, but she couldn’t find the words. Apparently, he couldn’t either. He met
her eyes for just a second and then looked pointedly away.

25 “Top prize in baking goes to . . .” said the judge, who then paused for a hundred years.
“Mikhail Harris!”

26 Ellie’s mouth dropped open, and she felt her face warming up. Not only had she lost, but
also, she hadn’t even lost to Jerome!

Jerome

27 Jerome’s stomach sank. He really thought he’d done an award-winning job. Maybe the
muffins weren’t so tasty after all.

28 Jerome looked at Ellie and suddenly felt very sorry for hoping she didn’t win.

29 “Hey, Ellie,” he said. “I’m sorry things got so . . .”

30 “Antagonistic?” she said.

31 “Yes. Maybe we should have teamed up and worked together instead.”

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32 Ellie thought for a moment and then said, “You know, I think a little competition is okay,
but next time, we’ll just have to remember to act like better friends.”

33 Jerome liked that idea. Together, they made their way to the sale booth so they could try
each other’s final product. Ellie’s cookies and Jerome’s muffins were completely sold out.

34 Jerome laughed. “Well, the judges might not have considered them a prize, but everyone
else did!”

“A Pinch of Competition” written for educational purposes.

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Passage 2: The Four Winds Disagree

Based on a traditional Greek myth

35 Long ago in Thrace, in a great cavern on Mount Haimos, lived Aeolus, the keeper of the
winds. Living with him were the Anemoi, also known as the gods of the winds. Boreas was
North Wind, Notus was South Wind, Eurus was East Wind, and Zephyrus was West Wind.
Together, they made sure all the winds blew across the Earth. But sometimes there would be
too much wind, and at other times, too little.

36 The Anemoi often appeared as young men with huge, majestic wings that allowed
them to travel as fast as lightning through the air. Also, if they desired, they could transform
themselves into swift horses that galloped in front of the winds.

37 Although they shared the same gifts, each god had a distinctive personality. Boreas, the
largest of the four, was cold, showing little emotion, and was not above bullying his brothers.
Notus was tall and hot-tempered, throwing tantrums when he did not get his way. Eurus was
a gloomy sort, plodding along behind his brothers, complaining about this or that. Then there
was Zephyrus, the timid but wise one; he had a gentle temperament.

38 One day, Aeolus heard a tumult of enraged voices, and he hurried to see what the
commotion was about. He came upon the four gods, who were infuriated and yelling at one
another. Notus had transformed himself into a raging stallion, tossing his mane, his hooves
kicking up large clouds of dirt. Boreas was stomping about, waving his arms. Eurus and
Zephyrus stood by, exasperated.

39 Aeolus clapped his hands to silence the uproar.

40 “What is wrong with all of you?” Aeolus asked, staring harshly at each god. “You are
making enough noise to shake the heavens!”

41 “He started it,” said Eurus, pointing his finger at Boreas. “He said he should be the one Copyright © Savvas Learning Company LLC. All Rights Reserved.

that blows the gustiest wind and the rest of us should be content to waft gentle breezes,
and it’s not fair! I want to trade my wind for one of theirs.” Eurus’s face looked as stormy as
he felt.

42 “Why shouldn’t I have the biggest gusts?” bellowed Boreas. “Everyone knows I have the
strongest and coldest winds!”

43 “Not true,” said Notus, interrupting him. “I have strong winds, too, that can blow anything
about—the only difference is that my winds are warm. Eurus and Zephyrus’s winds have
hardly any strength at all. They should not even try—they would be out of breath before they
finished.” With that, Notus and Boreas laughed heartily.

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44 Aeolus shook his head and then spoke.

45 “This is ridiculous. Each of you has special gifts that reflect who you are. And—” Aeolus
paused, looking at each wind god carefully. “You each can help the other. Now solve this
problem, and do it peacefully.”

46 The four gods looked at each other, wondering who would act first. Zephyrus had an
idea, but he hesitated. He thought they could all use their gifts without competing against
one another. Then he said, “Perhaps each of us can have a special time of year when our
wind is dominant.” He explained his idea. Soon, all four agreed, and from that day on, each
god had his own season when he could display his unique powers to their fullest.

47 Boreas assumed the shape of a bearded man with wings. He is the keeper of the
North Wind, known for his cold, blustery breath and for bringing blizzards and freezing
temperatures, and his season is winter.

48 Zephyrus, who is in charge of the West Wind, is still considered the gentlest of the four.
His gentle breezes are filled with the promise of renewal and help trees form a green canopy
across the land. His season is known as spring.

49 Notus is the keeper of the South Wind. He is a hot-tempered fellow who can make crops
wither. His tremendous storms can be frightful, but they bring nourishment to the lands. His
season is summer.

50 Eurus is in charge of the East Wind, considered by many to be unlucky because the
winds from the east bring rain and blow the leaves off the trees. However, there are nights
when his calming breezes cool down the heat of the day. His season is called autumn.

“The Four Winds Disagree” written for educational purposes.

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Now answer Numbers 1 through 10. Base your answers on the passages “A Pinch of
Competition” and “The Four Winds Disagree.”

1. Read this phrase from Passage 1.

“make mouths water and pockets turn out” (paragraph 2)

What does the author suggest with this phrase?

A that people will find the cookies sweet and worth the money

B that people will love the cookies and want to purchase many of them

C that people will eat some cookies and take more home in their pockets

D that people will not have money for other baked goods after eating the cookies

2. What can the reader tell from the description of Ellie on baking day in paragraph 10 of
Passage 1?

A Ellie is angry.

B Ellie is nervous.

C Ellie is getting sick.

D Ellie is jealous

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3. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

What can the reader infer about Ellie in Passage 1?

A Ellie realizes Jerome doesn’t know how to read the recipe properly.

B Ellie is bothered because Jerome is making too much of a mess in her kitchen.

C Ellie believes Jerome will make a mistake because his family is not full of bakers.

D Ellie thinks Jerome will lose because he is not measuring things carefully the way she
does.

Part B

Which sentence from the passage supports the answer in Part A?

A “‘I just wish I could make a main course instead of having to bake something,’ Jerome
said.” (paragraph 5)

B “When Jerome arrived, he took the bowl Ellie meant to use for her flour mixture.”
(paragraph 11)

C “‘Aren’t you worried that you’ll put in the wrong amount?’ Ellie asked.” (paragraph 12)

D “She was busy putting her spices back in order again.” (paragraph 15)
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4. Why do paragraphs 25 through 28 mark a turning point in Passage 1?

A Ellie and Jerome change their minds, and each wants the other to win.

B Ellie and Jerome recognize that both of their entries are flawed because neither has
won.

C Ellie and Jerome find out the results of the contest, so they are not competing anymore.

D Ellie and Jerome experience disappointment and realize they were too focused on
competing with each other.

5. The word antagonistic comes from the Greek words anti–, which means “opposed to,” and
agon, which means “a struggle or contest.” What does antagonistic mean as it is used in
paragraph 30 of Passage 1?

A calculating

B competitive

C motivated

D tense

6. How do Zephyrus’s internal thoughts in paragraph 46 help develop the plot of Passage 2?

A Aeolus demanded they solve the problem peacefully, and they did.

B Zephyrus worked out a solution on his own, and it ended the fighting.

C The joking by Boreas and Notus toward the other two gods led them to work toward a
solution.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

D Zephyrus believed each god could use his skill without fighting, and his suggestion led
to peaceful teamwork.

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7. Which external response by a god helps develop the plot of Passage 2?

A Boreas stomped about, waving his arms.

B Eurus and Zephyrus stood by, looking angry.

C Aeolus demanded they solve the problem peacefully, and they did.

D Notus transformed himself into a raging stallion, tossing his mane and kicking up clouds
of dirt.

8. Read this sentence from Passage 2.

“The Anemoi often appeared as young men with huge, majestic wings that allowed them to
travel as fast as lightning through the air.” (paragraph 36)

Which statement best describes the figurative language in the sentence?

A It is personification; it gives human qualities to the gods.

B It is a simile; the speed of the gods is as fast as lightning.

C It is hyperbole; the gods are described as exaggerated beings.

D It is a metaphor; it compares the gods’ wings to those of a king.

9. Read this sentence from Passage 2.

“His gentle breezes are filled with the promise of renewal and help trees form a green canopy
across the land.” (paragraph 48)

What is the meaning of the word canopy as it is used in this sentence?

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A cover

B liquid

C mask

D crown

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10. Which sentence states a theme that is shared by both Passage 1 and Passage 2?

A Holding a contest can be lots of fun.

B Competition can lead to challenges in relationships.

C Dividing a task into smaller parts makes it easier to tackle.

D It is more important to win than it is to have fun making something.

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Read the passages “The Roman Republic” and “What Is Democracy?” and then answer
Numbers 1 through 10.

Passage 1: The Roman Republic

Ancient Rome is thought to be the first civilization to apply the concept of representative
democracy—a government that includes representatives elected by the people. This phase of
Roman civilization, known as the Roman Republic, lasted from 509 to 27 B.C. It ended when Rome
became an empire ruled by emperors.

1 When we think about the concept of democracy, we likely think about our own country,
the United States of America. The United States is known for being a democratic country.
That’s why our founders wanted independence from Britain in the first place. But did you
know that some of the basic ideas behind democracy are much older than our country? The
Roman Republic can be credited with laying the groundwork for our democracy.

History

2 The Romans had been ruled by the Etruscans. In 509 B.C., when the Romans overthrew
the Etruscan king and forced the Etruscans out of Rome, they established their own
government. Instead of having another king, they decided that the people should be able to
choose their own leaders. This type of government is called a republic. Electing officials was
of great importance. The Romans were the first to establish this type of government.

3 Roman society was made up of two classes—the Patricians and the Plebeians.
The Patricians were wealthy land owners and military leaders. The Plebeians were poor
merchants, artisans, farmers, and former enslaved people. The Plebeians made up the
majority of society, but the Patricians held the power. The Patricians decided to choose two
men from the Patrician class to serve as consuls who would lead the republic. Consuls had
advisors called senators. This was the start of having a government chosen by the people.

4 Only one group of people, the Patricians, was allowed to choose the leaders. The
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Plebeians had no say. Without representation in government, Rome was not a democracy.
Over time, Plebeians began to demand more rights, and those rights were granted.

Constitution

5 One of the results of the Plebeians’ demands was the writing down of laws. Before the
laws were written down, only the Patricians knew them, and they could change the laws so
that they were beneficial to their class. This was a big advantage for the Patricians, and the
Plebeians argued that the laws should be recorded in writing so everyone would know them.
In about 450 B.C., the laws were written on twelve bronze tablets. Once the laws were in
writing, they applied equally to everyone.

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Division of Government

6 The Romans divided their government into three parts. There were the two consuls and
the senators who advised them, from the Patrician class. There was also an assembly of
citizens. Plebeians had representation in the assembly and chose tribunes, who were equal
to the senators. Tribunes had the power to prevent laws from being passed. After a while,
the Plebeians were able to choose one of the consuls as well. Both classes of people were
represented in government by people they chose.

Checks and Balances

7 A system of checks and balances prevented one part of the government from becoming
too powerful. The senators represented the Patricians. The senators nominated the consuls,
who were elected by the people to serve a one-year term. The two consuls had to agree in
order to make a decision, so neither one had too much power. The assembly gave voice
to the needs of the Plebeians. This idea of three branches of government that check and
balance each other is a key component of our modern democracy.

Civic Duty

8 Since the people of Rome did not have a king who they could rely on to control them,
they had to make their own decisions and take an active role in government. They worked
to improve their communities and to defend the Republic against enemies through military
involvement. Roman citizens had civic duties to keep the Republic strong.

9 Though the Roman Republic was not a democracy, many democratic ideals stem from
that civilization. The concepts of writing down laws, having a three-part government with
checks and balances, and citizens actively participating in making society better through
civic duty all come from the Roman Republic.

“The Roman Republic” written for educational purposes.

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Passage 2: What Is Democracy?

10 The central idea behind a democracy is rule by the people. The word democracy
comes from the Greek demos, meaning “people.” The concept may have originated in the
year 507 B.C. in Athens, Greece, when the leader, Cleisthenes, began making political
reforms. His system had three separate parts: an organization that wrote laws, a council of
representatives, and a court system. This democracy lasted only two centuries but may be
one of the most enduring contributions from an ancient civilization.

11 There are different types of democracies around the world. While it is possible to have
a direct democracy in which citizens participate directly in decision making, most large
societies, like the United States, have elected representatives. The representatives make
political decisions on behalf of the people they represent.

12 While democracy does not mean “freedom,” many rights that we associate with freedom
are a part of a democracy. These include freedom of speech, freedom of assembly, and
freedom to protest. People are able to speak their minds and peacefully protest what they
don’t like. Religious freedom and a free media are also hallmarks of a modern democracy.
Finally, free and fair elections are critical to the democratic process.

13 The United States has a constitutional democracy. Our Constitution states the
government’s obligations and its limitations. The Constitution establishes the authority of the
federal government, provides guarantees for basic rights, and sets forth the government’s
basic operating procedure. It is the supreme law of the land and applies to everyone, though
it is meant to be a flexible document. It can be amended, or changed, when needed.

14 The Constitution is organized into three parts:

• the Preamble, which describes the purpose of the document;

• the seven Articles, which establish how the government is structured and how the
Constitution can be changed; and
• the Amendments, which list changes to the Constitution. The first ten amendments
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are the Bill of Rights.

15 Though the ancient Athenian democracy did not last, we have embraced many of its core
principles. Our constitutional democracy is built on concepts of rule by the people, a court
system, and separate branches of government.

“What Is Democracy?” written for educational purposes.

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Now answer Numbers 1 through 10. Base your answers on the passages “The Roman
Republic” and “What Is Democracy?”

1. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Read this sentence from Passage 1.

“Before the laws were written down, only the Patricians knew them, and they could change
the laws so that they were beneficial to their class.” (paragraph 5)

What does the word beneficial mean as it is used in Passage 1?

A encouraging

B favorable

C promising

D supportive

Part B

Fill in the bubble before the underlined word from paragraph 5 that best helps the reader
determine the correct meaning from Part A.

“One of the A results of the Plebeians’ demands was the writing down of laws. Before the
laws were written down, only the Patricians knew them, and they could change the laws so
that they were beneficial to their class. This was a big B advantage for the Patricians, and
the Plebeians C argued that the laws should be recorded in writing so everyone would know
them. In about 450 B.C., the laws were written on twelve bronze tablets. Once the laws were
Copyright © Savvas Learning Company LLC. All Rights Reserved.

in writing, they applied D equally to everyone.”

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2. Fill in the bubble before the sentence from paragraph 2 of Passage 1 that best supports the
inference that the Romans did not enjoy being ruled by a king.

“ A The Romans had been ruled by the Etruscans. In 509 B.C., when the Romans overthrew
the Etruscan king and forced the Etruscans out of Rome, they established their own
government. B Instead of having another king, they decided that the people should be
able to choose their own leaders. This type of government is called a republic. C Electing
officials was of great importance. D The Romans were the first to establish this type of
government.”

3. How is the idea of civic duty elaborated in Passage 1?

A The author provides an example of people serving in the military.

B The author emphasizes that a king cannot tell Romans what to do.

C The author explains how the assembly voiced the needs of the common people.

D The author includes an anecdote of someone helping to make the community better.

4. What evidence does the author of Passage 1 give to support the claim that the Roman
Republic should be credited with laying the groundwork for our democracy?

A Romans overthrew the Etruscan king.

B Romans wrote down their laws on tablets.

C Roman society was made up of two classes.

D Roman Patricians helped choose their leaders.

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5. Read this sentence from Passage 2.

“Though the ancient Athenian democracy did not last, we have embraced many of its core
principles.” (paragraph 15)

Which word or phrase has a similar connotation to embraced?

A clasped

B gripped

C eagerly accepted

D hugged tightly

6. What is the purpose of the author using bullet points in paragraph 14 of Passage 2?

A The bullet points help readers clearly identify the three parts of the Constitution.

B The bullet points alert readers that this is the most important part of the passage.

C The bullet points tell readers the order of importance of the parts of the Constitution.

D The bullet points help readers understand the process used for writing the Constitution.

7. How is the idea of democracy introduced in Passage 2?

A The author discusses our current democracy.

B The author defines many types of democracies.

C The author provides historical background and context. Copyright © Savvas Learning Company LLC. All Rights Reserved.

D The author explains the difference between democracy and freedom.

8. Fill in the bubble before the underlined word that helps the reader determine the meaning of
flexible as it is used in paragraph 13 of Passage 2.

“The United States has a constitutional democracy. Our Constitution states the government’s
obligations and its A limitations. The Constitution establishes the B authority of the federal
government, provides guarantees for basic rights, and sets forth the government’s basic
operating procedure. It is the C supreme law of the land and applies to everyone, though it
is meant to be a flexible document. It can be amended, or D changed, when needed.”

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9. Which three details should be included in a summary of both passages?

A A democracy is almost the same thing as a republic.

B A democracy typically has different parts of government.

C A democracy can start when the people overthrow a king.

D Having a democracy is not necessarily the same as having freedom.

E Every person in a democracy must take an active role in government.

F Aspects of democracy are known to have been a part of ancient civilizations.

G People having representation in government is a core feature of a democracy.

10. How do the authors of both passages develop their point of view about ancient civilizations
and democracy?

A They credit ancient civilizations with developing important aspects of democracy.

B They express a desire to go back to ancient civilizations and experience early

democracy.

C They explain the ways in which ancient civilizations had an inferior idea of democracy
compared to what we have now.

D They convey frustration that rulers of ancient civilizations did not allow all of their people
to participate in democracy.
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Read the passage “Getting There” and then answer Numbers 1 through 5.

Getting There
1 Chris woke up early on Sunday morning, even earlier than he usually woke up on a
school day. He jumped out of bed and threw his clothes on, grinning the whole time. He had
carefully packed his backpack the night before, and now he grabbed it and bolted down the
stairs into the kitchen, where his older sister Jessie was already at the table eating a bowl of
cereal.

2 “When do you think Grandma will be here?” Chris asked, pouring cereal from the box on
the table into his waiting bowl.

3 “I don’t know, but Mom’s on the phone with her now,” Jessie said between bites.

4 Remembering something from the night before, Chris picked up his backpack and
unzipped the front pocket. He pulled out a carefully folded napkin, opened it up, and held it
out to Jessie. “Look at this. I found a four-leaf clover yesterday at the park, and Mom said
they’re good luck.”

5 “That’s cool,” Jessie said. “Maybe that means Grandma will take us to a movie tonight.”

6 Chris carefully refolded the napkin around the clover, placed the napkin back in the
pocket, and zipped the pocket shut. He was just adding milk to his cereal when his mom
came into the kitchen, tucking her cell phone into her pocket.

7 “Mom, when is Grandma coming?” Chris asked, almost spilling the milk as he set it
down on the table.

8 His mom frowned and said, “Her car is in the shop, so she’s not going to be able to
make it.”

9 “Oh, no!” Chris cried. This is rotten luck, he thought, very rotten luck!
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10 “Does that mean we can’t visit her today?” Jessie asked.

11 “Actually, I was thinking you two could take the train,” Mom replied.

12 Chris perked up again. “Really? I love the train!” That’s good luck! Maybe the clover
works after all, he thought.

13 “Yes, but not until you finish your breakfast,” she said, pointing at Chris’s abandoned
bowl.

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14 Chris scarfed down the remainder of his breakfast and practically skipped the whole way
to the Harlem–125th Street station. He bounced impatiently as his mom purchased tickets
for the New Haven train to Bridgeport. After taking their seats in the coach car, Chris and
Jessie waved at Mom from the window as their train rolled out of the station.

15 “I love the train,” Chris said, pressing his face against the window to see as much as he
could of the densely packed buildings creeping and then racing past as the train built up
speed. He watched for landmarks as the train made its way through the bustling city.

16 “You mentioned that a couple of times,” Jessie said, tousling Chris’s hair.

17 “I don’t get carsick on the train, and you know how I hate getting carsick,” Chris said.

18 Jessie didn’t answer. She was already engrossed in the scenery, so Chris settled back
into his seat and watched the city fly by. His favorite thing about riding the train was the
ever-changing view and the way the buildings flashing by made him feel like he was flying.

19 Eventually, the buildings became sparser and lower to the ground as the city faded into
trees and countryside. The forest was growing thicker by the second, and Chris knew it
wouldn’t be long before they reached the Bridgeport station. Chris grew excited again at
the thought of reaching Grandma’s house; the Sundays he and Jessie visited her were the
best. He glanced at his backpack, visualizing the four-leaf clover inside. He hoped he’d have
good luck again and Grandma would have a fresh batch of gingerbread cookies cooling
on the rack. Gingerbread was his favorite. Last time they had visited, Grandma had baked
chocolate chip instead, which were Jessie’s favorites.

20 The train was nearing the edge of the suburbs, closing in on their stop, but suddenly it
occurred to Chris that the houses weren’t zipping by as fast as they usually did. The train
kept moving more slowly until it finally came to a stop, but the station was nowhere to be
seen. Chris’s heart pounded. More bad luck? he wondered.

21 Chris tugged at his sister’s arm. “Do you know why we stopped?”
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22 Jessie shook her head. “I’m not sure.”

23 “Are we going to make it to Grandma’s?” Chris asked. He started to say more, but the
intercom chimed, and Jessie held a finger over his lips.

24 “Attention passengers,” said a soft voice that came from the speakers. “We are
experiencing a small electrical issue. We will be on our way shortly, and we apologize for any
inconvenience.”

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25 “It sounds like we’re fine. I’ll just call Grandma and let her know we’ll be late,” Jessie
said. Chris sank back in his seat, relieved.

26 The train was moving again before Jessie even finished the call. Chris picked up his
backpack and hugged it to his chest, his gaze moving back to the window. It wasn’t long
before the train pulled into the Bridgeport station and Chris and Jessie departed together.
Grandma was there waiting for them, waving from in front of a taxi. Chris dashed over and
gave her a hug.

27 “Grandma, I have to show you my four-leaf clover,” Chris said. “It’s good luck!”

28 “You found a four-leaf clover? That’s fantastic, dear,” Grandma said, her whole face
breaking into a warm, wide smile. “What wonderful luck it will bring you! You can show
me on the way home, and when we get there, I have some fresh gingerbread cookies just
waiting for you.”

“Getting There” written for educational purposes.

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Now answer Numbers 1 through 5. Base your answers on the passage “Getting There.”

1. What is the best summary of the passage?

A A boy has been looking forward to his grandmother’s visit, but when her car ends up in
the shop, she can’t make the trip. He feels disappointed until his mother suggests that
he and his sister take the train to his grandmother’s house. He is hopeful that a four-leaf
clover he found will give him good luck on the visit. Several obstacles arise that make
him worry that the visit will not happen. The boy thinks about his luck with each change
of circumstance. Ultimately, the boy has good luck, and the visit happens.

B A boy rides the train to visit his grandmother. He prefers riding the train because cars
make him feel sick, so he considers getting to ride the train to be good luck. He thinks
the good luck comes from a four-leaf clover he found in the park. Even when the train
stops briefly, the boy feels lucky because it starts moving again quickly and gets him to
his grandmother safely.

C A boy wants to visit his grandmother. He picks a four-leaf clover in hopes that it will give
him good luck and make the visit happen. His mother tells him that his grandmother
cannot come to pick him up, but that turns out to be good luck because it means he
gets to ride a train. The boy gets to his grandmother’s house and feels lucky.

D A boy and his sister visit their grandmother together. They take the train and are pleased
to find out that their grandmother has made cookies. This is a welcome discovery
because along the way, they encounter several obstacles that make them worry that the
visit will be either cancelled or delayed.

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2. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Which word best describes Chris’s attitude toward the four-leaf clover?

A anxious

B curious

C confident

D hopeful

Part B

Which sentence from the passage supports the answer in Part A?

A “He pulled out a carefully folded napkin, opened it up, and held it out to Jessie.”
(paragraph 4)

B “Chris carefully refolded the napkin around the clover, placed the napkin back in the
pocket, and zipped the pocket shut.” (paragraph 6)

C “He hoped he’d have good luck again and Grandma would have a fresh batch of
gingerbread cookies cooling on the rack.” (paragraph 19)

D “Chris tugged at his sister’s arm. ‘Do you know why we stopped?’” (paragraph 21)
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3. How do paragraphs 19–21 contribute to the plot?

A They provide reasons why Chris feels lucky to ride the train.

B They focus on why this train trip is slower than previous trips.

C They describe the setting to show where the story takes place.

D They establish that Chris defines events as being good luck or bad luck.

4. Which detail from the passage supports the inference that Chris is worried about getting to
his grandmother’s house?

A “‘. . . I hate getting carsick,’ Chris said.” (paragraph 17)

B “Chris’s heart pounded.” (paragraph 20)

C “He started to say more, but the intercom chimed, and Jessie held a finger over his
lips.” (paragraph 23)

D “Chris picked up his backpack and hugged it to his chest, his gaze moving back to the
window.” (paragraph 26)

5. Read this dictionary entry.

grow (groh) v. 1. to change physically in size 2. to gradually become 3. to develop into a

state of maturity 4. to cultivate or produce crops

Which definition helps you understand how growing is used in paragraph 19?

A to change physically in size

Copyright © Savvas Learning Company LLC. All Rights Reserved.

B to gradually become

C to develop into a state of maturity

D to cultivate or produce crops

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Read the passage “Abiaka (Sam Jones) and the Seminole Wars” and then answer Numbers 6
through 10.

Abiaka (Sam Jones) and the Seminole Wars

1 The Seminole tribe can be traced back 12,000 years to land that is currently in
Florida and southern Georgia. Seminole people lived on this land well before the Spanish
colonization of the area. By 1800, they had established many villages, where they hunted,
fished, farmed, and gathered wild foods to eat. The word Seminole is derived from the
Spanish word cimarrón, meaning “wild” or “untamed.” This indigenous group, descendants
of whom call themselves “Unconquered People,” put up resistance against white settlement
of their lands.

2 In the early 1800s, when our nation was still new, members of the American government
wanted to expand the country by taking control of Florida. This put the United States at
odds with Spain, who controlled the land, and Britain, who had been trading weapons with
the Seminole and people who had escaped slavery. Many conflicts erupted between the
Spanish and the Americans over which country would control the land and people. A treaty
was signed between Spain and the United States in 1819, and Florida officially became a
United States territory in 1822.

3 After the territory was established, northern settlers began moving to the area, causing
conflict with the Seminole, who were already there. The tribes moved farther and farther
south into the Everglades. During the 1820s and 1830s, the United States tried to convince
Native Americans to sell their animals and leave their homeland to move west of the
Mississippi River to Arkansas Territory. The Indian Removal Act of 1830 showed that the
government was determined to open the land to white settlement by removing Native
Americans from the southeast.

4 The Second Seminole War resulted from an agreement for removal of Seminole people,
known as the Treaty of Payne’s Landing. The war began in 1835 and lasted for seven years.
The United States government committed money and troops to move Native Americans from
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Florida to Oklahoma. But about half of the Seminole refused to move. Some of their leaders
and scouts had gone to see the proposed new land. The land was unfamiliar to them, and
they worried they would not be able to survive in the area. The hunting, trapping, and fishing
that had sustained them in Florida would prove to be difficult in this new location.

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5 One of the most significant Seminole leaders of the time was Abiaka, otherwise known
as Sam Jones. Abiaka was a medicine man, spiritual leader, and war chief who encouraged
Seminole warriors in their efforts against U.S. government forces. He led troops in the battles
of Lake Okeechobee and Pine Island Ridge. Abiaka believed deeply that the best course for
Seminole was to stay in Florida.

6 When the fighting eventually ended, Abiaka was the only Seminole leader who remained
in Florida, along with a few hundred others from his tribe. These people lived in remote
wilderness areas in the Everglades and survived by fishing, hunting, and trapping. They
traded with others at frontier outposts. Many of the descendants of these resistors still live in
Florida today. Sam Jones is honored by a statue at the front of the Ah-Tah-Thi-Ki Museum on
Big Cypress Seminole Indian Reservation. The statue depicts him helping a woman and child
to safety.

“Abiaka (Sam Jones) and the Seminole Wars” written for educational purposes.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Now answer Numbers 6 through 10. Base your answers on the passage “Abiaka (Sam Jones)
and the Seminole Wars.”

6. Fill in the bubble before the sentence in paragraph 5 that best shows how the author
introduces Abiaka as an important figure.

“ A One of the most significant Seminole leaders of the time was Abiaka, otherwise
known as Sam Jones. B Abiaka was a medicine man, spiritual leader, and war chief who
encouraged Seminole warriors in their efforts against U.S. government forces. C He led
troops in the battles of Lake Okeechobee and Pine Island Ridge. D Abiaka believed deeply
that the best course for Seminole was to stay in Florida.”

7. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

How is the author’s purpose developed in the passage?

A The author presents Abiaka as a notable leader.

B The author describes why Abiaka had a following.

C The author illustrates what Florida was like in the past.

D The author explains how the Seminole structured their society.

Part B

Fill in the bubble before the underlined phrase from paragraph 6 that supports the answer in
Part A.

“When the fighting eventually ended, Abiaka was the only Seminole leader who A remained
in Florida, along with a few hundred others from his tribe. These people lived in B remote
Copyright © Savvas Learning Company LLC. All Rights Reserved.

wilderness areas in the Everglades and C survived by fishing, hunting, and trapping. They
traded with others at frontier outposts. Many of the descendants of these resistors still live in
Florida today. Sam Jones is D honored by a statue at the front of the Ah-Tah-Thi-Ki Museum
on Big Cypress Seminole Indian Reservation. The statue depicts him helping a woman and
child to safety.”

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8. How does the text in paragraphs 3 and 4 contribute to the development of ideas?

A The text provides information about the difficulties with establishing territory.

B The text gives historical context for the Seminole need for strong leadership.

C The text describes how the Seminole survived by hunting and trapping.

D The text explains reasons why people moved to Florida.

9. Read this sentence from the passage.

“The indigenous people would not let themselves be dominated by the Europeans.”
(paragraph 1)

Which word shows the correct connotation of dominated?

A overlooked

B conquered

C governed

D ruled

10. Read this sentence from the passage.

“This put the United States at odds with Spain, who controlled the land, and Britain, who
had been trading weapons with the Seminole and people who had escaped slavery.”
(paragraph 2)

What does the phrase at odds with show? Copyright © Savvas Learning Company LLC. All Rights Reserved.

A The United States was out of step with Spain and Britain.

B The United States was in opposition to Spain and Britain.

C The United States had a misunderstanding with Spain and Britain.

D The United States had a difference of opinion with Spain and Britain.

STOP
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Read the passage “Winner Takes All!” and then answer Numbers 1 through 5.

Winner Takes All!

Characters
IAN, teenage boy
LAUREN, Ian’s teenage older sister
MOTHER, Ian and Lauren’s mother

SCENE 1
1 [A teenage boy’s bedroom. Ian practices a magic trick while his sister sings loudly in the next
room.]

2 LAUREN: Do-re-mi-fa-sol-la-ti-do. DO-RE-MI-FA-SOL-LA-TI-DOOO.

3 IAN: [In a bellowing voice.] Cut it out! I‘m trying to concentrate!

4 MOTHER: Ian, you’re running late. It’s time for breakfast!

5 IAN: [Grabs books and races downstairs into the kitchen. Speaks to Lauren.] It sounds like
you have a frog in your throat.

6 LAUREN: [Smirks at Ian while eating her cereal.] I’d rather have a frog in my throat than pull
a rabbit from a hat. Do you really think you can win the community center talent show with a
magic act?

7 IAN: Why do you have to spoil everything? You didn’t even want to enter the talent show
until I started practicing my magic act. It’s not fair!

8 LAUREN: Don’t worry, little brother. I’m sure you can take second place. Too bad there isn’t
a prize for the runner-up. Now, what should I do with the $100 prize I’m going to win?

9 IAN: [Lunges across the table at his sister, knocking over her cereal bowl.] You take that
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back! I’m going to win this competition! You’ll see!

10 LAUREN: Would you like to make a bet? If I win the talent show and the $100 prize, you’ll
have to do my chores for a month. But if you win the talent show, I’ll do your chores.

11 IAN: You have yourself a deal. Winner takes all!

12 MOTHER: Enough! Clean up this mess quickly, and then out the door with you both. You’ll
miss the school bus if you don’t hurry.

13 [Lauren and Ian clean up their breakfast dishes and then walk to the bus stop.]

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14 LAUREN: You aren’t really angry with me, are you? I mean, it’s only a community talent
show. Besides, it’s not my fault that I’m such a good singer.

15 [Ian turns away from Lauren, and the siblings wait in silence for the bus to arrive.]

SCENE 2
16 [Ian returns to his bedroom after school to continue practicing for the show by making a
rabbit disappear and reappear.]

17 IAN: The rabbit goes into the box and then disappears! [He waves his hand with a flourish, as
if to say “ta da!”]

18 [Lauren walks by Ian’s room and realizes his door is ajar; she peeks in through the crack and
watches Ian make the rabbit disappear and reappear three more times.]

19 LAUREN: [Whispering to herself.] His trick is brilliant! How does he make that rabbit
disappear?

20 [Lauren watches as Ian slouches onto his bed.]

21 IAN: [Speaking to his rabbit as he pets it.] I don’t stand a chance against my sister and her
voice. I don’t even care about the prize money. I was just excited to be number one for once.

22 LAUREN: [Talking to herself behind the door.] Oh, no! I didn’t mean for this to happen! There
has to be a way I can fix this with Ian.

23 [Lauren taps her foot impatiently for a few moments before bursting into Ian’s room.]

24 LAUREN: Ian! Ian! I have an idea!

25 [Lauren talks to her brother excitedly while he listens, continuing to pet the rabbit.]
Copyright © Savvas Learning Company LLC. All Rights Reserved.

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SCENE 3
26 [Lauren and Ian wait nervously backstage at the talent show.]

27 IAN: Are you sure this plan is going to work? The acts before us were good. Who would have
thought a sock puppet could be so funny?

28 LAUREN: The guy with the sock puppet was not that good, and besides, your magic act is
extraordinary!

29 [The talent show announcer calls their names. Lauren walks confidently onstage, pulling Ian
reluctantly behind her.]

30 LAUREN: Prepare to be amazed by my younger brother, the Incredible Ian!

31 [Ian begins his trick by first making his rabbit disappear; the crowd claps enthusiastically.]

32 IAN: And now, for my final feat, I will make my singing sister disappear!

33 [Lauren begins to sing as she carefully steps into Ian’s magic box. Ian closes the box and
gives it two taps, while Lauren continues singing.]

34 IAN: Hocus pocus, abracadabra! [Ian opens the box to reveal that it’s empty; however, the
sound of Lauren’s singing remains loud and clear, causing the audience to be amazed and
erupt with applause.]

35 [Ian makes his sister reappear, and they bow in front of the audience before exiting the
stage.]

36 LAUREN: I told you! You were a great success!

37 IAN: I couldn’t have done it without you, and it looks like you and I make a much better team
than we do competitors.
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38 LAUREN: I agree. They say “all is fair in love and war,” but I’d rather just love my brother
than go to war with him over something as silly as a talent show competition! Now be quiet!
They’re about to announce the winner!

39 ANNOUNCER: And the winner, or should I say “winners,” of this year’s community-center
talent show are—Lauren and Ian!

40 [The siblings run to the center of the stage and accept their prize. They grin and bow happily
before leaving the stage hand in hand.]

“Winner Takes All!” written for educational purposes.

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Now answer Numbers 1 through 5. Base your answers on the passage “Winner Takes All!”

1. Read the dictionary entry for the word slouch.

slouch \slowch\

v. 1. to stand in a lazy way 2. to sit in a drooping way 3. to bend the brim of a hat
downward 4. to behave in a relaxed way

Which definition most closely matches the word slouches as it is used in paragraph 20?

A to stand in a lazy way

B to sit in a drooping way

C to behave in a relaxed way

D to bend the brim of a hat downward

2. Read these sentences from the passage.

“The rabbit goes into the box and then disappears! [He waves his hand with a flourish, as if
to say ‘ta da!’]” (paragraph 17)

What does the word flourish mean?

A a sweeping gesture

B to become very influential

C to grow in a thick and full way Copyright © Savvas Learning Company LLC. All Rights Reserved.

D a loud clap meant to get attention

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3. What causes Lauren to realize she made a mistake in entering the talent show?

A She sees that the other acts in the talent show are better than hers.

B She realizes that Ian has a better chance of winning the prize money.

C She learns that Ian wants to compete with her instead of against her.

D She overhears Ian talking to himself about how he doesn’t stand a chance of
beating her.

4. What is the best summary of the passage?

A Ian practices for the debut of his magic act at the community talent show. He becomes
angry with his sister Lauren after she decides to enter the talent show, too, and
compete with her singing act. Ian doesn’t feel confident about beating her because
she’s so good, and he resents that she entered. However, Lauren has an idea that
allows them both to be winners.

B Ian practices for the debut of his magic act at the community talent show. He and his
sister Lauren like to do things together, so she enters the talent show, too, to compete
with her singing act. Ian and Lauren make a friendly bet about who will win. The winner
doesn’t have to do any chores for a month.

C Lauren overhears Ian practicing his magic act. He performs his trick successfully three
times. She’s worried he’s doing so well that she won’t be able to beat him, so she
decides she needs a significantly different act for the upcoming talent show.

D Lauren and Ian like to perform together. Instead of competing to see who wins their bet
about chores, Lauren suggests they combine their acts. Ian makes Lauren disappear as
she sings onstage. They win the talent show.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

5. Why is the argument between Ian and Lauren in Scene 1 important to the plot?

A It shows that the mother is an important character.

B It highlights how much Ian and Lauren love each other.

C It establishes the underlying conflict throughout the play.

D It explains why Lauren is always so angry with her brother.

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Read the passage “Marjorie Kinnan Rawlings and Her House” and then answer Numbers 6
through 10.

Marjorie Kinnan Rawlings and Her House

1 Marjorie Kinnan Rawlings was an American short story writer and novelist. She was
born in Washington, D.C. in 1896, spent much of her childhood in Wisconsin, and died in
St. Augustine, Florida, in 1953.

2 Rawlings became well known for her writing as a child. She was first published in The
Washington Post at age 11, and she won a national writing contest for McCall’s magazine
when she was 16. Early in her career, she worked as a newspaper reporter while pursuing
her dream of writing fiction.

3 When she moved to Florida in 1928, Rawlings found her literary voice. She was able
to sell two stories to Scribner’s magazine. The year 1933 was a big one for the author. Her
story “Gal Young Un” won the O. Henry Memorial Award for short stories, and her first novel,
South Moon Under, was published. She continued to publish both short stories and novels
steadily for a number of years. Perhaps her most famous book is The Yearling, about a boy
who adopts a fawn, which was also made into a movie.

4 Rawlings did her writing at the home, farm, and orange tree grove where she lived. She
was noted for her descriptions of natural surroundings and her use of dialect in her writing. It
is likely that her home and neighbors provided inspiration.

5 Rawlings’s house has been restored and preserved to resemble how it was when she
lived there, and it contains her original furniture. Visitors can tour the house and learn about
Rawlings’s life and writing, in addition to farm life in the 1930s. Visitors can also enjoy
exploring the gardens where Rawlings cultivated plants and hiking on her property. The
homestead is a National Historic Landmark, and the surrounding property is now a historic
state park.

“Marjorie Kinnan Rawlings and Her House” written for educational purposes.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Now answer Numbers 6 through 10. Base your answers on the passage “Marjorie Kinnan
Rawlings and Her House.”

6. How does paragraph 3 contribute to the meaning of the passage?

A It gives important facts about Rawlings’s life.

B It lists some of Rawlings’s literary contributions.

C It argues that people should read Rawlings’s works.

D It explains why people love Rawlings’s writing style.

7. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

What can the reader infer about Rawlings?

A She loved writing from an early age.

B She enjoyed living in different places.

C She preferred watching movies to reading books.

D She liked keeping people informed about the news.

Part B

Which sentence from the passage supports the answer to Part A?

A “She was born in Washington, D.C., in 1896, spent much of her childhood in Wisconsin,
Copyright © Savvas Learning Company LLC. All Rights Reserved.

and died in St. Augustine, Florida, in 1953.” (paragraph 1)

B “She was first published in The Washington Post at age 11, and she won a national
writing contest for McCall’s magazine when she was 16.” (paragraph 2)

C “Early in her career, she worked as a newspaper reporter while pursuing her dream of
writing fiction.” (paragraph 2)

D “Perhaps her most famous book is The Yearling, about a boy who adopts a fawn, which
was also made into a movie.” (paragraph 3)

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8. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

How does the passage introduce the significance of Rawlings’s life in Florida?

A by telling the reasons she moved to Florida

B by explaining how she was inspired by her home there

C by discussing the significance of her homestead

D by telling how her literary career took off

Part B

Which paragraph from the passage supports the answer to Part A?

A paragraph 2

B paragraph 3

C paragraph 4

D paragraph 5

9. Read this sentence from the passage.

“Rawlings’s house has been restored and preserved to resemble how it was when she lived
there, and it contains her original furniture.” (paragraph 5)

The Latin root pre- means “before” or “earlier.” What does the word preserved mean? Copyright © Savvas Learning Company LLC. All Rights Reserved.

A made to be as it once was

B saved from being destroyed

C maintained to look beautiful

D protected against changes in the future

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10. Read this sentence from the passage.

“Rawlings did her writing at the home, farm, and orange tree grove where she lived.”
(paragraph 4)

Based on the context, what is a grove?

A a group of trees

B the bark of trees

C the logs made when trees are cut

D the part of trees that produces fruit

Copyright © Savvas Learning Company LLC. All Rights Reserved.

STOP
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 Reading Test Bank 13 Florida Test Prep Workbook

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Read the passage “from ‘Up the Slide’” and then answer Numbers 1 through 5.

from “Up the Slide”

by Jack London

This story is set in frontier days in the Yukon Territory of Canada, near a town called Dawson, close
to the Yukon River. A young prospector named Clay Dilham searches for valuable firewood, which is
scarce close to town. Facing rough terrain, snow, ice, and deep cold, Clay’s very survival is at stake.

1 Just below Dawson, and rising out of the Yukon itself, towered the great Moosehide
Mountain, so named by Lieutenant Schwatka long ere1 the Yukon became historic. On the
river side the mountain was scarred and gullied and gored; and it was up one of these gores
or gullies that Clay had seen the tree.

2 Halting his dogs beneath, on the river ice, he looked up, and after some searching
rediscovered it. Being dead, its weather-beaten gray so blended with the gray wall of rock
that a thousand men could pass by and never notice it. Taking root in a shallow cranny, it
had grown up, exhausted its bit of soil, and perished.

3 Beneath it the wall fell sheer away for a hundred feet to the river. All one had to do was
to sink an axe into the dry trunk a dozen times, and it would fall to the ice and most probably
smash conveniently to pieces. This Clay had figured on when confidently limiting the trip to
half an hour.

4 He studied the cliff thoroughly before attempting it. So far as he was concerned, the
longest way round was the shortest way to the tree. Twenty feet of nearly perpendicular
climbing would bring him to where a slide2 sloped more gently in. By making a long zigzag
across the face of this slide and back again, he would arrive at the pine.

5 Fastening his axe across his shoulders so that it would not interfere with his movements,
Copyright © Savvas Learning Company LLC. All Rights Reserved.

he clawed up the broken rock hand and foot, like a cat, till the twenty feet were cleared, and
he could draw breath on the edge of the slide.

6 The slide was quite steep, and its snow-covered surface very slippery. Further, the heel-
less walrus-hide soles of his muclucs3 were polished to a glass-like surface by much ice-
travel, and by his second step he realized how little he could depend upon them for clinging
purposes. A slip at that point meant a plunge over the edge and a twenty-foot fall to the ice.
A hundred feet farther along, and a slip would mean a fifty-foot fall.

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7 He thrust his mittened hand through the snow to the earth to steady himself, and went
on. But he was forced to exercise such care that the first zigzag consumed five minutes.
Then, returning across the face of the slide toward the pine, he met with a new difficulty. The
slide steepened considerably, so that little snow collected, while, bent flat beneath this thin
covering, were long, dry last-year’s grasses.

8 The surface they presented was as glassy as that of his muclucs, and when both
surfaces came together his feet shot out and he fell on his face, sliding downward, and
convulsively clutching with his hands for something to stay himself.

9 This he succeeded in doing, though he lay quiet for a couple of minutes to get back his
nerve. He would have taken off his muclucs and gone at it in his socks, only the cold was
thirty below zero, and at such temperature his feet would quickly freeze. Pulling himself
together, he went on, and after ten minutes of risky work made the safe and solid rock where
stood the pine.

10 A few strokes of the axe felled it into the chasm, and peeping over the edge he indulged
in a laugh at the startled dogs. They were on the verge of bolting when he called aloud to
them, soothingly, and they were reassured.

11 Then he turned about for the back trip. Going down, he knew, was even more dangerous
than coming up, but how dangerous he did not realize till he had slipped half a dozen times,
and each time saved himself by what appeared to him a miracle. Time and again he ventured
upon the slide, and time and again he was balked4 when he came to the grasses.

12 He sat down and looked at the treacherous snow-covered slope. It was manifestly
impossible for him to make it with a whole body, and he did not particularly relish arriving at
the bottom in the shattered condition of the pine tree.

13 But while he sat inactive, the frost was stealing in on him, and the quick chilling of his
body warned him that he could not delay. He must be doing something to keep his blood
circulating. If he could not get down by going down, there only remained to him to get down
by going up. It was a herculean task, but it was the only way out of the predicament.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

1. ere archaic, before

2. slide a steep rock surface on a mountainside
3. muclucs heavy duty boots made mostly of fur and hide by a northern indigenous people, the Inuit
4. balked stopped

“Up the Slide” by Jack London. In the public domain.

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Now answer Numbers 1 through 5. Base your answers on the passage “from ‘Up the Slide.’”

1. Read this sentence from the passage.

“A slip at that point meant a plunge over the edge and a twenty-foot fall to the ice. A hundred
feet farther along, and a slip would mean a fifty-foot fall.” (paragraph 6)

How does this sentence contribute to the plot?

A It develops the conflict.

B It explains the solution to the problem.

C It reveals the main character’s motivations.

D It encourages readers to visualize the setting.

2. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Read this sentence from the passage.

“He sat down and looked at the treacherous snow-covered slope.” (paragraph 12)

What does the word treacherous mean as it is used in the sentence?

A wide

B frozen

C dangerous
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D beautiful

Part B

Fill in the bubble before the underlined text from paragraph 4 that best supports the answer
to Part A.

“He A sat down and looked at the treacherous B snow-covered slope. It was manifestly
C impossible for him to make it with a whole body, and D he did not particularly relish
arriving at the bottom in the shattered condition of the pine tree.”

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3. What is Clay’s response when he first slips and falls on the ice?

A He becomes angry.

B He grows confused.

C He is discouraged, but he is too afraid to stop moving.

D He is shaken, but he recovers his confidence after pause.

4. Which sentence states a main idea of the passage?

A Survival in the wilderness requires great determination.

B Planning ahead can help you survive a difficult situation.

C Everyone should travel with a partner in case of trouble.

D The wilderness is a challenging but rewarding place to live.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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5. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

What inference can be made about the man in the passage?

A He has not prepared for his journey.

B He fears he will never make it up the slide.

C He is not concerned about slipping on the ice.

D He knows to stop and consider alternatives before acting.

Part B

Which sentence from the passage supports the answer in Part A?

A “He studied the cliff thoroughly before attempting it.” (paragraph 4)

B “A slip at that point meant a plunge over the edge and a twenty-foot fall to the ice.”
(paragraph 6)

C “Time and time again he ventured upon the slide, and time and time again he was
balked when he came to the grasses.” (paragraph 11)

D “He must be doing something to keep his blood circulating.” (paragraph 13)
Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Florida Test Prep Workbook Reading Test Bank 13

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Read the passage “A New Kind of Skating,” and then answer Numbers 6 through 10.

A New Kind of Skating

1 Thud! That was the only sound I heard as my helmeted head hit the glass and I sank to
the ice. My mom would tell me later that everyone in the stands gasped, but I didn’t hear it. I
just heard the loud thud, and then I was rolled off the ice and into the locker room, where my
mom met up with me and took me straight to the doctor.

2 “DeSanto suffered a concussion,” the doctor told my mom and me, “so he needs to rest
his brain. No TV, no music, no reading, no school—he should just lie in a dark room for a few
days.” He turned to me. “Can you manage that, DeSanto?” I nodded.

3 So, that is what I did, and it was pretty much the most boring time of my life. I take my
health seriously, and I want my brain to be just as healthy as the rest of my body, so I dealt
with it. After those excruciating days and the slow road to full recovery with incremental
steps in activity, I decided not to play hockey anymore. It was a tough choice since I loved
playing with my team and the feeling of gliding across the ice. My heart pumped, the cold air
rushed at my face, my feet skated, and nothing could beat that feeling. But I have big plans
for my future, and I don’t want to risk getting another concussion.

4 My coach and teammates were understanding of my decision. After all, they had all been
there when I got hit, and they saw how brutal it was. But going home after school instead of
going to practice was hard. I missed hockey, and my body ached for some type of physical
release. I’m sure I was a complete grump around the house. My family certainly noticed, and
my friends started noticing, too.

5 “Hey, DeSanto, I have an idea,” my best friend, Jamal, said one day. “Hear me out on
this. You like ice skating, but you don’t want to get hit again, right? How about you try figure
skating instead?”

6 Figure skating? I thought. “I don’t know about that,” I said. I tried to imagine myself figure
skating and laughed at the thought. I thought about the times I had seen figure skating on
Copyright © Savvas Learning Company LLC. All Rights Reserved.

TV, like during the Olympics, and I could not imagine myself wearing sequins or hoisting a
partner above my head.

7 Jamal must have guessed what I was imagining. “Just try it,” he said. “It might be
challenging, but it’s good to learn something new and unfamiliar every once in a while. Start
slowly and see how you like it!”

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 Reading Test Bank 13 Florida Test Prep Workbook

Name

8 I decided Jamal was right. I had nothing else to do after school now, and I was pretty
miserable, so it seemed worth trying. I checked the skating rink’s website and signed up for
a class.

9 When I entered the rink, the first thing I noticed was music playing. We never had music
playing during hockey rehearsal—the only sounds were the players’ grunts and the coach’s
voice yelling instructions. This was new, and in a good way since I love music.

10 I tried on the figure skates, and even though they are different from hockey skates, I was
able to maneuver nicely. I joined the group in the middle of the ice.

11 It turned out that figure skating is an extreme workout and a lot of fun. My heart was
pumping in time to the music, and I learned some new skills. Sometimes, trying something
new is a great idea. Soon, you’ll be seeing me doing triple twists in the air.

“A New Kind of Skating” written for educational purposes.

Now answer Numbers 6 through 10. Base your answers on the passage “A New Kind of
Skating.”

6. Which quotation states the theme of the passage?

A “This was new, and in a good way since I love music.” (paragraph 9)

B “I tried on the figure skates, and even though they are different from hockey skates,
I was able to maneuver nicely.” (paragraph 10)

C “My heart was pumping in time to the music, and I learned some new skills.”
(paragraph 11)

D “Sometimes, trying something new is a great idea. Soon, you’ll be seeing me doing
triple twists in the air.” (paragraph 11)
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7. How does DeSanto respond to Jamal’s idea at first?

A He is amused but unconvinced.

B He is annoyed by the suggestion.

C He is worried about getting injured.

D He is excited about the opportunity.

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Florida Test Prep Workbook Reading Test Bank 13

Name

8. Which sentence develops DeSanto’s point of view about fitness?

A “I just heard the loud thud, and then I was rolled off the ice and into the locker room,
where my mom met up with me and took me straight to the doctor.” (paragraph 1)

B “I take my health seriously, and I want my brain to be just as healthy as the rest of my
body, so I dealt with it.” (paragraph 3)

C “My heart pumped, the cold air rushed at my face, my feet skated, and nothing could
beat that feeling.” (paragraph 3)

D “I missed hockey, and my body ached for some type of physical release.” (paragraph 4)

9. Read this sentence from the passage.

“I tried on the figure skates, and even though they are different from hockey skates, I was
able to maneuver nicely.” (paragraph 10)

How does this sentence contribute to the development of the plot?

A It helps the reader know that DeSanto will not play hockey again.

B It shows how DeSanto’s imagination led to his trying something new.

C It suggests that DeSanto will be happy with his decision to try figure skating.

D It tells how DeSanto discovers how easy figure skating is compared to hockey.

10. Why does the author use the words ached, grump, and miserable to describe DeSanto after
the accident?

A to express DeSanto’s sadness in leaving his hockey team

Copyright © Savvas Learning Company LLC. All Rights Reserved.

B to express DeSanto’s satisfaction about doing physical activity

C to express DeSanto’s frustration with experiencing physical pain

D to express DeSanto’s disappointment over not being able to play hockey

STOP
Page 108
 LANGUAGE AND EDITING
TEST PREP BANKS

Grade 6
BANK NUMBER PAGE NUMBER
Language and Editing Bank 1 ................................... 111

Language and Editing Bank 2 ................................... 113

Language and Editing Bank 3 ................................... 115

Language and Editing Bank 4 ................................... 117

Language and Editing Bank 5 ................................... 119

Copyright © Savvas Learning Company LLC. All Rights Reserved.
 Language and Editing Test Bank 1 Florida Test Prep Workbook

Name

Read the passage and then answer Numbers 1 through 5. There are five underlined words or
phrases in the passage to show which word or phrase may be incorrect.

Oceans have a dramatic impact on the lives of the people and animals living in coastal cities and
towns. Water holds more heat than land does, and it holds on to heat when air temperatures start
to fall. When cool air passes over the ocean, the air is warmed by the ocean water. This prevents
temperatures in southern coastal cities from dropping dramatically in the winter. Miami for example,
located on the coast of the Atlantic Ocean, has average summer temperatures in the 70s and 80s,
and average winter temperatures are in the 60s and 70s.

Hurricanes are a dramatic example of how large, warm bodies of water affect weather patterns.
A hurricane starts when warmed surface water in an ocean turns into water vapor and rises into the
air. As the water vapor cools as it normally does when it rises into the air it releases heat and rain
back down to the surface of the ocean. The heat from the system keeps the top layer of water warm
from vaporizing, and the storm builds and gains energy as it travels over the ocean. When the storm
reaches land, it unleashes dangerous wind and rain over coastal towns, which can damage homes
and other structures.

Scientists have proposed that global warming is causing ocean water levels to rise. People who
live near the coast are the first to feel the impact of the changing sea level. When storms hit coastal
areas, the storm surge, or water coming from the ocean onto land, is bigger. When a storm arrives,
higher sea levels result in greater devastation from flooding.

Rising sea level and melting glaciers also impact animals living in coastal arctic environments.
During the winter months, polar bears live on ice sheets floating in the Arctic Ocean, and they travel
great distances hunting for food to feed its cubs. As the ice melts, the bears are forced to travel
shorter distances. They struggle to find enough food.

Scientists do not know how much sea level will rise in the future, but they do know that the level
has risen about eight inches since 1900. They predict it may rise more than six feet by 2100. The
rise in sea level will contribute to significant changes in weather patterns. In turn, these changes will
Copyright © Savvas Learning Company LLC. All Rights Reserved.

certainly impact the people and animals living in the world’s coastal communitys.

Page 111 GO ON
Florida Test Prep Workbook Language and Editing Test Bank 1

Name

Now answer Numbers 1 through 5. Choose the correct word or phrase for each of the
following.

1. Miami for example, located on the coast 4. During the winter months, polar bears
of the Atlantic Ocean, has average live on ice sheets floating in the Arctic
summer temperatures in the 70s and Ocean, and they travel great distances
80s, and average winter temperatures are hunting for food to feed its cubs.
in the 60s and 70s.
A and they travel great distances
A Miami, for example, located hunting for food to feed her cubs.
B Miami for example located B and they travel great distances
hunting for food to feed their cubs.
C Miami, for example located
C and they travel great distances
D correct as is hunting for food to feed it’s cubs.
D correct as is
2. As the water vapor cools as it normally
does when it rises into the air it releases
heat and rain back down to the surface 5. In turn, these changes will certainly
of the ocean. impact the people and animals living in
the world’s coastal communitys.
A cools, as it normally does when it
rises into the air, it releases A communities
B cools as it normally does when it B comunitys
rises into the air, it releases
C communitees
C cools as it normally does when it
rises, into the air it releases
D correct as is

D correct as is
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3. When a storm arrives, higher sea levels

result in greater devastation from
flooding.
A devistation
B devestation
C devstation
D correct as is

STOP
Page 112
 Language and Editing Test Bank 2 Florida Test Prep Workbook

Name

Read the passage and then answer Numbers 1 through 5. There are five underlined words or
phrases in the passage to show which word or phrase may be incorrect.

It was time for the annual science fair. Marcus and Luis were struggling to choose a topic for
research. They were trying to decide between “ways to eliminate waste within the community”
and “how soil health impacts the growth of crops.” Marcus wanted to explore how making small
changes in there communities could have big impacts globally.

“Recycling is simple,” he told Luis. “Many people do not realize that plastic, metal, and cardboard
packaging can be reused or recycled.” He added, “American households waste thousands of
pounds of unused food every year.” He wished that people would think carefully about exactly what
items they needed when shopping for groceries for them. “Did you know that food scraps such as
banana peels, carrot tops, and coffee grounds can be composted? That way, they help your garden
instead of going into the landfill.” It was clear that Marcus had a number of ideas.

“You are absolutely right, Marcus,” Luis agreed. As someone who cared about the environment,
Luis recognized that reducing waste was an essential part of ensuring a safe and healthy planet.
However, they wanted to focus the project on understanding how healthy soil is a first step to
growing healthy crops. “Naturally healthy soil requires fewer chemical fertilizers, and that means less
pollution,” Luis said. “But in today’s world of increasing population and dwindling water supplies,
growing healthy crops is more important than ever.”

According to him, traditional planting techniques focus on nutrient cycling. “After crops are
harvested, the leftover plant parts are left to break down back into the soil,” Luis explained. “This
adds minerals and microorganisms like fungi and bacteria.” Luis added that this type of rich soil
often appears dark brown or even black. “Naturally enriched soil grows healthy crops,” he stated.

“Wait!” said Marcus. “Eliminating waste in the community can, and should, go hand-in-hand with
healthy soil, right?” Suddenly, both boys realized that their ideas could be used together for the fair.
“All we need to do is narrow the project to give an overview of how composting can reduce food
waste, add important nutrients to the soil, and reduce the need for chemical fertilizers,” said Luis.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

The two of them decided to create a list of rules for composting which they intended to hand out at
the science fair. They also planned to present a diagram of the ways nutrients can be recycled from
food waste back into the soil to grow healthy crops. It was the perfect blend of ideas!

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Florida Test Prep Workbook Language and Editing Test Bank 2

Name

Now answer Numbers 1 through 5. Choose the correct word or phrase for each of the
following.

1. Marcus wanted to explore how making 4. According to him, traditional planting

small changes in there communities techniques focus on nutrient cycling.
could have big impacts globally.
A Marcus
A they are
B Luis
B their
C scientists
C they’re
D correct as is
D correct as is

5. The two of them decided to create a

2. He wished that people would think list of rules for composting which they
carefully about exactly what items they intended to hand out at the science fair.
needed when shopping for groceries for
A rules for composting; which they
them.
intended
A themselves
B rules for composting: which they
B ourselves intended
C myself C rules for composting, which they
intended
D correct as is
D correct as is

3. However, they wanted to focus the

project on understanding how healthy
soil is a first step to growing healthy
crops. Copyright © Savvas Learning Company LLC. All Rights Reserved.

A she
B them
C he
D correct as is

STOP
Page 114
 Language and Editing Test Bank 3 Florida Test Prep Workbook

Name

Read the passage and then answer Numbers 1 through 5. There are five underlined words or
phrases in the passage to show which word or phrase may be incorrect.

Leon is not just any dog. I say this because it is objectively true and not just because he is my
favorite dog in the world. If you asked him and if he could speak human he would tell you that he’s
an extraordinary dog.

But then, Leon is also a very humble dog. He does not believe in barking about our
accomplishments. He just goes about his daily life living with his writer friend, doing one amazing
thing after the next.

No doubt you are asking youself, What qualities does Leon possess that are so special? Well, do
you know a dog that can turn on the television with a remote control? Leon can—and with a bit of
flair, by holding the remote in his mouth and bumping it against the coffee table. It may take more
than one try, of course, and the remote looks a bit battered, but he can do it. Fortunately, Leon
enjoys all kinds of programming, for he has not yet learned how to change channels.

You and me can probably assume that Leon loves people food. Sometimes Leon will sneak over
to the old, worn desk where a bottom drawer does not close all the way. The drawer is marked
“koorod,” which stands for “keep out of reach of dog.” Leon knows that specially made, home-
baked pumpkin cookies are often in there. Leon discovered that he could use his nose to pry open
the drawer.

On more than one occasion, Leon was triumphant. One time, the writer got up from his desk and
walked across the house to answer the doorbell. Leon enjoyed quite a feast . . . until he was caught
with a mouthful of cookies.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Florida Test Prep Workbook Language and Editing Test Bank 3

Name

Now answer Numbers 1 through 5. Choose the correct word or phrase for each of the
following.

1. If you asked him and if he could speak 4. You and me can probably assume that
human he would tell you that he’s an Leon loves people food.
extraordinary dog.
A You and I
A (and if he could speak human),
B You and my
B “and, if he could speak human,”
C Your and mine
C —and if he could speak human,—
D correct as is
D correct as is

5. On more than one occasion, Leon was

2. He does not believe in barking about our triumphant.
accomplishments.
A triumfent
A he
B tryumfant
B his
C triamphant
C their
D correct as is
D correct as is

3. No doubt you are asking youself, What

qualities does Leon possess that are so
special?
A you
B yourselves
Copyright © Savvas Learning Company LLC. All Rights Reserved.

C yourself
D correct as is

STOP
Page 116
 Language and Editing Test Bank 4 Florida Test Prep Workbook

Name

Read the passage and then answer Numbers 1 through 5. There are five underlined words or
phrases in the passage to show which word or phrase may be incorrect.

Many people are surprised when they find out how musicians are chosen for profesional orchestras.
At least, I sure was! I had always pictured musicians coming out onto a stage and playing their
instruments for a panel of judges. While that may still happen during some auditions, in most cases
the judges never see the person performing.

Instead, musicians try out for it in what is called a blind audition. No one is actually blindfolded
during this auditioning process! Instead, this audition style is given its name because of how the
audition is set up for the musicians who are auditioning.

Musicians are allowed to personally select some songs to play for the audition. Those pieces of
music highlight the musicians’ strengths and style. She sits behind a special screen. The judges are
on the other side of the screen. They sit back and listen to the musicians play.

Why all the secrecy? The answer is fairly simple—the judges cannot see who are playing. When the
judges can’t see the musicians, they are better able to evaluate applicants based on their musical
ability and nothing else.

If you’re interested, like I am, in someday trying out for a professional orchestra in the U.S., you
now know what to expect during the blind audition process. Don’t think you can put on your most
attractive attire. Don’t think you can flash a toothy smile at the judges. You won’t get approval based
on your appearance. It’s only your musical ability that will make or break your chances of securing a
spot in the orchestra.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Florida Test Prep Workbook Language and Editing Test Bank 4

Name

Now answer Numbers 1 through 5. Choose the correct word or phrase for each of the
following.

1. Many people are surprised when they 4. The answer is fairly simple—the judges
find out how musicians are chosen for cannot see who are playing.
profesional orchestras.
A playing
A proffesional
B is playing
B professional
C would be playing
C profesionnal
D correct as is
D correct as is

5. If you’re interested, like I am, in someday

2. Instead, musicians try out for it in what is trying out for a professional orchestra in
called a blind audition. the U.S., you now know what to expect
during the blind audition process.
A this particular song
A interested like I am in
B the person performing
B interested; like I am; in
C an available spot in the orchestra
C interested, Like I am, in
D correct as is
D correct as is

3. She sits behind a special screen.

A I sit
B We sit
C They sit Copyright © Savvas Learning Company LLC. All Rights Reserved.

D correct as is

STOP
Page 118
 Language and Editing Test Bank 5 Florida Test Prep Workbook

Name

Read the passage and then answer Numbers 1 through 5. There are five underlined words or
phrases in the passage to show which word or phrase may be incorrect.

It was early Saturday morning. My mom was standing over me, dressed and ready to go. I rolled
over and looked at the clock. It was barely 6 A.M. I groaned, but my mom said I had to quickly get
ourselves ready.

On Saturdays, her and I go to a market. It is one of my favorite things to do on the weekend. I wish
we could go a little bit later, but Mom’s plan is to be one of the market’s first customers.

Because of our early arrival, everything is fresh and bright and nice. By afternoon, the best produce
is sold out, and what is left is either picked over, mushy, dry, or wilted. We begin our shopping by
browzing up and down the aisles, glancing in every bin and stall.

The fruit looks mouthwatering and, to my surprise, so do the vegetables. Red and green apples,
orange persimmons, beautiful yellow bananas, and bright red tomatoes are all there. My mom
carefully selects what she wants and puts the best items from each stall in her bag. Sometimes a
farmer’s child will say that she has taken the sweetest fruit.

Then, I get an idea. I wish I would have broughten my dad’s good camera, but I have my phone.
I take out my phone and start snapping pictures. I shoot pictures of smiling and laughing people
buying and sharing their purchases. Now, I understand why I love the farmers’ market so much—it’s
not just the beautiful food, but how the market makes everyone feel.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Florida Test Prep Workbook Language and Editing Test Bank 5

Name

Now answer Numbers 1 through 5. Choose the correct word or phrase for each of the
following.

1. I groaned, but my mom said I had to 4. Sometimes a farmer’s child will say that
quickly get ourselves ready. she has taken the sweetest fruit.
A herself A that it has taken
B myself B that her has taken
C ourself C that my mom has taken
D correct as is D correct as is

2. On Saturdays, her and I go to a market. 5. I wish I would have broughten my dad’s

good camera, but I have my phone.
A she and I
A would have brought
B her and me
B would of brought
C she and me
C would have brang
D correct as is
D correct as is

3. We begin our shopping by browzing up

and down the aisles, glancing in every
bin and stall.
A brousing
B brouzing
C browsing Copyright © Savvas Learning Company LLC. All Rights Reserved.

D correct as is

STOP
Page 120
 WRITING TEST
PREP BANKS

Grade 6
BANK NUMBER PAGE NUMBER
Writing Bank 1 ........................................................... 123

Writing Bank 2 ........................................................... 131

Writing Bank 3 ........................................................... 139

Writing Bank 4 ........................................................... 147

Copyright © Savvas Learning Company LLC. All Rights Reserved.
 Writing Test Bank 1 Florida Test Prep Workbook

Name

Read the “Importance of Water” passage set.

Importance of Water

Source 1: Water Conservation:

It All Starts with You
1 Water might seem to be abundant, but some scientists believe that unless we change
our water use habits, we may not have enough water to meet our needs in the future. Using
water wisely will ensure that this limited resource will be available as long as we need
it. And conserving water is easy! Conservation involves some simple habits that can be
incorporated into everyday life. The first step is becoming aware of water waste.

2 More water goes to waste in the bathroom than in any other room of the house. Replacing an
old toilet can save gallons of water lost through leaking. Turning off the water while brushing your
teeth can save up to four gallons per minute! Showers use less water than baths, and reducing
shower time to five minutes can save up to 1000 gallons of water per month. More water can be
saved by turning off the water while lathering your hands or plugging the bathtub immediately
instead of waiting for the perfect water temperature. Similarly, wait to run the washing machine
until it is full of clothes. Replace old washing machines with new, energy-efficient models to
save more water. Take a close look throughout your house for any possible leaks in faucets and
showerheads, as well as leaks from any appliances that use water.

3 Monitoring water use in the kitchen can also save gallons. Turn on the dishwasher
only when it is completely full. Scrape the dishes before loading them so they are faster to
clean. Thaw frozen food in the refrigerator, not under running water. Compost organic food
rather than putting it through the disposal. Consider storing drinking water in the refrigerator
instead of relying on running the faucet until the water is cold. These minor adjustments can
become habits if they are practiced daily.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

4 Watering outdoor plants uses an astounding nine billion gallons of water each year.
Consider planting native species and dry-tolerant plants instead of grass if you live where
the climate does not naturally provide enough rain. Attach a timer to the hose to regulate and
automate watering. Use a soaker hose that is made to slowly drip water into the soil. This
reduces both evaporation and water waste. Collect rainwater to use for watering, and use a
broom to sweep the driveway or patio, rather than blasting them with water from the hose.

5 Taking simple steps to conserving water today will prevent much larger problems in the
future. The earth will thank you!

“Water Conservation: It All Starts with You” written for educational purposes.

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Florida Test Prep Workbook Writing Test Bank 1

Name

Source 2: Water Sources and the

Hydrologic Cycle
6 Water is critical for life on earth, but it is a limited resource. Although the earth has more
than 300 million cubic miles of water, almost all of it is salty ocean water. Only four percent
is freshwater, and half of that is frozen in ice and glaciers. Less than .007 percent of the
planet’s freshwater is usable. It comes from rivers and lakes.

7 Water moves around the earth in a hydrologic cycle. The cycle starts when water
evaporates from the surface of the ocean. Then, it rises into the air. The wet air is cooled,
and clouds form. The clouds move around the globe by air currents. Eventually, water in
the clouds falls to the ground, or precipitates. It is absorbed by the earth’s surface. Some of
this groundwater makes its way back into rivers and lakes and is carried back into earth’s
oceans, where the process starts all over again.

8 Humans have a number of ways to stop freshwater from reaching the ocean. We have
created methods to get water from the ground, using wells. Wells tap into underground water
reserves, called aquifers, which are filled when rain falls. When rainfall is low, the water sinks
deeper underground, making it harder to get water from wells. During dry periods, aquifers Copyright © Savvas Learning Company LLC. All Rights Reserved.

are filled by canals connected to lakes and rivers. As more and more people use water
for showering, washing dishes, and watering lawns, the water level in the aquifer lowers.
Conservation of water can help prevent overuse of aquifer water.

9 As the earth’s population grows, scientists are looking to the oceans for water. However,
desalination, the process of removing salt from ocean water, is difficult. Salt and water mix
together easily, and to separate them requires a lot of energy. There are two main ways to turn
salt water into fresh, usable water. First, salt water can be distilled by boiling large amounts of
seawater until it turns to vapor, leaving salt behind. This requires energy to produce heat to boil
the water. The second method is called reverse osmosis. With this process, water is pushed
through a filter that traps the salt but allows water to pass through. Reverse osmosis requires
pressure to push water through filters but needs less energy than distillation.

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 Writing Test Bank 1 Florida Test Prep Workbook

Name

10 At the moment, many scientists believe distillation is not the answer to water shortages
on earth because the massive amounts of energy required to separate salt from water
creates other environmental problems. We must continue developing methods to conserve
water to make sure we have enough water for future generations.

“Water Sources and the Hydrologic Cycle” written for educational purposes.

Source 3: Access to Clean Water

Around the World
11 Although all people need clean water, many people around the world do not have access
to it. For example, in parts of Africa, millions of people use the same water as animals. Some
drink and use water from sources that contain dangerous and deadly viruses and bacteria.
Women often collect water for their families and must walk for an hour or more to a well or
water source. They fill heavy buckets and then have to carry them all the way back home. A
number of schools across the globe lack a clean water source, leaving children thirsty and
without clean bathrooms to use throughout the day. Without change, dirty water sources will
continue to make life difficult for millions of people.

12 In 2010, the United Nations (UN) wrote a bill stating that governments must provide their
citizens clean water for drinking, washing, and preparing food. The bill also requires that the
water be tested to make sure it is free of chemicals and bacteria. According to the resolution,
clean water sources must be accessible to homes, schools, offices, and hospitals.

13 Following the UN’s resolution, governments and other aid groups focused on projects
to improve water quality and access to clean water. Wells are being drilled close to villages,
so women no longer have to walk long distances to collect water. In addition, dams are
being built in order to bring water and power to where it is most needed. Finally, community
Copyright © Savvas Learning Company LLC. All Rights Reserved.

groups are teaching people how to keep their water sources clean and healthy.

14 These steps and more will be needed in the future to make sure there is enough clean
water for everyone. Scientists, engineers, and governments must continue to work on
providing a clean water supply for people everywhere.

“Access to Clean Water Around the World” written for educational purposes.

Page 125 GO ON
Florida Test Prep Workbook Writing Test Bank 1

Name

Writing Prompt

Your science class is researching earth’s water supply and ways to conserve and provide
access to water. Using the information and examples found in the passage set, write an
informative essay on (1) why water conservation is important, and (2) the importance of a
clean water supply.

Use your time carefully so that you can

• read each passage carefully;
• plan your writing;
• write your response; and
• revise and edit.

Remember to include
• an introduction;
• facts and evidence from the passages; and
• a conclusion.

Your response to the prompt should be a multiparagraph essay.

Plan and write your response in the space provided.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Page 126 GO ON
 Writing Test Bank 1 Florida Test Prep Workbook

Name

Planning Sheet
Use this sheet to plan what you will write. The writing on this sheet will NOT be scored.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

This sheet will NOT be scored.

Page 127 GO ON
Florida Test Prep Workbook Writing Test Bank 1

Name

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Page 128 GO ON
 Writing Test Bank 1 Florida Test Prep Workbook

Name
Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Florida Test Prep Workbook Writing Test Bank 1

Name

Copyright © Savvas Learning Company LLC. All Rights Reserved.

STOP
Page 130
 Writing Test Bank 2 Florida Test Prep Workbook

Name

Read the “Plastic and Our Environment” passage set.

Plastic and Our Environment

Source 1: Too Much Waste

1 Plastic made its first appearance more than 150 years ago, and mass production of
plastic products began in the mid-twentieth century. Since then, people’s way of life has
changed thanks to the creation of thousands of technologies and products meant to simplify
everyday experiences. Such products include plastic bottles and bags. Americans use more
than 1,000 plastic bottles every second and more than 380 billion plastic bags every year!
These products are a major source of waste on Earth. That is why people should adopt
sustainable alternatives such as reusing plastic bottles and using cloth bags rather than
plastic ones.

2 Why should people reuse their plastic bottles? Consider these facts. Plastic takes more
than 500 years to decompose in landfills. According to the Environmental Protection Agency,
or EPA, 75.5 percent of plastic materials were sent to landfills in 2014. That means this trash
is just sitting there taking up needed space. If people reused plastic bottles, they would
greatly reduce the number of bottles in landfills.

3 Some people claim that reusing plastic bottles adds harmful chemicals to the beverage
inside. The Food and Drug Administration, or FDA, said this statement is false. It said that
beverage bottles in the United States can be used over and over again. However, the FDA
added that these bottles must be washed with hot, soapy water after each use. Taking a few
minutes to wash out your bottles so you can use them again is quick and easy for everyone.

4 Why should people use cloth bags instead of plastic ones? As with plastic bottles, waste
is the major reason. Almost 100 billion plastic bags are used each year in the United States.
Most American families end up with 60 plastic bags after just four trips to the grocery store.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

These plastic bags take hundreds of years to decompose. Also, they can do great harm to
animals, sewer systems, and coastlines. In fact, 10 percent of the waste that washes up on
the U.S. coasts is plastic bags! Switching to cloth bags is a good alternative because they
are reusable. They are sturdier, too, and will last for hundreds of uses.

5 People who support using plastic bags say that it is not convenient to carry around cloth
bags. However, since bags made out of cloth are lightweight and fold up tightly, wouldn’t
everyone find them convenient? Some plastic-bag supporters also point to health concerns
related to dirty cloth bags. As with reusable bottles, users should clean their reusable bags
regularly.

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6 How can consumers help avoid catastrophic amounts of garbage? They can drink from
reusable bottles and put their groceries in cloth bags. Taking these steps will not reduce the
quantity of trash already found in landfills, but it will help lower the amount we add in the
future. Take action now so we don’t create more unnecessary waste.

“Too Much Waste” written for educational purposes.

Source 2: Garbage Patches—

How Gyres Take Our Trash Out to Sea
The gyres that circulate our ocean waters also accumulate plastics. Find out what a garbage patch is
and isn’t, and what we can do about this ocean-sized problem. The following text is excerpted from
a transcript of NOAA Ocean Podcast: Episode 14.

7 HOST: You’re listening to the NOAA Ocean podcast. . . . I’m Megan Forbes. In this
episode, we’re focusing on something that you’ve likely at least heard a little bit about in the
last few years—garbage patches. Before we dive into that specific subject, let’s take a step
back to discuss the areas of the ocean where trash seems to collect. I’m talking about gyres.

8 Gyres are large systems of circulating ocean currents, kind of like slow-moving
whirlpools. There are five gyres to be exact—the North Atlantic gyre, the South Atlantic
gyre, the North Pacific gyre, the South Pacific gyre, and the Indian Ocean gyre—that have
a significant impact on the ocean. The big five help drive the so-called oceanic conveyor
belt that helps circulate ocean waters around the globe. While they circulate ocean waters,
they’re also drawing in the pollution that we release in coastal areas, known as marine
debris.

9 The most famous example of a gyre’s tendency to take out our trash is the Great Pacific
Garbage Patch located in the North Pacific gyre. The patch is an area of concentrated Copyright © Savvas Learning Company LLC. All Rights Reserved.

(and mostly plastic) marine debris. While this is certainly the most talked about garbage
patch, it is not the only garbage patch in the ocean. In the last five years, researchers have
discovered two more areas where a “soup” of concentrated marine debris collects—one in
the South Pacific Ocean, the other in the North Atlantic. As with the North Pacific Garbage
Patch, plastic can circulate in this part of the ocean for years, posing health risks to marine
animals, fish, and seabirds.

10 How are patches like this forming in our oceans? What can we do about it? For the
answer, let’s take a look back on a conversation between Troy Kitch and Dianna Parker as
they discussed the details of the most well-known garbage patch in the Pacific, of what a
garbage patch is and isn’t, and what we can do about this ocean-sized problem. Give a
listen…

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11 TROY KITCH: Dianna, welcome and thanks for joining us. Let’s start with the obvious
question: What are we talking about when we say “garbage patch”?

12 DIANNA PARKER: A lot of people hear the word patch and they immediately think of
almost like a blanket of trash that can easily be scooped up, but actually these areas are
always moving and changing with the currents, and it’s mostly these tiny plastics that you
can’t immediately see with the naked eye.

13 TROY KITCH: I noticed that you said, “garbage patch areas.” So the Great Pacific
Garbage Patch is only one area in the ocean where marine debris concentrates?

14 DIANNA PARKER: There are garbage patches all over the world. These are areas where
debris naturally accumulates. So there are garbage patches of all different sizes and shapes
and compositions. The one that we know the most about is the Great Pacific Garbage Patch,
which lies in an area between Hawaii and California. What we know about this area is that it’s
made up of tiny micro plastics, almost akin to a peppery soup, with scattered larger items,
fishing gear, those kind of items swirling around. . . .

15 TROY KITCH: I’m sure you get this question a lot: We know marine debris in the ocean is
a bad thing . . . so why don’t we just clean it up? Especially if most of the trash is contained
in garbage patch areas because of the way the debris naturally accumulates because of
ocean currents.

16 DIANNA PARKER: The words “garbage patch” accurately describes what it is, because
these are patches of ocean that contain our garbage. But they’re not areas where you can
easily go through and skim trash off the surface. First of all, because they are tiny micro
plastics that aren’t easily removable from the ocean. But also just because of the size of this
area. We did some quick calculations that if you tried to clean up less than one percent of
the North Pacific Ocean, it would take 67 ships one year to clean up that portion. And the
bottom line is that until we prevent debris from entering the ocean at the source, it’s just
going to keep congregating in these areas. We could go out and clean it all up and then still
have the same problem on our hands as long as there’s debris entering the ocean.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

17 TROY KITCH: And that’s really the big problem—to prevent the debris from entering the
ocean in the first place. So what can you, me, or anyone do to help?

18 DIANNA PARKER: There’s so much that we can do to keep debris from entering the
ocean. It’s as simple as changing your individual behavior every day, creating less waste,
reusing what you can, remembering to recycle . . . littering is obviously a no-no. And then
going out and joining a beach cleanup. It’s difficult to really understand the problem until you
get out there and see it firsthand, how bad the problem is. . . .

"Garbage Patches—How Gyres Take Our Trash Out to Sea.” In the public domain.

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Writing Prompt

Your town is hoping to encourage more people to recognize the importance of reducing
plastic waste. Using the information and examples found in the “Plastic and Our
Environment” passage set, write an informative essay on how plastic waste can be harmful
to the environment and what people can do to help.

Use your time carefully so that you can

• read each passage carefully;
• plan your writing;
• write your response; and
• revise and edit.

Remember to include
• an introduction;
• facts and evidence from the passages; and
• a conclusion.

Your response to the prompt should be a multiparagraph essay.

Plan and write your response in the space provided.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Planning Sheet
Use this sheet to plan what you will write. The writing on this sheet will NOT be scored.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

This sheet will NOT be scored.

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Read the “Autonomous Vehicles” passage set.

Autonomous Vehicles

Source 1: Having a Self-Driving

Car Changed My Life
1 Monday June 2, 2025

2 Dear Diary,

3 Today was a very productive day. Using my new driverless car, I was able to travel all
around the city. What a change from the days when I was tied to only those parts of the city
right off bus lines! Sometimes I do miss driving myself around whenever I want to hop in
the car and go somewhere, but my medical condition has made it hard to do that now. With
my new car, I’m excited that I can program in the address of the location I want to go, then
sit back and enjoy the ride. These new driverless cars are amazing! I’m dropped off directly
in front of where I need to be, much closer to my office and favorite stores than when I had
to get off at the bus stop. It’s so liberating—not to mention that it takes me far less time to
get anywhere than on the bus. Plus, I remember how much time I used to spend looking for
parking. It’s so exciting that my new car can park itself!

4 Today I was able to use my time to visit the hair salon to get my hair cut, drop off a pie
that I baked for Louisa (you remember, I’m sure, that she just had surgery, so I stayed to visit
for a while), and run a quick errand to the hardware store to buy some picture hooks so I
can hang that new painting I did. Back in the days before my driverless car, that would have
taken me all day, and I would have had to switch buses five times! But today, I was able
to accomplish all of that before 1 P.M. It was lovely out today, so I had the car zip me over
to the botanical gardens, and I was able to explore all afternoon, enjoying the roses in full
Copyright © Savvas Learning Company LLC. All Rights Reserved.

bloom. It really is quite amazing how many varieties of roses there are. And I had so much
time, I could stop to smell them all.

5 On my way back home, while already so pleased with my purchase of the car, I realized
an additional benefit. These cars will definitely lead to a safer city. There are so many cyclists
here, and with more bikes on the roads, there have been more accidents between cars and
bikes. But my car can sense cyclists. It shows on the dashboard when a cyclist is near and
where they are in relation to the car. It automatically slows, and after checking the other side
to make sure it is clear, my car gives extra space as we pass the cyclist. Today I smiled and
waved to a very happy cyclist as I drove by.

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6 Knowing how much I can get accomplished in one day, and knowing how happy it
makes me to interact with people all over our glorious city, I can’t wait until tomorrow.

“Having a Self-Driving Car Changed My Life” written for educational purposes.

Source 2: Driving?
7 Bryan pulls up in front of Julian’s building, honks the horn on his new self-driving car, and
waits for Julian to open the passenger door and get himself settled inside.

8 “Hey, Julian, glad you could join me today to go see the new movie. Can you believe
it is completely sold out? I’m so excited!” Bryan gushes. “Car,” he says in deep, clear,
commanding voice, “take me to the movie theater.”

9 As the car comes to life, engine revving, Julian says in a frosty tone, “I don’t remember
you having an autonomous car. Is this new?”

10 “Yeah, it is—and isn’t it awesome? I don’t have to pay any attention at all. I can just sit
back and relax, and let my car take me wherever I want to go . . . and in style. It’s the best!”

11 “I don’t know about that,” replies Julian. “You’re still supposed to be paying attention,
ready to take control if and when the car doesn’t respond properly. These cars are so
new—they certainly haven’t been perfected yet.”

12 “Oh, they have been tested,” replies Bryan. “Plus, it is so great not to have to actually
drive. You can’t beat the ease of use; all you have to do is know how to talk! Anyone could
‘drive’ one of these,” Bryan says, grinning at the use of the word drive as it relates to his car.

13 “But how do you re-take control if you need to?” asks Julian, worriedly. “I want to be
sure to know what to do if we get into a situation where the car doesn’t respond right, since
I don’t feel comfortable giving up all control to a machine. What if it doesn’t stop at a red
light? Or if it comes close to hitting a person on a bicycle?”
Copyright © Savvas Learning Company LLC. All Rights Reserved.

14 “Don’t worry about it,” says Bryan. “Just get ready to watch the movie. The car knows
what to do. Anyway, don’t you know that most accidents are caused by driver error?”

15 Julian is quiet for a few blocks, and other than clutching the door handle, it seems like he
has settled in to being the passenger in the car. “I guess, so far, this car seems okay, but I’m
definitely not ready to get one yet myself. I’m just not convinced they are safe.”

16 “I understand,” says Bryan, “but now—let’s talk about the movie! What part are you
looking forward to the most?”

“Driving?” written for educational purposes.

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Writing Prompt

Autonomous vehicles, or self-driving cars, are in the news more and more as the technology
for them is rapidly advancing.

Write an essay in which you take a position on whether you support or oppose self-driving
cars in your community. Use the information presented in the passages to support your
points. Make sure to include information from both passages in your essay.

Use your time carefully so that you can

• read each passage carefully;
• plan your writing;
• write your response; and
• revise and edit.

Remember to include
• an introduction;
• details and information from the passages; and
• a conclusion.

Your response to the prompt should be a multiparagraph essay.

Plan and write your response in the space provided.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Planning Sheet
Use this sheet to plan what you will write. The writing on this sheet will NOT be scored.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

This sheet will NOT be scored.

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Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Read the “Natural Disasters” passage set.

Natural Disasters

Source 1: Earthquake!
1 January 17, 1994

2 Dear Diary,

3 Last night was the scariest night of my life. Actually, last night was fine. We had our usual
dinner and family games night . . . and I even won at SCRABBLE®, a rare exciting feat for
me since Mom is the one who usually wins.

4 It was early this morning that was the problem. At about 4:30 A.M., while everyone was
sleeping, the entire house started to shake violently. Earthquake! We have had drills in school
for what to do, but it is hard to react appropriately and quickly when you’re sound asleep
just moments before. Danielle, Mom, Dad, and I all jumped out of our beds and ran to the
doorways, since the doorjamb is the safest place to be. It is sturdy and should stay standing,
even if other bits of ceiling fall around it.

5 We stood in our doorways, terrified, for what seemed like several minutes. (We later
learned that the major tremors lasted for only about 20 seconds.) During the shaking, we
heard the framed pictures in the hallway crash to the floor and sounds of glass shattering.
Some of the glasses in the kitchen had fallen out of the cabinets.

6 Once everything was still and quiet, we all tried to catch our breath. We were terrified to
move out of the doorways, so we just looked at one another. It was good that we stayed put,
because about one minute later, the ground started shaking again in an aftershock. This one
was also strong, but at least we were awake and a little more ready for it. Yikes!
Copyright © Savvas Learning Company LLC. All Rights Reserved.

7 We waited until the shaking ended again and slowly stepped away from our protected
spots. We gave each other huge hugs and held on tightly, relieved that we were all safe and
uninjured. We put on shoes and went to clean up the broken glass. Mom turned on the TV
news, and we learned the earthquake had a 6.7 magnitude—one of the strongest ever in
California.

8 Dad and I went next door to check on our neighbor, Mr. Henshaw, who lives by himself.
He shuffled to the door, visibly upset but okay. He couldn’t get out of bed that fast, so he
stayed in bed, lying flat on his stomach and covering his head with his arms and pillow
to protect it from any falling debris. Luckily, nothing fell or crashed in his house. Even his
framed pictures were still hanging, though they were crooked.

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9 Since it was still dark out (only about 5:45 A.M.), we decided the best thing to do would
be to try to get a bit more sleep. We left Mr. Henshaw, went home, and crawled into our
beds. Given how strong the tremors were, we knew the destruction around our city would
be widespread. Over the next several days, we’ll need to help our neighbors who weren’t as
lucky as we were.

SCRABBLE is a registered trademark of Hasbro, Inc. in the U.S. and in other countries.

“Earthquake!” written for educational purposes.

Source 2: Interview with a Tornado Survivor

10 If you live in an area that has tornadoes, you’ll want to know what the best survival
strategies are. We’ve interviewed Amy Jackson-Werner, a tornado survivor, and also an
emergency preparedness expert on the best ways to keep yourself, your friends, family, and
neighbors safe during a twister.

11 Interviewer: Thanks for joining us, Amy. Can you tell us about your personal tornado
experience?

12 Amy: Yes, a few years back, a strong tornado ripped through my town. I happened to
live in “Tornado Alley,” that area of the United States where tornadoes are most common.
Like most people, I had only a few minutes warning of the coming tornado, which is pretty
typical. Most times, there will be only about ten minutes of advance notice, so it is important
to make a plan in advance. My plan included putting on my bike helmet to protect my head
and moving to my bathroom. It is located in the interior of the house, and it has no windows,
which is the most important thing. When I’m inside the bathroom, there are several walls
between me and the wind: the bathroom wall, the hallway wall, and finally the exterior walls
of the house. They all serve as protection.

13 Interviewer: It sounds like moving far away from windows is the key. Is that correct? Copyright © Savvas Learning Company LLC. All Rights Reserved.

14 Amy: Yes, people should never open their windows in advance of a tornado, and they
should move to a spot far from any windows. This could be a basement, an interior closet, a
bathroom, or a hallway. With wind speeds over 200 miles per hour, tornadoes rip materials
apart and send debris flying. You want to make sure you are safe from debris since getting
hit by it is how most people are injured during a tornado.

15 Interviewer: How long do most tornadoes last?

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16 Amy: Tornadoes usually last for less than ten minutes, but it is possible for them to last
as long as an hour. You don’t necessarily need food and water in your shelter, since you’ll
likely be in there for only twenty minutes or so. If the storm is particularly destructive, though,
it is a good idea to have a supply of food and water for the time afterward, when buildings
and roads may be damaged.

17 Interviewer: Thanks for joining us, Amy, and for giving advice on how to stay safe during
and after a tornado.

“Interview with a Tornado Survivor” written for educational purposes.

Source 3: Next Time

18 Like most families in Miami, the Gonzalezes had heard stories about living through
hurricanes. They were relatively new to Florida, but many of their neighbors had been there for
decades. When they heard news that a hurricane might be approaching, they knew what to do.

19 With many hours to prepare, they had time to gather flashlights, a generator, food, and
water. They made sure their cell phones were charged and turned the air conditioner down.
This way, if the electricity went out, their apartment would be more comfortable and not
terribly hot.

20 Lisandra and Julian were both nervous, and their anxiety increased as the winds and rain
picked up outside. They closed their storm shutters and waited to see what might happen next.

21 “What was that?” Lisandra asked when they started hearing popping sounds outside.
Then, the electricity went out and they realized the sounds were from the electrical
transformers exploding. They turned on a flashlight and kept listening to the sounds of wind
whipping the trees, glass shattering, and metal scraping the pavement. They were dry, and
their apartment building seemed secure. Since they weren’t on the top floor, they didn’t have
to worry about rain dripping through the roof. They weren’t on the ground floor either, so they
Copyright © Savvas Learning Company LLC. All Rights Reserved.

didn’t have to worry about flooding. Even so, it was still terrifying.

22 Once everything quieted down, Julian said, “I guess we’ll be here a while. I’m sure the
elevator is not working, but we can walk down the stairs. We might be better off, though, just
staying here. The emergency responders will have their hands full with people who weren’t
so lucky.”

23 “Yes,” Lisandra said, “let’s stay here until we know we are safe. And next time we hear
that a hurricane might be coming our way, let’s go to a shelter. I don’t want to live through
this again.”

“Next Time” written for educational purposes.

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Writing Prompt

Your science class has been learning about different types of natural disasters and how
dangerous and damaging they can be.

Write an essay in which you take a position on whether you think an earthquake, tornado, or
hurricane would be the worst to experience. Use the information presented in the passages
to support your points. Make sure to include information from all three passages in your
essay.

Use your time carefully so that you can

• read each passage carefully;
• plan your writing;
• write your response; and
• revise and edit.

Remember to include
• an introduction;
• details and information from the passages; and
• a conclusion.

Your response to the prompt should be a multiparagraph essay.

Plan and write your response in the space provided.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Planning Sheet
Use this sheet to plan what you will write. The writing on this sheet will NOT be scored.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

This sheet will NOT be scored.

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