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Editors
Andrea Tropeano
Heather Douglas
Cover Artist
Brenda Di Antonis
Editor in Chief
Ina Massler Levin, M.A.
Creative Director
Karen J. Goldfluss, M.S. Ed.
Art Coordinator
Rene Christine Yates
Imaging
Leonard P. Swierski
Publisher
Mary D. Smith, M.S. Ed.
Author
Julia McMeans, M.Ed.
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Table of Contents
Introduction3
Content Standards and Skills Index 4
General Test-Taking Strategies5
Reducing Test Anxiety 6
Strategies for Reducing Test Anxiety7
Marking Your Answers9
Extreme Words and Statements 10
Multiple-Choice Questions11
Meta-Multiple Choice12
Multiple-Choice Strategies13
More Multiple-Choice Practice!14
Testing Your Best 15
Literal, Inferential, and Analytical Questions16
The Organization of Fiction and Nonfiction18
Language Arts Tests 19
Reading Comprehension Tests42
Essay Questions 77
Student Answer Sheet78
Answer Key79
#2898 Prepare and Practice for Standardized Tests 2 Teacher Created Resources, Inc.
Introduction
Standardized tests have not only been the subject of intense controversy among educators, but also the
cause of much teeth gnashing among students. And its understandable. If individuals are unique and
learning styles and ways of understanding varied, how then can a standardized test accurately measure
what a student knows?
There is a story of a first-grade teacher, who held up a red apple to her class of 30 eager students and asked,
What color is this apple?
Twenty-nine of the students replied,
Its red, while one brave soul countered,
Its red and white.
Oh, the teacher responded, I dont see any white, to which the student replied,
Thats because you have to bite it!
This is a cautionary tale that demonstrates that there is more than one way to interpret any given
question. For this reason its critical that both educators and students understand what standardized
tests seek to measure and the best strategies to prepare for and take these kinds of tests.
The vast majority of standardized tests that students encounter during their academic careersincluding
the California Achievement Test, the Iowa Test, and the Stanford Achievement Testare norm-referenced
tests. Norm-referenced tests compare and rank students in a particular grade with other students in that
same grade. By doing this educators can get a quick snapshot of where their students stand, and to what
extent their scores deviate from the average or the norm.
The content contained on standardized tests is aligned with state-wide curriculum standards and vice
versa. If a skill set appears in your content standards, it is reasonable to expect that it may appear on a
standardized test. To put it another way, you will never find this on a fourth grade standardized test:
(4x 2x^2 7xy) + (2x^2 + 5xy)
and if you do, it probably means that you are having a nightmare! (By the way, the answer is 4x
2xy.) However, this is a different story:
63
x 59
The reason is clear. The addition and subtraction of polynomials is not part of the fourth grade core
content for math, while the multiplication of two-digit numbers is.
It is imperative that students understand how standardized tests are scored, what they measure and the
kinds of material they will encounter. By sharing this behind-the-scenes aspect of standardized tests
with your students, you will help to empower them by demystifying the tests themselves thus reducing
the high anxiety often associated with them.
Standardized tests can be an effective measurement tool. Over the years great steps have been taken not
only to improve standardized testing, but also to provide students with an array of strategies that they
can use in test-taking situations.
The purpose of this book is to help educators and students prepare for standardized tests by providing
general information on test-taking strategies, tips on stress and anxiety reduction, and a variety of
practice tests that span the core content that appears on these types of tests.
The practice tests contained within this book are arranged according to content area and then by
specific skill sets within that area. The test questions are written in the style most frequently used on
standardized tests and are aligned with the McREL Compendium of Content Standards.
Teacher Created Resources, Inc. 3 #2898 Prepare and Practice for Standardized Tests
McRel Compendium of Content Standards and Skills Index
Content Area Standards Covered Specific Skills Covered
Writing Uses the general skills and Capitalization
strategies of the writing Combining
process. Conjugation
Contractions
Uses the stylistic and rhetorical
aspects of writing. Editing
Elaborating
Uses grammatical and Paragraphing
mechanical conventions in Pronoun Referents
written compositions. Punctuation
Gathers and uses information Spelling
for research purposes. Subject-Verb Agreement
Types of Sentences
Usage
Reading Uses the general skills and Reading Comprehension:

strategies of the reading Authors Purpose
process. Cause and Effect
Compare and Contrast
Uses reading skills and Conflict
strategies to understand and Fact versus Opinion
interpret a variety of literary Fiction
texts. Figurative Language
Inferences
Uses reading skills and Main Idea
strategies to understand Nonfiction
and interpret a variety of Plot
informational texts. Poetry
Point of View
Prediction
Literary Genres
Research
Rhyming
Sequencing
Setting
Supporting Details
Topic Sentence
Vocabulary
Affixes
Antonyms
Homographs
Syllabication
Synonyms
General Test-Taking Strategies
A students performance on a standardized test is influenced by many thingssome are obvious,
while others are elusive. Also, there are many factors over which educators have control, while there
are many others over which they do not. Until someone invents a magic wand, word, or potion that
can be waved over, said to, or imbibed by students, educators will have to rely on more conventional
methods to help their students succeed on standardized tests. Below is a list of some general test-taking
strategies with which students should be familiar.
1. Get a good nights sleep the night before the test. Most people need about eight
hours.
2. Avoid caffeinated or sugary drinks before taking the test, as they can make you
jittery.
3. Eat a well-balanced meal.
4. Wear comfortable clothing.
5. Read or listen to the directions carefully. If something is unclear, ask for clarification.
6. Wear a watch and budget your time.
7. Find out the rules of the test. Will you be penalized for answering something
incorrectly? For leaving something blank? Will partial credit be given?
8. If you get stuck on a question, mark it and move on. You can come back to it later.
9. If the test permits, do a memory check. Jot down important formulas or information
on a piece of scrap paper.
10. Use mnemonic devices to jog your memory.
Getting ready No! The Terra Nova!

for a marathon?
Reducing Test Anxiety
Anxiety can be debilitating in a test-taking situation, but it is important to remember that not all
students experience test anxiety. There is a story about a first-year teacher who entered his room on
test day and said jokingly to his eighth-grade class, Well, is everybody nervous? A student raised his
hand and replied, Im nervous that Im not nervous!
Some students experience test anxiety, while others do not. And there are students for whom tests
occasion a modicum of anxiety that not only does not inhibit their performance, but actually enhances
it! The type of test anxiety we are concerned with here is the kind that severely impedes a students
ability to perform on a standardized test. But how do you know when a student has this kind of
anxiety? There are several things that might tip you off:
Tardiness on test day Shallow breathing
Absenteeism on test day Sweating
Crying Distractibility
Hyperactivity Inability to focus
Lethargy Nausea
Jitteriness Muscle tension
Of course, one of the biggest clues of test anxiety is when a student who demonstrates knowledge and
understanding of content via his/her daily classroom performance falls apart when confronted with a
standardized test which is assessing the same skills.
Fortunately, there are a variety of strategies that can be taught to students suffering from test anxiety
that can help them manage it. These strategies, however, should be routinely practiced by students
in order for them to be effective. There is very little point in modeling positive self-talk five minutes
before a test and then expecting that it will be of any use.
A Note to the Test Givers
Students are not the only people who experience test anxiety. Teachers, administrators, and other
school personnel responsible for administering standardized tests can also experience anxiety
around test time as pressure to increase student achievement mounts. While this is understandable,
it is important to remember that anxiety is contagious. Anxious educators can often inadvertently
create anxious students. Be mindful of your demeanor when administering the test. Create a
relaxed, positive environment. Smile and maintain your sense of humor. Know that you have done
your best to prepare your students. And your best is all you and they can do!
Strategies for Reducing Test Anxiety
The following pages contain some of the most effective strategies available to help elementary, middle,
high school, and even college students overcome test anxiety. By familiarizing students with all
of these strategies, and providing opportunities for them to practice, students will be better able to
determine not only which strategies they are most comfortable using, but which strategies have the
greatest impact on reducing their test anxiety.
Positive Self-Talk
Anxiety and negativity are akin to the old chicken-and-egg situation. Does our anxiety cause us to
make negative statements to ourselves or do our negative self-statements create the anxiety? Lets just
say that test anxiety and negative self-talk are inextricably linkedif you find an anxious student, you
will probably also find a student who is telling him/herself that he/she is going to fail. Positive
self-talk consists of simple positive, yet realistic, statements that are repeated to oneself in an
anxiety-provoking situation. Some examples of positive self-talk include the following:

I can do this.
I know this material.
I have practiced this material.
Im intelligent.
The trick to using this strategy is for students to keep the statements simple and to have them
practice using them prior to any test-taking situation. You dont want them to have to come up
with the statements at the moment they are confronted with the test!
Visualization
There are essentially two types of creative visualization that can be used to help combat test
anxiety. Let us call the first type the Safe Place Method, which requires students to conjure a
mental image of a place, either real or imagined, that is both relaxing and safe. Provide students
with the following instructions in order to practice this method:

Close your eyes.
Calm your breath.
Picture your safe place.
Look up and down and to the left and to the right of your safe place.
Take notice of what you see, smell, and feel.
Smile.
Strategies for Reducing Test Anxiety (cont.)
The second visualization technique we will call the Olympic Method. This method, often used by
athletes, requires that individuals imagine what they are trying to achieve, whether it be crossing the
finish line first, hitting a home run, or acing a test! Have students practice the following steps:
Close your eyes.
Calm your breath.
Picture yourself confidently taking the test.
Remember another test in which you did well.
Imagine yourself receiving a high test score or grade.
Smile.
Progressive Muscle Relaxation

Anxiety has both a psychological and physiological component. Muscle tension is a common response
to test anxiety that can be minimized by using progressive muscle relaxation. This method involves
focusing on and then tensing and relaxing large muscle groups in a particular order.
Begin at your toes. Tighten or clench your toes and hold for three to five seconds. Release.
Move upward to your feet, calves, thighs, and so forth. Tighten each muscle group for five
seconds, then release.
Once you have moved through your body, take a few deep breaths.
Controlled Breathing
It is a rare person indeed who has never experienced shallow breathing when in an anxiety-filled situa-
tion. In fact, shallow, short breaths are a universal indicator of someone who is overwhelmed by anxiety.
Practicing controlled breathing is a simple yet powerful way in which to deal with all kinds of anxiety.
Sit comfortably.
Place your hand on your stomach.
Breathe gently in through your nose for a count of four.
Let your breath expand your belly. Observe your stomach rising.
Breathe out for a count of four.
Observe your stomach flattening.
Repeat.
No doubt you will have noticed that all of the aforementioned techniques have to do with changing what
we say, what we see, and what we feel. The mind and the body are woven tightly together like a carpet,
and often all one needs to do to unravel the pattern of test anxiety woven into the fabric is to pull on
one tiny thread. In order for these strategies to be successful, however, students must routinely practice
them, especially in non-test-taking situations.
Familiarity and proficiency with these methods will empower students and give them the extra tools
they need to do their best.
Marking Your Answers
The purpose of this lesson is to introduce you to the correct way to mark your answers on a
standardized test.
A standardized test is one that is given to thousands and thousands of students. The writers of the
questions try to be as fair as possible. After all, it wouldnt mean anything if all eighth-grade students
took different kinds of testssome easy, some hard. The results would be confusing and meaningless.
The scoring of standardized tests tries to be as fair as possible, too. It is done by a computer. However,
for computer-scored tests, answer sheets must be marked the same way by all students. That is why
everyone must use a pencil marked No. 2 and fill in the circles with dark marks.
Attention must also be paid to how a question is written. For example, a question on a standardized test
might look like this:
Directions: Fill in the answer circle for your choice.
How do you write the plural of the word mouse?
mouses mices mice meeses

You would fill in the circle below mice. But what if the question were written this way?
Directions: Fill in the answer circle for your choice.
How do you write the plural of house?

A hice
B hices
C hoose
D houses
You would fill in the circle with D inside of it like this: D , not fill in the D before the word houses
like this: D . If you did that, the computer would mark your answer as incorrect. Unfortunately, the
computer would have no way of determining that you knew the plural of house!
Extreme Words and Statements
Extreme words and statements, like extreme sports, can be dangerous . . . especially on standardized
tests. Take, if you will, this rather extreme statement:
I always eat healthy foods.
Ah, if only it were true! The fact is that the word always makes this statement extreme and, therefore,
very likely to be false. Its not only important for students to understand how words can affect the
veracity of statements, but also how to recognize and navigate qualifiers and absolutes in both stems
and options.
Absolutes are words such as always, never, all, none, and only. Words like these tend to make
statements false. Because multiple-choice questions often require students to create true statements, by
combining stems and options, absolute words, when encountered on standardized tests, should ring the
alarm. There are very few things in life for which there are no exceptions. Absolute words close all
doors and windows. They do not allow for the possibility of something occurring even once.
Qualifiers are words such as many, often, some, rarely, and may. These kinds of words tend to make
statements true, and when they appear in options could indicate the correct answer. Unlike absolutes,
qualifiers leave the door ajar and the window slightly cracked. They allow for the possibility of
something occurring, even if it only happens once in a blue moon. Try this one with your class:
The class of animals known as mammals (stem)

A never lay eggs. (absolute)
B always lay eggs. (absolute)
C rarely lay eggs. (qualifier)
D None of the above
Here we have two options in which there are absolute words and one in which there is a qualifier. Now
lets try to create some true statements.
a. It is true that the class of animals known as mammals never lay eggs.
b. It is true that the class of animals known as mammals always lay eggs.
c. It is true that the class of animals known as mammals rarely lay eggs.
In order for either a or b to be correct, it would mean that either there are no mammals, anywhere on
the face of the earth, that lay eggs or that all mammals, without exception, lay eggs. Both of these
options are extreme and, therefore, likely to be false. While most mammals give birth to live young,
there are a few who do indeed lay eggs, such as the duck-billed platypus and the echidna.
Multiple-Choice Questions
Whether your school or district administers the Iowa Test of Basic Skills, the Terra Nova Achievement
Test, or the Texas Assessment of Knowledge and Skills, the vast majority of test questions that students
will encounter will be in a multiple-choice format. For this reason, its important for students to
understand not only how these types of questions are constructed and what they are trying to assess, but
also what general strategies they can apply to help them arrive at the correct answers.
Many multiple-choice questions contain a stem, or incomplete statement, and four to five choices. Only
one of the choices is the correct answer, and the others are called decoys, or distracters. The purpose
of a multiple-choice question is to determine whether students can determine the correct information
when it is surrounded by incorrect information. For example:
The Declaration of Independence was written by (stem)

A Jefferson Davis. (distracter)
B Thomas Jefferson. (correct option)
C Jefferson Airplane. (distracter)
D George Jefferson. (distracter)
E All of the above (distracter)
Multiple-Choice Practice Questions

Directions: Using the strategies you have learned so far, fill in the answer circles for your choices. After you
have answered each question, write down which strategy you used and explain why you used it.
1. Lewis and Clark were 3. Which is a region of the United States?

A a famous comedy team. A the Northeast
B American explorers. B the Southeast
C English explorers. C the Midwest
D generals during the American Revolution. D All of the above
THINK! Which strategy did you use and why? THINK! Which strategy did you use and why?
2. What can be used in place of a noun? 4. The term authors point of view refers to
E a preposition E what the author is looking at when he/she
F a pronoun writes the story.
G a modifier F the authors opinion.
H a verb G the title of the story.
H the characters in the story.
THINK! Which strategy did you use and why?
THINK! Which strategy did you use and why?
Meta-Multiple Choice
Following are several strategies that students can use when confronted by multiple-choice questions
and a practice multiple-choice test. The purpose of this test is not to assess content knowledge, but to
provide students with an opportunity to both ponder and practice applying these strategies. Print out
pages 15 through 17. Students can work individually, in pairs, or in a larger group. Encourage students
to identify which strategies they used and what clues contained within the stems or the options helped
them to arrive at the correct answer. Before students begin, it will be important to remind them that
these strategies are guidelines and should not be applied thoughtlessly.
When we teach our students test-taking strategies, we run the risk of inadvertently implying that it is
possible to do well on a test by simply strategizing alone. This, of course, is not the case. No
test-taking strategy can take the place of simply knowing the material and its important that this be
stated explicitly to students. Students who understand the material and who are confident usually
dont need strategies to help them do well on tests; and if they do, it is only on about 10% of the test
items. It is critical that teachers share the most important and fool proof test-taking strategies that
exist with their students.
The Secrets to Acing Tests!

Attend school regularly and be on time.
Come to school prepared, rested, and ready to learn.
Complete all of your classroom and homework assignments.
Ask for help if you dont understand.
Spend time every day studying and reviewing material.
Create an organized and quiet place in which to study.
Know that procrastination is the enemy of achievement!
O.K. We can:
(A) Go to the movies.
(B) Go out to dinner.
(C) Both A and B, or
(D) Neither A nor B.
Multiple-Choice Strategies
1. Read the stem carefully.
2. Cover the options and make a prediction.
3. If your prediction or something close to it appears, select it.
4. If your prediction does not appear, read each option carefully.
5. Eliminate any silly options.
6. Eliminate any options you know to be incorrect.
7. A stem and option that creates a grammatically incorrect statement may be an

indication that it is wrong.
8. Preface the stem and option choice with the phrase It is true that. . . If the stem
and option creates a true statement, it is an indication that it is correct.
9. If All of the above is an option and at least two of the other options are correct,
then select All of the above.
10. If All of the above is an option and you know that at least one of the options is
wrong, then eliminate both All of the above and the other incorrect option.
11. If None of the above is an option and at least one of the options is correct, then
eliminate None of the above as a possibility.
None of
the above...
More Multiple-Choice Practice!
Now that students have some familiarity with the ins and outs of multiple-choice questions, have them
participate in the activity described below.
Test Takers to Test Makers!

Students are frequently cast in the role as test takers, but how often do they get to be the test
makers? To help students internalize the multiple-choice strategies they have learned, have them
participate in the following activity:
Either in pairs or individually, have students select a content area with which they feel
comfortable.
Ask them to create ten multiple-choice questions based on current classroom learning.
Tell them that each question must contain a stem and four to five options.
The options must contain one correct answer and several distracters.
The distracters should include some of the errors previously discussed.
When tests are completed, have students swap with each other to not only take the test, but also
to practice using the various multiple-choice strategies and identifying various types of errors.
Getting to Know Test Structure
While the element of surprise is great when it comes to a pun, plot, or party, it can be the proverbial kiss
of death when it comes to a standardized test! Standardized tests come in particular forms, and just as
it is important for students to know the content they may encounter and the strategies that they can use,
they will also need to become familiar with the physicality of the test itself. In other words, they should
be familiar with how the test is organized, how to mark their answers, and when and where to stop
throughout the test. To increase the odds of students doing their best, make sure that they understand
the following:
Remember. . .
Standardized tests are given to thousands of students and are marked or graded by a computer.
The computer will not interpret your answer the way your teacher might. It will either mark
an answer right or wrong.
Fill in each bubble completely and stay within the lines.
If you need to erase, do so completely.
Do not make any stray marks on the test sheet. Use scrap paper to work out problems or jot
down ideas.
Make sure that the answer you mark corresponds to the question being asked.
Look for the words STOP and GO in the lower right-hand corner of test pages. These words
will indicate whether or not you are finished or if there are more pages to complete.
Testing Your Best
Marking Your Answers
Of course, you will not fill in answers as soon as you are handed a standardized test. The first thing
you will do is put your name on the answer sheet. Here is an example:
Each filled-in circle stands for a letter in someones name. Figure out the persons name by looking at
the filled-in circles and then writing the letter of the circle in the empty box above the row. Notice that
the person filled in blank circles for spaces anywhere in her name, including leftover spaces at the end.
Circles must be filled in under every box.
Did you figure out the persons name?
Last Name First Name
A A A A A A A A A A A A A A A A A A A A A A A A A
B B B B B B B B B B B B B B B B B B B B B B B B B
C C C C C C C C C C C C C C C C C C C C C C C C C
D D D D D D D D D D D D D D D D D D D D D D D D D
E E E E E E E E E E E E E E E E E E E E E E E E E
F F F F F F F F F F F F F F F F F F F F F F F F F
G G G G G G G G G G G G G G G G G G G G G G G G G
H H H H H H H H H H H H H H H H H H H H H H H H H
I I I I I I I I I I I I I I I I I I I I I I I I I
J J J J J J J J J J J J J J J J J J J J J J J J J
K K K K K K K K K K K K K K K K K K K K K K K K K
L L L L L L L L L L L L L L L L L L L L L L L L L
M M M M M M M M M M M M M M M M M M M M M M M M M
N N N N N N N N N N N N N N N N N N N N N N N N N
O O O O O O O O O O O O O O O O O O O O O O O O O
P P P P P P P P P P P P P P P P P P P P P P P P P
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
R R R R R R R R R R R R R R R R R R R R R R R R R
S S S S S S S S S S S S S S S S S S S S S S S S S
T T T T T T T T T T T T T T T T T T T T T T T T T
U U U U U U U U U U U U U U U U U U U U U U U U U
V V V V V V V V V V V V V V V V V V V V V V V V V
W W W W W W W W W W W W W W W W W W W W W W W W W
X X X X X X X X X X X X X X X X X X X X X X X X X
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z
Literal, Inferential, and Analytical Questions
Standardized tests will always require students to navigate a reading-comprehension section in order
to assess their reading ability, and it is probably this part of any standardized test that strikes the most
fear into the hearts and minds of educators. This is because we know that reading is not only difficult
to teach, but also difficult to learn, and that the ability for a student to truly comprehend what they have
read depends upon them mastering a complex set of skills. So lets be clear: there is no strategy that
can help a poor reader do well on a standardized test. The strategies we will speak of here are intended
to be useful to those students who read at or above their grade level.
One of the most effective things you can do for your students is to clue them into the types of questions
they will encounter on a reading comprehension test. The elimination of the element of surprise will go
a long way in helping your students do their best.
Reading comprehension tests usually contain literal, inferential, and analytical questions about both
fiction and nonfiction passages.
Literal Questions: These kinds of questions require you to recall or locate a detail which appears
in the passage. The best strategy to use here is to simply go back to the passage and find the
information.
Inferential Questions: These kinds of questions require you to make a deduction, to read
between the lines of a passage, or to look for information that may be unstated. To answer these
types of questions, you have to use clues from the passage along with what you know in order to
arrive at the correct answer.
Analytical Questions: These types of questions require you to rely more on your own experience
than the passage itself in order to arrive at the correct answer. Analytical questions often involve
examining the authors purpose or point of view.
Use the following story and practice test on the next page during whole-group instruction. Have
students practice answering reading comprehension questions and identifying the types of questions
being posed.
Mercury and the Woodman
By Aesop
A woodman was chopping down a tree on the bank of a river. His axe accidentally flew out
of his hands and fell into the water. The woodman was upset that he lost his axe. Suddenly,
Mercury appeared and asked him why he was so upset. The woodman told Mercury what
happened. Mercury felt sorry for the man, so he dove into the river and brought up a golden
axe. He asked the woodman if this was the one he had lost. The woodman said that it was not.
Mercury dove a second time and brought up a silver axe. He asked the woodman if this was his
axe. No, that is not mine either, said the woodman. Once more Mercury dove into the river
and brought up the missing axe. The woodman was happy at getting his axe back. He thanked
Mercury warmly. Mercury was so pleased with his honesty that he gave him the other two axes.
When the woodman told the story to his friends, one of them became jealous. He decided to try his
luck for himself. So he went and began to chop a tree at the edge of the river. He let his axe drop
into the water on purpose. Mercury appeared as before. When he found out that the mans axe fell in
the river, he dove in and brought up a golden axe. The fellow cried, Thats mine. Thats mine. He
reached out his hand for the prize. Mercury was so disgusted at his dishonesty that he refused to give
him the golden axe. He also refused to get the axe that he let fall into the stream.
Directions: Read each question and fill in the answer circle for your choice. After you have answered
each question, think about whether the question is literal, inferential, or analytical.
1. How did the woodman lose his axe? 3. Why do you think Mercury helps the woodman?
A He threw it away because it was broken. A He is bored.
B He is trying to impress him.
B It accidentally flew out of his hands.
C He is trying to win favor with the other gods.
C His jealous friend stole it from him.
D He sees that the woodman is a humble,
D Mercury stole it from him.
hardworking man.
THINK! What kind of question is this?
THINK! What kind of a question is this?
2. Mercury decides to help the woodman because 4. Of what is the second axe that Mercury
E he loves him. retrieves made?
F he owes him a favor. E silver
G he feels sorry for him. F gold
H he promised him that he would. G wood
H bronze
THINK! What kind of question is this?
5. Why is producing a gold and silver axe a good

way to determine if the woodman is honest?
A Woodmen love axes.
B Woodmen rely on axes for their living.
C People are often tempted by great wealth.
D None of the above.
The Organization of Fiction and Nonfiction
Another good strategy with which students should be familiar is remembering how both fiction and
nonfiction are organized. This will help them when they are confronted by questions that ask them to
locate main ideas, problems, solutions and supporting details. By the intermediate and middle-school
grades, most students have internalized this structure, so here we are simply reminding them of what
they already know.
Fiction:
The Beginning: In most works of fiction, information about the main characters and setting
comes at the beginning of the story.
The Middle: In most works of fiction, information about the problem that the characters are
trying to solve comes in the middle of the story.
The End: In most works of fiction, information about how the characters solved their problems
comes at the end of the story.
Nonfiction:
The Beginning: In most works of nonfiction the main idea (and topic sentence) can be found at
the beginning of the selection.
The Middle: In most works of nonfiction elaboration of the main idea, in the form of supporting
details, can be found in the middle of the selection.
The End: In most works of nonfiction a summary of the main idea can be found at the end of the
selection.
Use the following fiction and nonfiction passages and practice tests during whole group instruction.
Have students practice answering reading comprehension questions. Encourage them to justify their
answers.
The Pied Piper
Adapted by the Brothers Grimm
In Upper Saxony there is a town called Hamelin. It is located in the region of Kalenberg. Hamlin
is located right where two large rivers join together.
In the year of 1384, this town was infested by so many rats that they ate all of the corn the people
had been storing for the winter months. The residents tried everything to chase away the rats
but nothing worked. One day a stranger came to town. He was taller than most men. He wore
colorful clothes. He told the townspeople that he could get rid of the rats if they would pay him a
fee. The townspeople agreed.
The stranger took a flute from his jacket. As soon as he started to play, all of the rats came out
of their holes and followed him. The stranger led them straight to the river. The rats ran into the
river and were drowned. When he returned, he asked for his money. They townspeople refused
to pay. The next day there was a fair in the town. The stranger waited for the older townspeople
to go to church. He took out another flute and began to play a song. All the boys in town above
the age of fourteen gathered around him. He led them to the neighboring mountain, named
Kopfelberg. Underneath of this mountain is a sewer for the town. It is also where criminals
are executed. All of the boys disappeared and were never seen again. A young girl who was
following them saw what happened and brought the news of it to the town.
Directions: Read the passage and then fill in the answer circles for your choices. Think about how you
know which is the correct answer.
1. Where is this story set?

A Kopfelberg Mountain C Weser
B the town of Hamelin D Hamel
THINK! How do I know?
2. Who is the main character in this story?

E a young girl G the Pied Piper
F the narrator H the boys
3. The Pied Piper is described as being

A shorter than most men. C very devious.
B rather plump. D taller than most men.
GO
The Pied Piper Comprehension Questions
4. What problem does the Pied Piper agree to solve?
A To rid the town of the rats.
B To play the flute at festivals.
C To discipline the badly behaved boys.
D He doesnt agree to do anything.
5. How does the Pied Piper drown the rats?

A He chases them into the water.
B He lures them to the water.
C He sets traps along the river.
D He gathers them up in a sack.
6. What part do the townspeople play in the disappearance of the boys?

A They round them up and take them away.
B They refuse to pay the Pied Piper.
C They have nothing to do with it.
D They give the Pied Piper permission to take them away.
7. It is likely that the rats and the boys followed the Pied Piper because
A they were not very bright.
B they liked him.
C he promised them something.
D he had magical powers.
8. The theme of this story is:

A dont trust strangers.
B honor your debts.
C dont live in a town with rats.
D dont listen to flute music.
Nonfiction Passage
The ground shakes when the crust of the Earth moves. This is called an earthquake. It can be
caused by the crust sliding, volcanic bursts, or man-made explosions. Earthquakes that cause the
most damage come from the crust sliding.
At first, the crust may only bend because of pushing forces. But when the pushing becomes
too much, the crust snaps and shifts into a new position. Shifting makes wiggles of energy
that go out in all directions. This is like ripples when a stone is dropped in water. These are
called seismic waves. The waves travel out from where the center of the earthquake is located.
Sometimes people can hear these waves. This is because they make the planet ring like a bell.
It must be awesome to hear this sound!
The crust moving may leave a crack, or fault, in the land. Geologists, scientists who study the
Earths surface, say that earthquakes often happen where there are old faults. There are weak
places in the crust. Where there are faults, earthquakes may happen again and again.
Sometimes, when earthquakes happen under the ocean floor, they cause huge sea waves. These
waves are called tsunamis. They can travel across the ocean as fast as 598 miles per hour.
Tsunamis can produce waves over 49 feet high. During the 1964 Alaskan earthquake, giant
waves caused most of the damage to the towns of Kodiak, Cordova, and Seward. Some waves
raced across the ocean in the other direction to the coasts of Japan.
Although earthquakes are usually frightening, keep in mind that the distance to the center of the
Earth is 3,960 miles. Most earthquakes begin less than 150 miles below the surface. Earthquakes
are not a sign that the Earth is unsteady.
Directions: Read the passage and then fill in the answer circles for your choices. Think about how you
know which is the correct answer.
1. Earthquakes are caused by

A a giant sound beneath the ground. C volcanoes.
B explosions and the crust sliding. D B and C
2. Huge waves that rush across the ocean can be caused by

E tsunamis. G earthquakes beneath the ocean.
F storms. H waves as high as 49 feet.
3. Seismic waves can be compared to

A ripples in water. C faults in the ground.
B a bell ringing. D none of these

GO
Nonfiction Passage Comprehension Questions (cont.)
4. An effect of earthquakes is
E faults or cracks in the ground.
F pushing forces building up.
G an unsteady planet
H a stone dropped in the water.
5. The authors purpose in this passage is

A to scare the reader.
B to inform the reader.
C to entertain the reader.
D to bore the reader.
6. When earthquakes happen under the ocean floor they sometimes cause
E tidal waves.
F jet stream.
G tsunamis.
H None of the above
7. You read in the newspaper that an old fault has been discovered nearby. What might happen?
A It will swallow you alive.
B An earthquake might happen there.
C A flood might happen there.
D Not a thing.
8. An appropriate title for this passage might be

E When Earthquakes Attack!
F Giant Waves from Nowhere
G How Earthquakes Happen
H The Mysteries of Our Earth
Complete Subjects and Predicates
Directions: Read each sentence carefully. Find either the complete subject or the complete predicate.
Fill in the correct answer circle.
Sample
A Complete Subject: Professional football is probably the most popular sport in the United States.
A football C most popular sport in the United States
B Professional football D United States
1. Complete Predicate: The quarterback is the 5. Complete Predicate: If a player uses

person on the team who calls the plays. excessive force, he may be charged with
A quarterback unnecessary roughness, which incurs a fifteen-
yard penalty.
B the plays
A may be charged with unnecessary
C calls the plays
roughness, which incurs a fifteen-yard
D is the person on the team who calls penalty
the plays
B which incurs a fifteen-yard penalty
C player uses excessive force
D he may be charged with
2. Complete Subject: The Hail Mary pass 6. Complete Subject: An interception occurs
play is a desperate final attempt to score a when a defensive player catches a pass thrown
touchdown. by the opposing quarterback.
E The Hail Mary pass play E when a defensive player
F pass play F An interception
G score a touchdown G catches a pass
H desperate final attempt H opposing quarterback
3. Complete Predicate: The primary role of the 7. Complete Predicate: In a first-and-ten
wide receiver is to catch a pass thrown by the situation, the team has a maximum of four
quarterback. plays to move the ball ten yards in order to get
a new set of downs.
A The primary role of the wide receiver
A first-and-ten
B is to catch a pass thrown by the quarterback B in order to get a new set of downs
C catch a pass C the team has a maximum of four plays to
D role of the wide receiver move the ball ten yards, in order to get a
new set of downs.
D the team has a maximum of four plays
4. Complete Subject: In a touchback, the 8. Complete Subject: When an opposing team

officials place the ball at the twenty-yard line. sacks a quarterback, hes tackled for a loss of
E officials place the ball at the twenty-yard line yardage behind the line of scrimmage.
F the officials E he
G In a touchback F quarterback
H twenty-yard line G hes tackled
H hes tackled for a loss of yardage
Simple Subjects and Predicates
Directions: Read each sentence carefully. Find either the simple subject or the simple predicate. Fill in
the correct answer circle.
Sample
A Simple Predicate: William Shakespeare is the most widely read playwright in the world.
A William Shakespeare C is
B playwright D read
1. Simple Subject: Seventeen of Shakespeares 5. Simple Predicate: Many of Shakespeares

sonnets are written to a young man. soliloquies are quite profound.
A Seventeen of Shakespeares sonnets A are quite profound
B a young man B are
C sonnets C Many
D are written to D soliloquies
2. Simple Predicate: The ghost of Hamlets 6. Simple Predicate: In Sonnet 18, Shakespeare
father appears before Horatio. compares someone to a summers day.
E appears before Horatio E compares
F ghost F summers day
G appears G In
H Hamlets father H to
3. Simple Predicate: The worlds most famous 7. Simple Subject: The literary technique of
love story, Romeo and Juliet, was penned by telescoping is often used in historical plays.
the Bard. A technique
A was penned B telescoping
B Bard C used
C most famous D plays
D The worlds most
4. Simple Subject: Traditionally, comedies end 8. Simple Subject: The study of Shakespeare
happily. can be gratifying and difficult.
E Traditionally E can be
F comedies F The study
G happily and badly G Shakespeare
H end H difficult
Verb Phrases
Directions: Read each sentence carefully. Fill in the answer circle that is a verb phrase.
Sample
A The elephants were eating the peanuts that people held in their palms.
A were eating C eating
B were D their palms
1. The medicine the doctor prescribed should 5. A regular exercise routine can be very
help me feel better. beneficial for your overall health.
A The medicine A can be
B should help B your overall health
C should C regular exercise routine
D help D can
2. The volunteers will work for eight-hour shifts. 6. My best friend has won many poetry
E The volunteers competitions.
F eight-hour-shifts E My best friend
G will work F won
H work G has won
H poetry competitions
3. We should be assembled in the theater no later 7. Most people in the United States will take and
than eight. pass a drivers exam.
A should A in the United States
B should be B take
C should be assembled C pass
D no later than D will take and pass
4. I told my mom that I would study for at least 8. I should do well on the test.
one hour. E well on the test
E told my mom F should do
F would study G have studied
G study H hard for it
H at least
Compound Subjects and Verbs
Directions: Read each sentence carefully. Identify whether the sentence has a compound subject,
compound verb, both a compound subject and verb, or neither. Fill in the correct answer circle.
Sample
A The children ran and jumped all over the new equipment.
A compound subject C both
B compound verb D neither
1. The teachers and the students sang and danced 6. Both Canada and Mexico border the United
at the end of the year fair. States.
A compound subject C both E compound subject G both
B compound verb D neither F compound verb H neither
2. The mayor held a conference regarding the 7. My mother painted and redecorated my
proposed tax hike. bedroom.
E compound subject G both A compound subject C both
F compound verb H neither B compound verb D neither
3. Senators and representatives are all elected by 8. The leopards and the lions slept and hid the
the people of the United States. whole time we were at the zoo.
4. The puppy barked and whined all night long! 9. Most people own at least one television set.
E compound subject G both A compound subject C both
F compound verb H neither B compound verb D neither
5. Abbott and Costello comprised a comedy 10. The coach and the team were very upset about
team from the 1930s. the loss.
Types of Sentences
Directions: Read each sentence carefully. Fill in the answer circle that tells whether the sentence is
declarative, interrogative, imperative, or exclamatory.
Sample
A The planet Earth is located in the Milky Way galaxy.
A declarative C imperative
B interrogative D exclamatory
1. Is the Milky Way a spiral galaxy? 6. The Milky Way is only one of millions of
A declarative C imperative galaxies!
B interrogative D exclamatory E declarative G imperative
F interrogative H exclamatory
2. Our galaxy is about 100,00 light years in 7. The Milky Way is about 13 billion years old.
diameter! A declarative C imperative
E declarative G imperative B interrogative D exclamatory
3. What is the distance of one light year? 8. A constellation is a grouping of stars that
A declarative C imperative make a picture in the sky.
B interrogative D exclamatory E declarative G imperative
4. Find out five more things about the Milky Way. 9. Is there a black hole at the center of the
E declarative G imperative galaxy?
F interrogative H exclamatory A declarative C imperative
B interrogative D exclamatory
5. Please return my book on the Milky Way. 10. Try to imagine traveling across the universe.
A declarative C imperative E declarative G imperative
B interrogative D exclamatory F interrogative H exclamatory
Subject Complements
Directions: In the following assessment you will be asked to identify the part of speech of the
underlined word or phrase as being either subject complements, linking verbs, predicate nouns, or
predicate adjectives. Be sure to read each sentence carefully, then fill in the correct answer circle.
Sample
A My math teacher is also a marathon runner.
A linking verb C predicate noun
B subject complement D predicate adjective
1. The film was completely terrifying! 6. The flower arrangement was

A linking verb C predicate noun very beautiful.
B subject complement D predicate E linking verb G predicate noun
adjective F subject complement H predicate
adjective
2. My dads tacos smell so good they 7. I went to bed early so that I would
make my mouth water. be rested for the game.
E linking verb G predicate noun A linking verb C predicate noun
F subject complement H predicate B subject complement D predicate
adjective adjective
3. In the talent competition I decided to sing 8. Our vacation was shortened because of
a song. bad weather.
A linking verb C predicate noun E linking verb G predicate noun
B subject complement D predicate F subject complement H predicate
adjective adjective
4. The playground looks like it is being restored. 9. He appeared nervous before the test.
E linking verb G predicate noun A linking verb C predicate noun
F subject complement H predicate B subject complement D predicate
adjective adjective
5. Not everyone was pleased at the outcome of 10. The criticism of the painting was its subject
the election. matter.
A linking verb C predicate noun E linking verb G predicate noun
B subject complement D predicate F subject complement H predicate
adjective adjective
Direct and Indirect Objects
Directions: In the following assessment you will be asked to tell whether the underlined word or phrase
is either a direct object or an indirect object. Be sure to read each sentence carefully, then fill in the
correct answer circle.
Sample
A My mother sent out the birthday invitations.
A direct object B indirect object
1. My sister brought a stray cat home 4. I earn thirty dollars from my paper
from school. route every week.
A direct object B indirect object C direct object D indirect object
2. The actor studied his lines for weeks 5. Juan sent Mia an invitation to his
and weeks. birthday party.
C direct object D indirect object A direct object B indirect object
3. She gave me the money for charity. 6. Our local softball team adopted a
family for the holidays.
A direct object B indirect object
C direct object D indirect object
Singular and Plural Nouns
Directions: In the following assessment you will be asked to identify plural nouns and plural nouns
which contain errors. Read each sentence carefully, then fill in the correct answer circle.
Sample
Find the plural noun: The scientist studies the behavior of mice.
A studies C behavior
B mice D scientist
1. Find the plural noun. 5. Find the misspelled plural noun.

The diagnosis was that the bacteria caused We put all of the photoes in the boxes with
the illness. the menus.
A diagnosis A boxes
B illness B photoes
C bacteria C menus
D was D none of these
2. Find the misspelled plural noun. 6. Find the plural noun.

Oxen were often used to pull heavy loads. The Christmas tree was nearly twenty feet tall.
E loads E tree
F Oxen F feet
G heavy G twenty
H none of these H none of these
3. Find the misspelled plural noun. 7. Find the misspelled plural noun.
The leafs of the cacti turned brown and fell to Our teacher asked us to put the dictionaries
the ground. and thesauri on the top shelfs.
A ground A dictionaries
B cacti B thesauri
C leafs C our
D none of these D shelfs
4. Find the plural noun. 8. Find the misspelled plural noun.

The data suggest that sleep deprivation can The Christmas cards had pictures of elfs
lead to disease. wearing scarves.
E disease E elfs
F suggest F scarves
G sleep G card
H data H picture
Pronouns
Directions: In this assessment you will be asked to identify the following: personal pronouns,
subject and object pronouns, possessive pronouns, reflexive and intensive pronouns, interrogative and
demonstrative pronouns, pronoun antecedents, indefinite pronouns. Be sure to read each sentence and
direction carefully, then fill in the correct answer circle.
Sample
Find the indefinite pronoun.
A Everyone entering the theatre gave their tickets to him.
A him B Everyone C their D the
1. Find the indefinite pronoun. 5. Find the possessive pronoun.

Most people understand that these are the rules Our family goes to the beach every Fourth of
of the game. July.
A these A Our
B people B every
C most C family
D that D none of these
2. Find the interrogative pronoun. 6. Find the subject pronoun.

Which one of those is for me? They placed the piece so beautifully that they
E which were invited back the following year.
F those E the
G me F so
H for G They
H next
3. Find the reflexive pronoun. 7. Find the pronoun antecedent.

Sometimes I cant stop myself from laughing My father told us a story about the first time he
in class! hit a home run.
A sometimes A father
B I B us
C laughing C he
D myself D hit
4. Find the object pronoun. 8. Find the intensive pronoun.

Will you ask her to give us directions? Does he himself actually believe that story?
E her E he
F us F that
G Will G story
H give H himself
Verb Tense
Directions: In this assessment you will be asked to identify the underlined verb tense. Make sure to
read each sentence carefully, then fill in the correct answer circle.
Sample
A The trees are growing quickly because of the climate.
A present C future
B past D present progressive
1. I will be singing in the school talent show in 6. She had waited many years before her genius
two weeks. was recognized.
A future E past
B present F past perfect
C future progressive G past progressive
D past progressive H none of these
2. I have walked to school every day so far 7. They will be shopping round the clock to be
this term. ready for the party.
E present A future
F present progressive B present progressive
G present perfect C future perfect
H past D future progressive
3. By the end of the food drive, we will have 8. It will have been thirty years before that
collected over hundreds of cans of food. conflict was resolved.
A future perfect E future
B future F future progressive
C future progressive G present
D none of these H future perfect
4. The cat plays with the yarn as his 9. I was walking home when I saw the rainbow.
owner laughs. A past progressive
E present B past
F present perfect C past perfect
G present progressive D past present progressive
H future
5. Sheila was dancing to her favorite song when 10. I felt so sick, I slept all the way home in
the doorbell rang. the car.
A past E present
B past progressive F past perfect
C past perfect G past
D future past progressive H past progressive
Adjectives
Directions: In this assessment you will be asked to identify the following: adjectives and the words
they modify, indefinite and definite articles, and predicate adjectives. Read each sentence and direction
carefully, then fill in the correct answer circle.
Sample
Which word(s) does the underlined adjective modify?
A The sky was full of clouds that looked like puffy balls of cotton.
A cotton C clouds
B sky D balls
1. Identify the adjective. 5. Identify the proper adjective.

May I please have an aspirin? Indian food can often be hot and spicy!
A please A hot
B an B spicy
C aspirin C Indian
D May D be
2. Identify the adjective. 6. Identify the definite article

Not everyone can run five miles in five minutes! John handed the red phone and a pen to Linda.
E Not E a
F minutes F the
G five G and
H run H red
3. Identify the word(s) that the underlined 7. Identify the predicate adjective.
adjective modifies. Our teacher appeared to be impressed with our
The windows on the bus were so dirty that we presentation on global warming.
could barely see out of them. A impressed
A them B our
B bus and windows C with
C we D on
D windows
4. Identify the predicate adjective. 8. Identify the adjective.

After the team lost the game, they seemed Many families lost their homes because of
really sad. Hurricane Katrina.
E sad E lost
F After F their
G seemed G of
H game H Many
Adverbs
Directions: In this assessment you will be asked to identify adverbs and the words they modify. Read
each sentence and direction carefully, then fill in the correct answer circle.
Sample
Identify the adverb.
A Math comes easily to my smart sister, Martha.
A Math B easily C smart D Martha
1. Identify the word(s) that the underlined 5. Identify the adverb.

adverb modifies. My parents never get to sleep before midnight.
The detective carefully examined all of the A parents
evidence before the left the room. B before
A detective C never
B examined D midnight
C all
D evidence
2. Identify the adverb. 6. Identify the word(s) that the underlined

It is often the case that good study habits lead adverb modifies.
to better grades. My friend cautiously approached the
E better diving board.
F to E friend
G often F My
H study G diving board
H approached
3. Identify the word(s) that the underlined 7. Identify the adverb.

adverb modifies. We receive report cards four times yearly.
The dog ran very quickly after the Frisbee. A We
A quickly B receive
B dog C four times
C ran D yearly
D after
4. Identify the adverb. 8. Identify the adverb.

My favorite holiday will be coming soon. May I come to the party, too?
E favorite E too
F will F May
G My G the
H soon H Both E and G
Prepositions
Directions: In this assessment you will be asked to identify prepositions, prepositional phrases, and
prepositions and their objects. Read each sentence and direction carefully, then fill in the correct
answer circle.
Sample
Identify the object of the preposition.
A I found my lost gloves under my bed.
A found B lost C gloved D bed
1. Identify the prepositional phrase. 5. Identify the object of the preposition.

The post office is behind the dry cleaners. I will practice the piano after dinner.
A The post office is A after
B behind the B will
C behind the dry cleaners C the
D none of these D dinner
2. Identify the object of the preposition. 6. Identify the preposition.

As I walked through the stage curtains I I fell asleep during the movie.
felt excited. E fell
E through F movie
F through the stage curtains G I
G stage curtains H during
H As
3. Identify the preposition. 7. Identify the prepositional phrase(s).

Instead of pizza, I decided to have a sandwich. My new house is around the corner from a
A to have video arcade!
B of A around the corner from a video arcade
C have a sandwich B around
D I C My new house
D is around
4. Identify the prepositional phrase(s). 8. Identify the object of the preposition.

I hid my sisters book bag on top of I placed my science book beneath my chair.
the refrigerator! E science book
E on top of the refrigerator F beneath my chair
F hid my sisters book bag G chair
G hid H my
H on top of
Gerunds and Participles
Directions: In this assessment you will be asked to identify gerunds, gerund phrases, participles, and
participial phrases. Read each sentence and direction carefully, then fill in the correct answer circle.
Sample
Identify the participial phrase.
A Not everyone found the algebra problems confusing.
A Not everyone found C algebra problems confusing
B the algebra problems D none of these
1. Identify the gerund. 5. Identify the participial phrase.

Hiking is my favorite form of exercise. My English book, having been used by many
A Hiking students, was missing pages.
B form A My English book
C Hiking is my B was missing pages
D of exercise C having been used by many students
D by many students
2. Identify the participle. 6. Identify the present participle.

The frightened audience gasped when the The talking parrot was the biggest attraction at
monster appeared for the first time! the festival.
E gasped E talking
F frightened F was
G appeared G The talking parrot
H time H none of these
3. Identify the gerund phrase. 7. Identify the gerund phrase.

My teacher is quite skilled at reciting poetry. I think reading a book is the most relaxing
A My teacher is thing you can do before bed.
B at reciting poetry A the most relaxing
C is quite skilled B you can do before bed
D skilled at reciting C I think reading
D reading a book
4. Identify the past participle. 8. Identify the participial phrase.

My mom made sure my little brothers teeth Damaging evidence and testimony convicted
were brushed before he went to the dentist. him of the crime.
E went E convicted him of the crime
F made F convicted him
G brushed G evidence and testimony
H before H Damaging evidence and testimony
Infinitives and Infinitive Phrases
Directions: In this assessment you will be asked to identify infinitives and infinitive phrases. Read
each sentence and direction carefully, then fill in the correct answer circle.
Sample
Identify the infinitive
A To do well on tests was my goal!
A To do C tests
B do D was
1. Identify the infinitive. 5. Identify the infinitive.

My mother asked me to walk the dog before My resolution is to walk five miles everyday.
supper. A is to
A walk B five miles
B walk the dog C My
C to walk D to walk
D before
2. Identify the infinitive phrase. 6. Identify the infinitive phrase.

To sleep all day is really a waste of time. I would like to take dancing lessons next year.
E is really a waste E to take dancing lessons
F To sleep all day F I would like
G is really G to take
H a waste of time H lessons next year.
3. Identify the infinitive phrase. 7. Identify the infinitive phrase.

I never learned to skate as well as my brother. Both of my brothers are going to perform in
A to skate as well as my brother the talent show.
B I never learned A Both of my brothers
C as my brother B to perform in the talent show
D none of these C in the talent show
D none of these
4. Identify the infinitive. 8. Identify the infinitive.

It is pointless to worry about things over which I never said that I would be willing to bake all
you have no control. of those cookies!
E It is E I would
F to worry F all of these
G over which G I never
H no H none of these
Independent and Dependent Clauses
Directions: In this assessment you will be asked to identify both independent and dependent clauses.
Read each sentence and direction carefully, then fill in the correct answer circle.
Sample
Identify the dependent clause.
A I exercised for ninety minutes because I didnt do anything the day before.
A I exercised for ninety minutes C because I didnt
B because I didnt do anything the day before D There is no dependent clause in
this sentence.
1. Identify the independent clause. 5. Identify the independent clause.

My teacher asked us to line up, since we were While I washed the dishes, my sister folded
going to the auditorium. the clothes from the dryer.
A so we could go to the auditorium A While I washed the dishes
B My teacher asked us B folded the clothes in the dryer
C so we could C my sister folded the clothes from the dryer
D My teacher asked us to line-up D There is no independent clause in
this sentence.
2. Identify the independent clause. 6. Identify the dependent clause.
Before we went on vacation, we had to make Not everyone enjoys the same foods.
sure that our house was secure.
E Not everyone
E Before we went on vacation
F enjoys the
F we had to make sure that our house was secure
G same foods
G we had to
H There is no dependent clause in
H none of these this sentence.
3. Identify the dependent clause. 7. Identify the independent clause.
We went to see The Nutcracker because it is a Although the Constitution guaranteed certain
family tradition. rights, they were not extended to all citizens.
A We went to see The Nutcracker A they were not extended to all citizens
B because it is a family tradition B Although the Constitution guaranteed
C because it is certain rights
D There is no dependent clause in C extended to all citizens
this sentence.
D none of these
4. Identify the dependent clause. 8. Identify the dependent clause.
I learned some new material in math that I Please make sure to get a good nights sleep,
dont fully understand. since it will help you do well in the competition.
E I learned some new material in math E since it will help you do well in the competition
F in math F Please make sure to get a good nights sleep
G that I dont fully understand G in the competition
H fully understand H get a good nights sleep
Types of Dependent Clauses
Directions: In this assessment you will be asked to identify the type of clause that appears in each
sentence. Read each sentence carefully, then fill in the correct answer circle.
Sample
A The Liberty Bell is located in Philadelphia, which used to be the capital city.
A adjective clause
adverb clause
B
C noun clause
D no dependent clause present
1. The food served at the reception, which was Italian, was delicious.
A adjective clause
B adverb clause
C noun clause
2. We have music lessons twice a week, on Tuesdays and Saturdays.

E adjective clause
F adverb clause
G noun clause
H no dependent clause present
3. The sun was so bright that I had to put on my shades!

A adjective clause
B adverb clause
C noun clause
4. Maria thought I would like the book, so she loaned it to me.

E adjective clause
F adverb clause
G noun clause
GO
Types of Dependent Clauses (cont.)
5. Although it was raining, we still went on the picnic.
A adjective clause
B adverb clause
C noun clause
6. We made our own costumes for the play, which were orange and black.
E adjective clause
F adverb clause
G noun clause
7. Not everyone enjoys classical music.

A adjective clause
B adverb clause
C noun clause
8. In order to prepare for the race, Sylvia trained five times per week.
E adjective clause
F adverb clause
G noun clause
9. The math test, which was a requirement for graduation, was scheduled for Monday.
A adjective clause
B adverb clause
C noun clause
10. My sister had her tonsils removed because she was constantly getting sore throats.
E adjective clause
F adverb clause
G noun clause
Types of Sentences
Directions: In this assessment you will be asked to identify simple, compound, complex, and compound
complex sentences. Read each sentence carefully, then fill in the correct answer circle.
Sample
A Everyone loved the play, but most people agreed that it was a bit too long.
A simple
B compound
C complex
D compound/complex
1. I received an award for my science project. 5. Although I love to cook, I am not a very good
A simple baker.
B compound A simple
C complex B compound
D compound/complex C complex
D compound/complex
2. Fortunately I do not have to work on Fridays. 6. Last Friday we went to the mall, then we went
E simple to get something to eat.
F compound E simple
G complex F compound
H compound/complex G complex
H compound/complex
3. Thomas Jefferson wrote the Declaration 7. Today in science we learned that the Earth
of Independence, and he was also an avid is the third planet from the sun and the only
gardener. planet which supports life.
A simple A simple
B compound B compound
C complex C complex
D compound/complex D compound/complex
4. Just as it begins to get dark, we all pile into the 8. The bus was so late that I began to walk to
car and drive to the beach to see the fireworks. school.
E simple E simple
F compound F compound
G complex G complex
H compound/complex H compound/complex
Reading Comprehension Tests: Poetry
Directions: Read the poem and the questions carefully. Fill in the correct answer circles.
The Midnight Ride of Paul Revere

by
Henry Wadsworth Longfellow
1 Listen my children and you shall hear 15 Then he said Good-night! and with muffled oar
2 Of the midnight ride of Paul Revere, 16 Silently rowed to the Charleston shore
3 On the eighteenth of April, in Seventy-five; 17 Just as the moon rose over the bay,
4 Hardly a man is now alive 18 Where swinging wide at her moorings lay
5 Who remembers that famous day and year. 19 The Somerset, British man-of-war;
6 He said to his friend, If the British march 20 A phantom ship, with each mast and spar
7 By land or sea from town to-night, 21 Across the moon like a prison bar,
8 Hang a lantern aloft in the belfry arch 22 And a huge black hulk, that was magnified
9 Of the North Church tower as a signal light, 23 By its own reflection in the tide
10 One if by land, and two if by sea; 24 Meanwhile, his friend through alley and street
11 And I on the opposite shore will be, 25 Wanders and watches, with eager ears,
12 Ready to ride and spread alarm 26 Till in silence around him hears
13 Through every Middlesex village and farm, 27 The muster of men at the barrack door,
14 For the country folk to be up and to arm. 28 The sound of arms, and the tramp of feet,
29 And the measured tread of the grenadiers,
30 Marching down to their boats on the shore.
1. Which lines in the poem tell us that the poet 4. If the British attack from sea, how many
did not live in the same time as the subject of lanterns will be hung in the North Church?
the poem? E two
A lines 24 and 25 F one
B lines 6 and 7 G three
C lines 4 and 5 H none
D lines11 and 12
2. What is Paul Revere riding on? 5. Where will Paul Revere wait for the signal?
E a bike A in the belfry of the North Church
F a horse B Middlesex
G a carriage C on the opposite shore
H none of these D in the barracks
3. What is Paul Revere warning people of? 6. How do you think Longfellow feels about
A bad weather Revere?
B a battle E He thinks he is foolish.
C the invasion of the British F He thinks he is reckless.
D a phantom ship G He admires him.
H He is frightened by him
Reading Comprehension Tests: Poetry (cont.)
Directions: Read the poem and the questions carefully. Fill in the correct answer circles.
Annabel Leeby Edgar Allan Poe
It was many and many a year ago But our love it was stronger by far than the love
In a kingdom by the sea, Of those who were older than we
That a maiden there lived whom you may know Of many far wiser than we
By the name of Annabel Lee; And neither the angels in heaven above,
And this maiden she lived with no other thought Nor the demons down under the sea,
Than to love and be loved by me. Can ever dissever my soul from the soul
Of the beautiful Annabel Lee.
I was a child and she was a child,
In this kingdom by the sea: For the moon never beams,
But we loved with a love that was more than love without bringing me dreams
I and my Annabel Lee; Of the beautiful Annabel Lee;
With a love that the winged seraphs of heaven And the stars never rise,
Coveted her and me. but I feel the bright eyes
Of the beautiful Annabel Lee;
And this was the reason that, long ago, And so, all the night-tide, I lie down by the side
In this kingdom by the sea, Of my darlingmy darling
A wind blew out of a cloud, chilling My life and my bride,
My beautiful Annabel Lee; In her sepulchre by the sea,
So that her highborn kinsman came In her tomb by the sounding sea.
And bore her away from me,
To shut her up in a sepulchre
In this kingdom by the sea.
The angels, not half so happy in heaven

Went envying her and me
Yes! that was the reason
(as all men know, in this kingdom by the sea)
That the wind came out of the cloud by night,
Chilling and killing my Annabel Lee.
GO
Reading Comprehension Tests: Poetry (cont.)
1. The primary theme of this poem is what? 5. In which stanza does the narrator state that
A jealousy Annabel Lee was killed?
B murder A 4th
C lost love B 5th
D childhood C 2nd
D last
2. Which word is a synonym for seraphs? 6. How often does the narrator think about
E gods Annabel Lee?
F angels E every morning
G birds F every night
H fairies G every afternoon
H every morning and every night
3. Why do you think the narrator and Annabel 7. What is the tone of this poem?
Lee were separated? A sad
A The angels were jealous of them. B regretful
B They were too young. C angry
C The narrator wasnt considered good D mean
enough for Annabel Lee.
D none of these
4. What is a kinsman?
E a demon
F a relative
G a king
H a cousin
Reading Comprehension: Fiction
Directions: Read the excerpt and the questions carefully. Fill in the correct answer circles.
An Excerpt from Little Women

by
Louisa May Alcott
Christmas wont be Christmas without any But I dont think the little we should spend
presents, grumbled Jo, lying on the rug. would do any good. Weve each got a dollar,
and the army wouldnt be much helped by our
Its so dreadful to be poor! sighed Meg, giving that. I agree not to expect anything
looking down at her old dress. from Mother or you, but I do want to buy
UNDINE AND SINTRAM for myself.
I dont think its fair for some girls to have Ive wanted it so long, said Jo, who was a
plenty of pretty things, and other girls nothing bookworm.
at all, added little Amy, with an injured sniff.
I planned to spend mine on new music, said
Weve got Father and Mother, and each Beth, with a little sigh, which no one heard but
other, said Beth contentedly from her corner. the hearth brush and kettle holder.
The four young faces on which the firelight I shall get a nice box of Fabers
shone brightened at the cheerful words, but drawing pencils. I really need them,
darkened again as Jo said sadly, We havent said Amy decidedly.
got Father, and shall not have him for a long
time. She didnt say, perhaps never, but Mother didnt say anything about our money,
each silently added it, thinking of Father far and she wont wish us to give up everything.
away, where the fighting was. Lets each buy what we want, and have a little
fun. Im sure we work hard enough to earn it,
Nobody spoke for a minute; then Meg said cried Jo, examining the heels of her shoes in a
in an altered tone, You know the reason gentlemanly manner.
Mother proposed not having any presents this
Christmas was because it is going to be a hard I know I doteaching three tiresome
winter for everyone; and she thinks we ought children nearly all day, when I am longing
not to spend money for pleasure, when our to enjoy myself at home, began Meg, in the
men are suffering so in the army. We cant do complaining tone again.
much, but we can make our little sacrifices, and
ought to do it gladly. But I am afraid I dont. You dont have such a hard time as I do,
And Meg shook her head, as she thought said Jo. How would you like to be shut up
regretfully of all the pretty things she wanted. for hours with a nervous, fussy old lady, who
keeps you trotting, is never satisfied, and
worries you till youre ready to fly out the
window or cry?
GO
Reading Comprehension: Fiction (cont.)
Little Women (cont.)
Its naughty to fret, but I do think that washing Jo does use such slang words! observed
dishes and keeping things tidy is the worst Amy, with a reproving look at the long figure
work in the world. It makes me cross, and my stretched on the rug.
hands get so stiff. I cant practice well at all.
And Beth looked at her rough hands with a sigh Jo immediately sat up, put her hands in her
that any one could hear that time. pockets, and began to whistle.
I dont believe any of you suffer as I do, cried Dont, Jo. Its so boyish.
Amy, for you dont have to go to school with
impertinent girls, who plague you if you dont Thats why I do it.
know your lessons, and laugh at your dresses,
and label your father if he isnt rich, and insult I detest rude, unladylike girls!
you when youre nose isnt nice.
I hate affected, niminy-piminy chits!
If you mean libel, Id say so, and not talk
Birds in their little nests agree, sang Beth,
about labels, as if Papa was a pickle bottle,
the peacemaker, with such a funny face that
advised Jo, laughing.
both sharp voices softened to a laugh, and the
I know what I mean, and you neednt be pecking ended for that time.
satirical about it. Its proper to use good words,
Really girls, you are both to be blamed, said
and improve your vocabulary, returned Amy,
Meg, beginning to lecture in her elder-sisterly
with dignity.
fashion. You are old enough to leave boyish
Dont peck at one another, children. Dont tricks, and to behave better, Josephine. It didnt
you wish we had the money Papa lost when we matter so much when you were a little girl, but
were little, Jo? Dear me! How happy and good now you are so tall, and turn up your hair, you
wed be, if we had no worries! said Meg, who should remember that you are a young lady.
could remember times.
You said the other day you thought we were

a good deal happier than the King children, for
they were fighting and fretting all the time, in
spite of their money.
So I did, Beth. Well, I think we are. For

though we do have to work, we make fun
ourselves, and are all pretty jolly set, as Jo
would say.
GO
1. What is the relationship among these girls? 7. Which of the following statements is true?
A They are friends. A Meg watches an old lady and Jo is
B They are sisters. a teacher.
C They are neighbors. B Beth goes to school and Amy is a kind
of maid.
D none of these
C Meg teaches and Amy goes to school.
D All four of the girls are students.
2. Where is the father? 8. Which two words does Amy confuse?

E working away from home. E libel and liberal
F out to sea F label and ladle
G fighting in a war G label and libel
H in the next room H horse and house
3. Why do some of the girls feel conflicted? 9. Which one of the girls plays a
A They dont like their father. musical instrument?
B They know they are being a bit selfish. A Beth
C They are angry with their mother. B Amy
D They dont like Jo. C Jo
D Meg
4. What is UNDINE AND SINTRAM? 10. What is Jo short for?

E a song E Jocelyn
F a type of fabric F Josephine
G a special kind of drawing pencil G Jolene
H a book H Joanne
5. How much money does each girl have? 11. How does the argument between Jo and
A a dollar Amy start?
B two dollars A Jo calls Amy a name.
C five dollars B Amy calls Jo a name.
D fifty cents C Jo begins to whistle like a boy.

D Jo uses slang words.
6. Where is Beth sitting? 12. Who is the oldest sister?

E at the table E Meg
F near the door F Amy
G on the floor G Jo
H in a corner H Beth
Reading Comprehension: Fiction
Directions: Read the selection and the questions carefully. Fill in the correct answer circles.
An Excerpt from The Monkeys Paw

by
W.W. Jacobs
What was that you started telling me the other day about a monkeys paw or something,
Morris?
Nothing, said the soldier hastily. Leastways, nothing worth hearing.
Monkeys paw? said Mrs. White curiously.
Well, its just a bit of what you might call magic, perhaps, said the sergeant-major off-
handedly.
His three listeners leaned forward eagerly. The visitor absent-mindedly put his empty glass to his
lips and then set it down again. His host filled it for him.
To look at, said the sergeant-major, fumbling in his pocket, its just an ordinary little paw,
dried to a mummy.
He took something out of his pocket and proffered it. Mrs. White drew back with a
grimace, but her son, taking it, examined it curiously.
And what is there special about it? inquired Mr. White, as he took it from his son and, having
examined it, placed it upon the table.
It had a spell put on it by an old fakir, said the sergeant-major, a very holy man. He wanted
to show that fate ruled peoples lives, and that those who interfered with it did so to their sorrow.
He put a spell on it so that three separate men could each have three wishes from it.
His manner was so impressive that his hearers were conscious that their light laughter jarred
somewhat.
Well, why dont you have three, sir? said Herbert White cleverly.
The soldier regarded him in the way that middle age is wont to regard presumptuous youth. I
have, he said quietly, and his blotchy face whitened.
And did you really have the three wishes granted? asked Mrs. White.
I did, said the sergeant-major, and his glass tapped against his strong teeth.
And has anybody else wished? inquired the old lady.
The first man had his three wishes, yes, was the reply. I dont know what the first two were,
but the third was for death. Thats how I got the paw.
His tone was so grave that a hush fell upon the group.
GO
The Monkeys Paw (cont.)
If youve had your three wishes, its no good to you now, then Morris, said the old man at last.
What do you keep it for?
The soldier shook his head. Fancy, I suppose, he said slowly.
If you could have another three wishes, said the old man, eying him keenly, would you have
them?
I dont know, said the other. I dont know.
He took the paw, dangling it between his front finger and thumb, and suddenly threw it upon the
fire. White, with a slight cry, stooped down and snatched it off.
1. To whom does the monkeys paw belong? 4. The passage tells the wish of one person.
A Mr. White What is this wish?
B Mrs. White E the wish for death
C The Whites son F the wish for money
D the sergeant-major G the wish for fame
H none of these
2. Why did the fakir put a spell on the 5. What is fate?

monkeys paw? A the idea that the things that happen to
E He was vindictive. people are predetermined
F He wanted to show that fate ruled B the idea that everything is random
peoples lives. C the idea that things are both destined
G He had a strange sense of humor. and random
H It was his job. D the idea that chaos rules the world
3. Of what did the spell consist? 6. Based on the information in the passage,
A one man could make three wishes which of the following probably tells what will
happen next?
B three men could make one wish
E White will throw the monkeys paw away.
C three men could make three wishes each
F White will give the monkeys paw to his
D whoever possessed the paw could wish as
son.
long as he had the paw
G White will flush the monkeys paw down
the toilet.
H White will make a wish.

Mr. White took the paw from his pocket and eyed it dubiously. I dont know what to wish for,
and thats a fact, he said slowly. It seems to me that Ive got all I want.
If you only cleared the house, youd be quite happy, wouldnt you? said Herbert, with his hand
on his shoulder. Well, wish for two hundred pounds, then; thatll just do it.
His father, smiling shamefacedly at his own credulity, held up the talisman, as his son, with a
solemn face somewhat marred by a wink at his mother, sat down at the piano and struck a few
impressive chords.
I wish for two hundred pounds, said the old man distinctly.
A fine crash from the piano greeted the words, interrupted by a shuddering cry from the old man.
His wife and son ran toward him.
It moved, he cried, with a glance of disgust at the object as it lay on the floor. As I wished it
twisted in my hands like a snake.
Well, I dont see the money, said his son, as he picked it up and placed it on the table, and I bet
I never shall.
It must have been your fancy, Father, said the wife, regarding him anxiously.
He shook his head. Never mind, though theres no harm done, but it gave me a shock all the
same.
They sat down by the fire again while the two men finished their pipes. Outside, the wind was
higher than ever, and the old man started nervously at the sound of a door banging upstairs. A
silence unusual and depressing settled upon all three, which lasted until the old couple rose to
retire for the night.
I expect youll find the cash tied up in a big bag in the middle of your bed, said Herbert, as he
bade them goodnight, and something horrible squatting up on top of the wardrobe watching you
as you pocket your ill-gotten gains.
He sat alone in the darkness, gazing at the dying fire, and seeing faces in it. The last face was so
horrible and so simian that he gazed at it in amazement. It got so vivid that, with a little uneasy
laugh, he felt on the table for a glass containing a little water to throw over it. His hand grasped
the monkeys paw, and with a little shiver he wiped his hand on his coat and went to bed.
In the brightness of the wintry sun next morning as it streamed over the breakfast table Herbert
laughed at his fears. There was an air of prosaic wholesomeness about the room which it had
lacked on the previous night, and the dirty, shriveled little paw was pitched on the sideboard with
a carelessness which betokened no great belief in its virtues.
I suppose all old soldiers are the same, said Mrs. White. The idea of our listening to such
nonsense! How could wishes be granted in these days? And if they could, how could two
hundred pounds hurt you, Father?
GO

Might drop on his head from the sky, said the frivolous Herbert.
Morris said the things happened so naturally, said his father, that you might if you so wished
attribute it to coincidence.
Well, dont break into the money before I come back, said Herbert, as he rose from the table.
Im afraid itll turn you into a mean, avaricious man, and we shall have to disown you.
7. Why does the father wish for two hundred pounds? 9. What probably is the cause of Mr. White
A It is all he needs to pay off his mortgage. seeing faces in the fire?
B He owes two hundred pounds in A the monkeys paw
gambling debts. B the sergeant-major
C He owes the sergeant-major two C his own fear and uneasiness
hundred pounds. D his worry about getting two hundred
D none of these pounds to pay the mortgage
8. How does the author let you know that the 10. What does Mrs. White mean when she
monkeys paw may possess magical powers? says, I suppose all old soldiers are
E Mr. White faints after he makes his wish. the same?
F The monkeys paw moved in his hand E Soldiers often have magical objects.
when he makes the wish. F Soldiers often bring bad luck to people.
G Two hundred pounds drops from a bag G Soldiers often tell tall tales.
onto Mr. Whites head. H Soldiers often carry monkeys paws.
H none of these
I dare say, said Mr. White, pouring himself out some beer; but for all that, the thing moved in
my hand; that Ill swear to.
You thought it did, said the old lady soothingly.
I say it did, replied the other. There was no thought about it; I had just Whats the matter?
His wife made no reply. She was watching the mysterious movements of a man outside, who,
peering in an undecided fashion at the house, appeared to be trying to make up his mind to enter.
In mental connection with the two hundred pounds, she noticed that the stranger was well dressed
and wore a silk hat of glossy newness. Three times he paused at the gate, and then walked on
again. The fourth time he stood with his hand upon it, and then with sudden resolution flung
it open and walked up the path. Mrs. White at the same moment placed her hands behind her,
and hurriedly unfastening the strings of her apron, put that useful article of apparel beneath the
cushion of her chair.
GO
She brought the stranger, who seemed ill at ease, into the room. He gazed at her furtively, and
listened in a preoccupied fashion as the old lady apologized for the appearance of the room,
and her husbands coat, a garment which he usually reserved for the garden. She then waited
as patiently as her sex would permit, for him to broach his business, but he was at first strangely
silent.
I was asked to call, he said at last, and stooped and picked a piece of cotton from his trousers.
I came from Maw and Meggins.
The old lady started. Is anything the matter? she asked breathlessly. Has anything happened
to Herbert? What is it? What is it?
Her husband interposed. There, there, Mother, he said hastily. Sit down, and dont jump to
conclusions. Youve not brought bad news, Im sure, sir, and he eyed the other wistfully.
Im sorry began the visitor.
Is he hurt? demanded the mother.
The visitor bowed in assent. Badly hurt, he said quietly, but he is not in any pain.
Oh thank God! said the old woman, clasping her hands. Thank God for that! Thank
She broke off suddenly as the sinister meaning of the assurance dawned upon her and she saw the
awful confirmation of her fears in the others averted face. She caught her breath, and turning to
her slower-witted husband, laid her trembling old hand upon his. There was a long silence.
He was caught in the machinery, said the visitor at length, in a low voice.
Caught in the machinery, repeated Mr. White, in a dazed fashion, yes.
He sat staring blankly out at the window, and taking his wifes hand between his own, pressed it
as he had been wont to do in their old courting days nearly forty years ago.
He was the only one left to us, he said, turning gently to the visitor. It is hard.
The other coughed, and rising, walked slowly to the window. The firm wished me to convey
their sincere sympathy with you in your great loss, he said without looking around. I beg you
will understand I am only their servant and merely obeying orders.
There was no reply; the old womans face was white, her eyes staring, and her breath inaudible;
on the husbands face was a look such as his friend, the sergeant, might have carried into his first
action.
I was to say that Maw and Meggins disclaim all responsibility, continued the other. They
admit no liability at all, but in consideration of your sons services they wish to present you with
a certain sum as compensation.
Mr. White dropped his wifes hand, and rising to his feet, gazed with a look of horror at his
visitor. His dry lips shaped the words, How much?
Two hundred pounds, was the answer.
Unconscious of his wifes shriek, the old man smiled faintly, put out his hands like a sightless
man, and dropped, a senseless heap, to the floor.
GO
11. Why was the representative from Maw 14. What does the man from Maw and
and Meggins reluctant to enter the Meggins mean when he saysbut hes
Whites house? not in any pain?
A He didnt like the Whites. E Hes not in pain because he is
B He owed them money. unconscious.
C He had to tell them their son was dead. F Hes not in any pain because the accident
was not that bad.
D He didnt like Maw and Meggins.
G Hes not in any pain because he is dead.
H Hes not in any pain because he was fired
and didnt like his job anyway.
12. How does Mrs. White feel when the 15. How would you describe the demeanor of
stranger first enters the house? the man from Maw and Meggins?
E nervous A very businesslike
F happy B very clever
G sad C very generous
H embarrassed D very unsympathetic
13. What clues does the author give that there

is a difference in class between the Whites
and the representative from Maw and
Meggins?
A They speak differently.
B Mrs. White apologizes for the way the
room looks and for her husbands attire.
C The man from Maw and Meggins didnt
want to enter the house.
D Mrs. White shrieked.
Excerpt from The Man That Corrupted Hadleyburg

by
Mark Twain
It was many years ago. Hadleyburg was the most honest and upright town in all the region
round about. It had kept that reputation unsmirched during three generations, and was prouder
of it than of any other of its possessions. It was so proud of it, and so anxious to insure its
perpetuation, that it began to teach the principles of honest dealing to its babies in the cradle, and
made the like teachings the staple of their culture thenceforth through all the years devoted to
their education. Also, throughout the formative years temptations were kept out of the way of the
young people, so that their honesty could have every chance to harden and solidify, and become
a part of their very bone. The neighboring towns were jealous of this honorable supremacy,
and affected to sneer at Hadleyburgs pride in it and call it vanity; but all the same they were
obliged to acknowledge that Hadleyburg was, in reality, an incorruptible town; and if pressed
they would also acknowledge that the mere fact that a young man hailed from Hadleyburg was
all the recommendation he needed when he went forth from his natal town to seek for reasonable
employment.
But at last, in the drift of time, Hadleyburg had the ill luck to offend a passing stranger possibly
without knowing it, certainly without caring, for Hadleyburg was sufficient unto itself, and cared
not a rap for strangers or their opinions. Still, it would have been well to make an exception
in this ones case, for he was a bitter man, and revengeful. All through his wanderings during
a whole year he kept his injury in mind, and gave all his leisure moments to trying to invent a
compensating satisfaction for it. He contrived many plans, and all of them were good, but none
of them was quite sweeping enough: the poorest of them would hurt a great many individuals,
but what he wanted was a plan which would comprehend the entire town, and not let so much as
one person escape hurt. At last he had a fortunate idea, and when it fell into his brain it lit up his
whole head with an evil joy. He began to form a plan at once, saying to himself That is the thing
to doI will corrupt the town.
Six months later he went to Hadleyburg, and arrived in a buggy at the house of the old cashier
of the bank about ten at night. He got a sack out of the buggy, shouldered it, and staggered with
it through the cottage yard, and knocked at the door. A womans voice said Come in, and he
entered, and set his sack behind the stove in the parlor, saying politely to the old lady who sat
reading the Missionary Herald by the lamp.
Pray keep your seat, madam, I will not disturb you. Therenow it is pretty well
concealedone would hardly know it was there. Can I see your husband a moment,
madam?
GO
No, he has gone to Brixton, and might not return before morning.
Very well, madam, it is of no matter. I merely wanted to leave that sack in his care to be
delivered to the rightful owner when he shall be found. I am a stranger; he does not know
me; I am merely passing through the town tonight to discharge a matter which had been long
in my mind. My errand is now completed, and I go pleased and a little proud, and you will
never see me again. There is a paper attached to the sack which will explain everything.
Goodnight, madam.
1. For what is Hadleyburg famous? 4. How might Hadleyburgs attitude toward the
A being a vain town stranger be characterized?
B being an honest town E kind
C being a rich town F arrogant
D none of these G ignorant
H stupid
2. How do the citizens of Hadleyburg ensure that 5. Why is corrupting Hadleyburg the best way to
their citizens become honest? get revenge?
E They give them a special kind of medicine. A No one will want to visit Hadleyburg.
F They were hypnotized in the cradle B People will lose their businesses.
as infants. C The mayor will be thrown out of office.
G They were taught from the time they were D The towns reputation as being honest is
young to be honest. the most important thing to them.
H They read a lot of book about the
principles of honest dealings.
3. How do the neighboring towns feel 6. What do you think is in the sack that the
about Hadleyburg? stranger brings to Hadleyburg?
A They were jealous. E a deadly virus
B They admired the town. F information to blackmail the citizens of
C They hated the town. the town
D They felt vengeful toward the town. G rocks
H money
The Man That Corrupted Hadleyburg (cont.)
The old lady was afraid of the mysterious big stranger, and was glad to see him go. But her
curiosity was roused, and she went straight to the sack and brought away the paper. It began as
follows:
TO BE PUBLISHED, or, the right man sought out by private inquiryeither will answer. This
sack contains gold weighing a hundred and sixty pounds four ounces
Mercy on us, and the door not locked! Mrs. Richards flew to it all in a tremble and locked it,
then pulled down the window-shades and stood frightened, worried, and wondering if there was
anything else she could do toward making herself and the money safer. She listened awhile for
burglars, then surrendered to curiosity, and went back to the lamp and finished reading the paper.
I am a foreigner, and am presently going back to my own country, to remain there permanently.
I am grateful to America for what I have received at her hands during my long stay under her
flag; and to one of her citizensa citizen of HadleyburgI am especially grateful for a great
kindness done me a year or two ago. Two great kindnesses, in fact, I will explain. I was a
gambler. I say WAS. I was a ruined gambler. I arrived in this village at night, hungry and
without a penny. I asked for helpin the dark; I was ashamed to beg in the light. I begged of the
right man. He gave me twenty dollarsthat is to say, he gave me life, as I considered it. He also
gave me fortune; for out of that money I have made myself rich at the gaming table. And finally,
a remark which he made to me has remained with me to this day, and has at last conquered me;
and in conquering has saved the remnant of my morals: I shall gamble no more. Now I have no
idea who that man was, but I want him found, and I want him to have this money, to give away,
throw away, or keep, as he pleases. It is merely my way of testifying my gratitude to him. If
I could stay, I would find him myself; but no matter, he will be found. This is an honest town,
an incorruptible town, and I know I can trust it without fear. This man can be identified by the
remark which he made to me; I feel persuaded he will remember it.
And now my plan is this: If you prefer to conduct the inquiry privately, do so. Tell the contents
of this present writing to any one who is likely to be the right man. If he shall answer, I am the
man; the remark I made was so-and-so, apply the testto wit: open the sack, and in it you will
find a sealed envelope containing that remark. If the remark mentioned by the candidate tallies
with it, give him the money, and ask no further questions, for he is certainly the right man. But if
you shall prefer a public inquiry, then publish this present writing in the local paperwith these
instructions, to wit: Thirty days from now, let the candidate appear at the town-hall at eight in the
evening (Friday), and hand his remark, in a sealed envelope, to the Rev. Mr. Burgess (if he will be
kind enough to act); and let Mr. Burgess there and then destroy the seals of the sack, open it, and
see if the remark is correct: if correct, let the money be delivered, with my sincere gratitude, to
my benefactor thus identified.
GO
7. What is in the sack? 10. How will the townspeople know to whom
A forty thousand dollars the money belongs?
B one hundred sixty pounds of gold E The person will come forward.
C one hundred sixty pounds four ounces F A physical description of the person is in
of gold the note.

D one hundred and sixty dollars in cash G The person will be able to repeat what he
said to the stranger.
H He will be identified by Rev. Burgess.
8. How does the author let you know that 11. Predict what will happen when everyone in
Hadleyburg is not as honest as it would seem? the town learns about the gold?
E Mrs. Richards says it isnt. A They will earnestly look for the person
F As soon as the money arrives Mrs. who deserves it.

Richards locks herself in her house. B They will get rid of it because it comes
from gambling.
G Mr. Richards says it isnt.
C They will all start to fight and scheme to
H all of these get the money.
D They will find the stranger and return it
9. Why is it important for the stranger to make to him.
a point of saying that he begged for money
at night?
A He was ashamed to beg in the light of day.
B He wants to make his note more mysterious.
C If he begged during the day he would be
able to identify the person who helped him.
D none of these
An Excerpt from The Hound of the Baskervilles

By
Sir Arthur Conan Doyle
Mr. Sherlock Holmes, who was usually very late in the mornings, save upon those not infrequent
occasions when he was up all night, was seated at the breakfast table. I stood upon the hearth-rug
and picked up the stick which our visitor had left behind him the night before. It was a fine, thick
piece of wood, bulbous-headed, of the sort which is known as a Penang lawyer. Just under the
head was a broad silver band, nearly an inch across. To James Mortimer, M.R.C.S., from his
friends of the C.C.H., was engraved upon it, with the date 1884. It was just such a stick as the
old-fashioned family practitioner used to carrydignified, solid, and reassuring.
Well, Watson, what do you make of it?
Holmes was sitting with his back to me, and I had given him no sign of my occupation.
How did you know what I was doing? I believe you have eyes in the back of your head.
I have, at least, a well polished, silver-plated coffee-pot in front of me, said he. But, tell me,
Watson, what do you make of our visitors stick? Since we have been so unfortunate as to miss
him and have no notion of his errand, this accidental souvenir becomes of importance. Let me
hear you reconstruct the man by an examination of it.
I think, said I, following as far as I could the methods of my companion, that Dr. Mortimer is
a successful, elderly medical man, well-esteemed, since those who know him give him this mark
of their appreciation.
Good! said Holmes. Excellent!
I think also that the probability is in favor of his being a country practitioner who does a great
deal of visiting on foot.
Why so?
Because this stick, though originally a very handsome one, has been so knocked about that I
can hardly imagine a town practitioner carrying it. The thick iron ferrule is worn down so it is
evident that he has done a great amount of walking with it.
Perfectly sound! said Holmes.
And then again, there is the friends of the C.C.H. I should guess that to be the Something
Hunt, the local hunt to whose members he has possibly given some surgical assistance in return.
Really, Watson, you excel yourself, said Holmes, pushing back his chair and lighting a
cigarette. I am bound to say that in all the accounts which you have been so good as to give of
my own small achievements, you have habitually underrated your own abilities. It may be that
you are not yourself luminous, but you are a conductor of light.
GO
1. What is the stick that the characters are 4. What are Holmes and Watson doing with
examining? the stick?
A just a stick E making up stories about it
B a cane F passing it back and forth
C a crutch G trying to figure out what the owner of the
D a baton cane is like
H trying to return it to its rightful owner
2. How does Holmes know that Watson is 5. Where is the iron ferrule most likely
examining the stick if his back is to him? located?
E He is psychic. A at the top
F He has eyes in the back of his head. B in the middle
G He sees Watsons reflection in a silver C on the back
coffee-pot. D on the very bottom
H He turned around when Watson wasnt
looking.
3. What does bulbous-headed mean? 6. Why does Watson conclude that Dr.
A rounded Mortimer is well-thought-of by his peers?
B bumpy E Because most doctors are well thought of
by their peers.
C hard
F Because Holmes said so.
D irregularly shaped
G Because his peers presented him with the
stick.
H Watson had read a newspaper article
about Dr. Mortimer.
The Hound of the Baskervilles (cont.)
Some people without possessing genius have a remarkable power of stimulating it. I confess, my
dear fellow, that I am very much in your debt.
He had never said as much before, and I must admit that his words gave me keen pleasure, for
I had often been piqued by his indifference to my admiration and to the attempts which I had
made to give publicity to his methods. I was proud, too, to think that I had so far mastered
his system as to apply it in a way which earned his approval. He now took the stick from
my hands and examined it for a few minutes with his naked eyes. Then with an expression
of interest he laid down his cigarette, and, carrying the cane to the window, he looked over it
again with a convex lens.
Interesting, though elementary, said he as he returned to his favorite corner of the settee. There
are certainly one of two indications upon the stick. It gives us the basis for several deductions.
Has anything escaped me? I asked with some self-importance. I trust that there is nothing of
consequence which I have overlooked?
I am afraid, my dear Watson, that most of your conclusion were erroneous. When I said that
you stimulated me I meant, to be frank, that in noting your fallacies I was occasionally guided
toward the truth. Not that you are entirely wrong in this instance. The man is certainly a country
practitioner. And he walks a good deal.
Then I was right.
To that extent.
But that was all.
No, no, my dear Watson, not all by no means all. I would suggest, for example, that a
presentation to a doctor is more likely to come from a hospital than from a hunt, and that when
the initials C.C. are placed before that hospital the words Charing Cross very naturally
suggest themselves.
You may be right.
The probability lies in that direction. And if we take this as a working hypothesis we have a
fresh basis from which to start our construction of this unknown visitor.
Well, then, supporting that C.C.H. does stand for Charing Cross Hospital, what further
inferences may we draw?
Do none suggest themselves? You know my methods. Apply them!
I can think of the obvious conclusion that the man has practiced in town before going to
the country.
I think that we might venture a little farther than this. Look at it in this light. On what
occasion would it be most probable that such a presentation would be made? When would
the friends unite to give him a pledge of their good will? Obviously at the moment when Dr.
Mortimer withdrew from the service of the hospital in order to start in practice for himself. We
know there has been a presentation. We believe there has been a change from a town hospital
to a country practice. Is it, then, stretching our inference too far to say that the presentation
was on the occasion of the change?
It certainly seems probable.
GO
7. What does the word piqued mean? 10. For what does C.C.H. stand?
A happy, pleased E Charing Cross Hunt Club
B amused, entertained F Charing Cross Heart Specialists
C annoyed, irritated G Charing Cross Hospital
D depressed, devastated H Charing Cross Cane Shop
8. What does it mean to examine something 11. What does it mean to draw an inference?
with your naked eyes? A to reach a conclusion based on the
E to look at something with your glasses available data
on B to search for clues
F to look at something using only your C to draw a sketch of the crime scene
eyes D none of these
G to look at something through a telescope
H to look at something with a convex lens
9. Were Watsons conclusions mostly correct 12. How do you think Watson feels about
or incorrect? Holmes?
A mostly correct E He cant stand him.
B ninety percent correct F He resents him.
C all wrong G He admires him.
D mostly incorrect H He thinks he is hilarious.
Reading Comprehension: Nonfiction
An Excerpt from Up From Slavery

By Booker T. Washington
I was born a slave on a plantation in Franklin County, Virginia. I am not quite sure of the exact
place or exact date of my birth, but at any rate I suspect I must have been born somewhere and at
some time. As nearly as I have been able to learn, I was born near a crossroads post-office called
Hales Ford, and the year was 1858 or 1859. I do not know the month or the day. The earliest
impressions I can now recall are of the plantation and the slave quarters the latter being the part
of the plantation where the slaves had their cabins.
My life had its beginning in the midst of the most miserable, desolate, and discouraging
surroundings. This was so, however, not because my owners were especially cruel, for they were
not, as compared with many others. I was born in a typical log cabin, about fourteen by sixteen
feet square. In this cabin I lived with my mother and a brother and sister till after the Civil War,
when we were all declared free.
Of my ancestry I know almost nothing. In the slave quarters and then later I heard whispered
conversations among the colored people of the tortures which the slaves including, no doubt,
my ancestors on my mothers side, suffered in the middle passage of the slave ship while
being conveyed from Africa to America. I have been unsuccessful in securing any information
that would throw any accurate light upon the history of my family beyond my mother. She, I
remember, had a half-brother and a half-sister. In the days of slavery not very much attention
was given to family history and family recordsthis is, black family records. My mother,
I suppose, attracted the attention of a purchaser who was afterward my owner and hers. Her
addition to the slave family attracted about as much attention as the purchase of a new horse or
cow. Of my father I know even less than of my mother. I do not even know his name. I have
heard reports to the effect that he was a white man who lived on one of the nearby plantations.
Whoever he was, I never heard of his taking the least interest in me or providing in any way for
my rearing. But I do not find especial fault with him. He was simply another unfortunate victim
of the institution which the Nation unhappily had engrafted upon it all that time.
The cabin was not only our living place, but was also used as the kitchen for the plantation. My
mother was the plantation cook. The cabin was without glass windows; it had only openings
in the side which let in the light, and also the cold, chilly air of winter. There was a door to
the cabinthat is, something that was called a doorbut the uncertain hinges by which it was
hung, and the large cracks in it, to say nothing of the fact that is was too small, made the room a
very uncomfortable one. In addition to these openings there was in the lower right-hand corner
of the room, the cat-holea contrivance which almost every mansion or cabin in Virginia
possessed during the ante-bellum period. The cat-hole was a square opening, about seven
by eight inches, provided for the purpose of letting the cat pass in and out of the house at will
during the night. In the case of our particular cabin I could never understand the necessity for
this convenience, since there were at least a half a dozen places in the cabin that would have
accommodated the cats.
GO
Reading Comprehension: Nonfiction (cont.)
1. Why does Booker T. Washington not know the 4. Why does Washington refer to his father as
day on which he was born? another unfortunate victim of the institution?
A He forgot. E His father was also a slave.
B Records of slaves were not kept. F His father, while not a slave, had been
C It was illegal for slaves to know conditioned to think that slaves were less
their birthdays. than human.
D Nineteenth-century people never knew G His father had been institutionalized.
their birthdays. H His father was a horrible person.
2. Why does Washington describe his 5. Why do you suppose that most homes at the
surroundings as being miserable, time had cat-holes?
desperate, and discouraging? A People loved cats.
E The cabin was always so cold. B For the same reasons that people now have
F He didnt know his father. cat flaps.
G He was allergic to cats. C To help keep the mice and rats out of the
H He was born during the time of slavery. house.
D Because cats dont like to knock.
3. What relations did Washingtons mother have?

A a half-sister and half-brother
B parents
C parents and grandparents
D no living relations at all
GO
Up From Slavery (cont.)
Ever since I have been old enough to think for myself, I have entertained the idea that
notwithstanding the cruel wrongs inflicted upon us, the black man got nearly as much out of
slavery as the white man did. The hurtful influences of the institution were not by any means
confined to the Negro. This was fully illustrated by the life upon our own plantation. The whole
machinery of slavery was so constructed as to cause labour, as a rule, to be looked upon as a
badge of degradation, of inferiority. Hence labour was something that both races on the slave
plantation sought to escape. The slave system on our place, in large measure, took the spirit
of self-reliance and self-help out of the white people. My old master had many boys and girls,
but not one, so far as I know, ever mastered a single trade or special line of productive industry.
The girls were not taught to cook or sew, or to take care of the house. All of this was left to the
slaves. The slaves, of course, had little personal interest in the life of the plantation, and their
ignorance prevented them from learning how to do things in the most improved and thorough
manner. As a result of the system, fences were out of repair, gates were hanging off the hinges,
doors creaked, window-panes were out, plastering had fallen but was not replaced, weeds grew in
the yard. As a rule, there was food for whites and blacks, but inside the house, and on the dining-
room, table, there was wanting that delicacy and refinement of touch and finish which can make
a home the most convenient, comfortable, and attractive place in the world. Withal there was a
waste of food and other materials which was sad. When freedom came, the slaves were almost as
well fitted to begin life anew as the master, except in the matter of book-learning and ownership
of property. The slave owner and his sons had mastered no special industry. They unconsciously
had imbibed the feeling that manual labor was not the proper thing for them. On the other hand,
the slaves, in many cases, had mastered some handicraft, and none were ashamed, and few
unwilling, to labour.
Finally the war closed, and the day of freedom came. It was a momentous and eventful day to
all upon our plantation. We had been expecting it. Freedom was in the air, and had been for
months. Deserting soldiers returning to their homes were to be seen every day. Others who
had been discharged, or whose regiments had been paroled, were constantly passing near our
place. The grape-vine telegraph was kept busy night and day. The news and mutterings of
great events were swiftly carried from one plantation to another. In fear of Yankee invasions,
the silverware and other valuables were taken from the big house, buried in the woods, and
guarded by trusted slaves. Woe be to any one who would have attempted to disturb the buried
treasure. The slaves would give the Yankee soldiers food, drink, clothinganything but that
which had been specifically entrusted to their care and honor. As the great day drew nearer, there
was more singing in the slave quarters than usual. It was bolder, had more ring, and lasted later
into the night. Most of the verses of the plantation songs had some reference to freedom. True,
they had sung those same verses before, but they had been careful to explain that the freedom
in these songs referred to the next world, and had no connection with life in this world.
GO
6. Why do you think that work was viewed 9. Why did the slaves not bother to learn the
as degrading? best way in which to do things?
E Because work was done by slaves, and A They were forced to work and were
slaves were looked down upon. not paid.
F Nobody liked to work. B They couldnt read.
G The work was boring. C The slaveowners disliked initiative.
H The type of work being performed D The slaves were trying to undermine
was difficult. their owners.
7. Why didnt the children of the slaveowners 10. Why did people bury their valuables in
ever learn a trade? the woods?
A They were rich and didnt have to worry E It was the custom.
about such things. F For fear that slaves would steal
B They were not very bright people. their stuff.
C They hated to work. G It brought good luck.
D They relied upon the slaves to do H For fear that Yankee soldiers would rob
them on their way back north.
everything for them and believed it would
always be so.
8. What does Washington mean by: They

unconsciously had imbibed the feeling
that manual labor was not the proper
thing for them.
E The slave owners hated the slaves.
F The slave owners were not industrious.
G The system of slavery brainwashed
the slave owners into a false belief
about themselves.
H none of these
The Gettysburg Address

by
Abraham Lincoln
Four score and seven years ago our fathers brought forth on this continent, a new nation,
conceived in Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived
and so dedicated, can long endure. We are met on a great battle-field of that war. We have come
to dedicate a portion of that field, as a final resting place for those who gave their lives that that
nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicatewe can not consecratewe can not hallowthis
ground. The brave men, living and dead, who struggled here, have consecrated it, far above our
poor power to add or detract. The world will little note, nor long remember what we say here,
but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the
unfinished work which they who fought here have thus far so nobly advanced. It is rather for us
to be here dedicated to the great task remaining before usthat from these honored dead we take
increased devotion to that cause for which they gave the last full measure of devotionthat we
here highly resolve that these dead shall not have died in vainthat this nation, under God, shall
have a new birth of freedom and that government of the people, by the people, for the people,
shall not perish from the earth.
GO
1. What is a synonym for an address? 4. What does Lincoln mean by unfinished work?
A speech E the soldiers didnt finish the job
B poem F the living must keep on fighting for liberty
C diary entry and equality for all
D chapter G the living must cleanup the field of battle
H none of these
2. What is being dedicated here? 5. What does Lincoln mean when he says: The
E a monument brave men, living and dead, who struggled
here, have consecrated it, far above our poor
F a statue
power to add or detract?
G a battlefield
A No one is really sure what he meant by
H a building this statement.
B The soldiers who survived constructed a
monument of the battlefield.
C The dead are buried on the battlefield.
D The willingness to sacrifice ones life
in the cause of freedom and equality is
greater than anything he can say.
3. Who are the fathers to whom Lincoln refers in 6. What is meant by the phrase a new birth
the first sentence of this address? of freedom?
A the fathers of the soldiers who died at E It simply means freedom.
Gettysburg F a different kind of freedom
B his father G freedom to fight and be victorious
C the Americans who fought the Revolution H freedom which is all inclusive
and established the United States
D Native Americans
Elephants
Elephants are the worlds largest land animal. Elephants, and the ancestors of elephants, have
been on the planet for nearly 60 million years. Currently, there are only two species of elephants
remaining: the African Elephant and the Asian Elephant. While these two species are very
similar, there are some significant differences between them.
African elephants live primarily in sub-Saharan Africa. They are from the family Proboscidea,
which means to eat with ones nose. Elephants, both African and Asian use their trunks to eat and
breathe. There are four sub-species of African elephants: the South African Bush Elephant, the
Forest Elephant, the East African Bush Elephant and finally the West African Bush Elephant.
African elephants, like their Asian counterparts, are herbivores. They can eat about 400 kilograms
of food per day. Often, they use their strong trunks to pull trees and shrubs apart. African
elephants have, over the course of their lifetime, six sets of molars. When one set wears out
another set grows. Once an elephant has used all six sets of its molars, it usually dies. Elephants
can live to about 60 years of age.
African elephants are much larger than Asian ones. In fact, this is one of the biggest and most
noticeable differences between them. An African elephant can grow to be 10 feet tall, 25 feet in
length, and can weigh up to six tons! An African elephants ears alone can grow to be five feet in
height.
Asian elephants grow to be about eight to 10 feet tall; are roughly 18 to 20 feet long, and weigh
about 11,000 pounds. The Asian elephants ears are much smaller, although both species use
them as fans to help them keep cool. Both African and Asian elephants also like to keep cool by
taking frequent mud baths!
One very significant difference between the two species involves the tusks. An elephants tusks
are actually its incisors. Unlike other animals, an elephants incisors never stop growing and so
eventually they protrude out of their mouths. An elephants tusks can grow to be about ten feet
long. The largest elephant tusks on record weighed in at a whopping 230 pounds! Both the male
and female African elephant have tusks; however only the male Asian elephant does. Because
the ivory from which the tusks are made is prized among people, the Asian female may not be as
vulnerable as her male counterpart or her African cousins.
Asian elephants live in India, Indochina, Sri Lanka, Indonesia, and Southern China. Like the
African elephant, there are four sub-species of the Asian variety: the Ceylon, the Sumatran, the
Indian, and the Malaysian. Clearly, all of the sub-species, whether African or Asian, are named
for the areas in which the elephants live.
GO
Elephants (cont.)
While size is the primary difference between the African and Asian varieties, there is also another
difference that one can see with the naked eye. The Asian elephant has two distinct bumps on its
forehead. The Asian elephant also has the unique distinction of being the only animal in existence
that keeps growing until the day it dies.
Although there are many differences between the African and Asian elephants, they do share one
tragic circumstance: both species are endangered, primarily because of the actions of human
beings. The ivory of which their tusks are made is coveted the world over. Unfortunately, in
order to get the ivory the elephant must be killed. In addition, as the Earths forests dwindle due
to deforestation, elephants are crowded out of their homes.
The destruction of both species is particularly upsetting when one stops to consider not only the
impact on future human populations, who may never see a live elephant, but also on the elephants
themselves. It is well documented that elephants are particularly sensitive and actually mourn and
grieve the loss of herd members.
For these reasons, and many others, the destruction of elephants and their habitats must come to
an end. Elephants, whether they be African or Asian, are the single most important species on the
planet, and without them the future of our own home is uncertain.
1. What is being compared and contrasted in 3. What usually happens when a elephant has
this passage? used all six sets of its molars?
A Asian and African elephants A It grows a seventh set.
B forest elephants and bush elephants B It has to change what it eats.
C tusk size C It dies.
D none of these D It eats less than it used to.
2. What does Proboscidea mean? 4. What might happen if an elephant was unable
E eats with a trunk to take a mud bath?
F uses tools E It would stampede.
G eats with nose F It would get overheated.
H eats with tail G It would smell really bad.
H It would lose weight
GO
5. How is a female African elephant different 8. How do you think the author feels about
from an female Asian elephant? elephants?
A A female African elephant is E The author loves elephants.
better-looking. F The author hates elephants.
B A female Asian elephant is larger. G The author admires elephants.
C A female African elephant has a H The author has no strong feeling either
shorter tail. way about elephants.
D A female Asian elephant has no tusks.
6. How is the Asian elephant different from 9. Which of the following is an opinion?
every other animal? A Unfortunately, in order to get the ivory, the
E Its cuter than the rest elephant must be killed.
F It is smaller than the African variety B The largest elephant tusks on record
G It is the only species where the male has weighed in at a whopping 230 pounds!
tusks and the female doesnt. C Elephants, whether they be African or
H It never stops growing. Asian, are the single most important
species on the planet, and without them
the future of our own home is uncertain.
D Because this passage is nonfiction, it
contains only facts.
7. What are tusks? 10. Another good title for this passage might
A horns be what?
B teeth E Big, Gray Monsters
C nails F Asian and African Elephants
D claws G Stop Killing Elephants!

H Giant Mammals
Reading Comprehension: Instructions
How To Assemble a Gormangiddle

It seems that nearly every time you turn around, some new thing is being invented to help make
our lives a little bit easier. There once was a time when people had to take their clothes down to a
river bank and beat their shirts and socks against rocks in order to get them clean. Then came the
washing machine. Of course, once folks had a contraption in which to wash their clothes, they
quite naturally wanted yet another contraption in which to dry them. Enter the clothes dryerand
so on and so on. Now, we are faced with yet another new inventionthe gormangiddle.
The gormangiddle is a new tool to help with the use of both flubbermandles and flaxernoodles.
For years folks have been trying to figure out better and more efficient ways in which to use
flubbermandles and flaxernoodles, and now they have it: the gormangiddle! Following you will
find a detailed set of instructions on how to use your new gormangiddle with ease. Lets begin.
Remove your gormangiddle from its plastic casing and set it on the floor, face side up, in
front of you.
Get a small Phillips-Head screwdriver and remove the nesterhank, which is located at the top
of your gormangiddle.
Once the nesterhank is removed, you will see the bliff. Dont touch it! The bliff must never be
touched.
Locate the glibbersplat. You will find this below the bliff and slightly to the right of the
mookenator.
Remove the glibbersplat and throw it away. It is unnecessary and serves no real purpose.
Attach the red wire to the sneedle.
Attach the black wire to the snuddle.
Replace the nesterhank with the screwdriver.
Plug the gormangiddle into an electrical socket.
You will hear a series of seven beeps followed by one long blast and then two more short
beeps. This means that your gormangiddle has been installed incorrectly.
Go back to step one and start again.
When you hear one long blast followed by a whistling sound, it means that your gormangiddle
is ready for use.
Now that you have successfully activated your gormangiddle it is ready to use with your
flubbermandle and flaxernoodle. Of course, the gormangiddle will not do the work for you. It
is meant to work in tandem with the flubbermandle and flaxernoodle. If you discover, after
attempting to use your gormangiddle, that you are still having difficulty with the flubbermandle
and flaxernoodle, then you might want to consider purchasing a heffenhexer. A heffenhexer is not
as complex as a gormangiddle and it comes, of course, with easy-to-follow instructions.
GO
Reading Comprehension (cont.)
1. What is a gormangiddle? 4. What do you think a nesterhank looks like?
A a tool E a button
B a toy F a screw
C a tool and a toy G a plug
D a heffenhexer H a zipper
2. What can a gormangiddle help you do? 5. To what do you attach the snuddle?
E work more efficiently with a heffenhexer A the red wire
F work more efficiently with a nesterhank B the mookenator
G work more efficiently with flubbermandles C the black wire
and flaxernoodles D the electrical socket
H avoid the bliff
3. Where is the nesterhank? 6. Under what circumstance could you avoid the
A on the bottom of the gormangiddle second-to-last step?
B inside of the gormangiddle E if you hear seven beeps, one long blast
then two short beeps
C below the bliff
F if you accidentally disengage the bliff
D on the top of the gormangiddle
G if you hear a coughing sound
H if you hear one long blast followed by a
whistling sound
An Excerpt from The Crisis

by Thomas Paine
December 23, 1776
These are the times that try mens souls. The summer soldier and the sunshine patriot will, in
this crisis, shrink from the service of their country; but he that stands by it now, deserves the
love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have
this consolation with us that the harder the conflict, the more glorious the triumph. What we
obtain too cheap, we esteem too lightly; it is dearness only that gives every thing its value.
Heaven knows how to put a proper price upon its goods; and it would be strange indeed if so
celestial an article as FREEDOM should not be highly rated. Britain, with an army to enforce
her tyranny, has declared that she has a right (not only to TAX) but to BIND us in ALL CASES
WHATSOEVER and if being bound in that manner, is not slavery, then is there not such a thing
as slavery upon earth. Even in the expression is impious, for so unlimited a power can belong
only to God.
Whether the independence of the continent was declared too soon, or delayed too long, I will not
now enter into as an argument; my own simple opinion is, that had it been eight months earlier,
it would have been much better. We did not make a proper use of last winter, neither could we,
while we were in a dependent state. However, the fault, if it were one, was all our own; we have
none to blame but ourselves. But no great deal is lost yet. All that Howe has been doing for this
month past, is rather a ravage than a conquest, which the spirit of the Jerseys, a year ago, would
have quickly repulsed, and which time and a little resolution will soon recover.
I have as little superstition in me as any man living, but my secret opinion has ever been, and
still is, that God Almighty will not give up a people to military destruction, or leave them
unsupported to perish, who have so earnestly and so repeatedly sought to avoid the calamities
of war, by every decent method which wisdom could invent. Neither have I so much of the
infidel in me, as to suppose that He has relinquished the government of the world, and given
us up to the care of the devils; and as I do not, I cannot see on what grounds the king of Britain
can look up to heaven for help against us: a common murderer, a highwayman, or a house-
breaker, has as good pretence as he.
Tis surprising to see how rapidly a panic will sometimes run through a country. All nations
and ages have been subject to them. Britain has trembled like an ague at the report of a French
fleet of flat-bottomed boats; and in the fourteenth (fifteenth) century the whole English army,
after ravaging the kingdom of France, was driven back like men petrified with fear; and the
brave exploit was performed by a few broken forces collected and headed by a woman, Joan of
Arc. Would that heaven might inspire some Jersey maid to spirit up her countrymen, and save
her fair fellow suffers from ravage and ravishment! Yet panics, in some cases, have their uses;
they produce as much good as hurt. Their duration is always short; the mind soon grows through
them, and acquires a firmer habit than before.
GO
1. To what crisis is the author referring? 6. What is the authors opinion of the King of
A the American Civil War England?
B the French Revolution E He despises him.
C the American Revolution F He admires him.
D the Hundred Years War G He is confused by his actions.

H He finds him quite unintelligent.
2. What characterizes a summer soldier and a 7. What do think a highwayman is?

sunshine patriot? A a person who builds roads
E They only fight in the summertime. B a person who collects tolls
F They are completely committed. C a person who robs people on the highway
G They are not very tall. D a house-breaker
H They only fight when things are easy.
3. According to the author, what do we value 8. Why does Paine think that God will not
the most? abandon the American cause?
A things that come to us easily E because the colonists sincerely tried to
B things that are difficult to get or achieve avoid war
C things that bring us comfort and F because back then everybody was very
convenience religious
D a good battle G because a priest told him so
H none of these
4. The author likens the situation of the colonists 9. What is the authors simple opinion?
to what? A that the Americans are better equipped to
E being enslaved win
F being hostages B that the British make really good tea
G being taxpayers C that the Joan of Arc was really from Jersey
H being bound and gagged D that the American colonies should have
declared independence eight months
earlier
5. According to Paine, to whom does unlimited 10. Who led the forces that drove back the British
power belong? from France?
A American colonists E Napoleon
B the King of England F Joan of Arc
C Joan of Arc G King Louis the XV
D God H Howe
Political Order in Ancient Egypt

A pyramid is an apt figure for illustrating the political order of ancient Egypt. The pointed
capstone at the top is the pharaoh. Then beneath him are gradually thickening layers of ministers
of state, governors of districts, mayors, priests, and officials with all sorts of duties; the artisans
and craftsmen; and on the bottom, a broad base of peasants and slaves.
The word pharaoh literally means great house, but we use it as another name for king. The
pharaoh is respected and obeyed so that the gods will bless him and Egypt will prosper. Most
pharaohs are from groups of rulers that are related by birth or marriage. A pharaoh may either
be born to a ruling family or he can marry into a ruling family. A pharaoh by birth is usually the
oldest son of the king; pharaohs by marriage are usually men who marry the ruling kings oldest
daughter. This family of rulers is called a dynasty.
Harmony in Egyptian society, and in the natural world, was thought to flow downward from the
pharaoh, who was both high priest and ruler of Egypt at the same time. In Egyptian artwork,
the kings symbols for his dual role were the crook and the flail. In one hand, the king holds
a shepherds crook, identifying him as the caretaker of Egypts people, a flock that needed his
guidance. In the other, he grasps a whip, a flail, also seen as the hand of Osiris, the god of the
dead. The whip is associated with magic and tradition.
Downward from the king, the line of authority extended through bureaucratic layers that ran the
length of Egypt. The king appointed one vizier (tjat) for Upper Egypt and one for Lower Egypt.
A vizier named Rekmire was so proud of tasks laid upon him by the king that he had them written
on the walls of his tomb. The pharaoh told him to be watchful over everything that was done and
that the office of the vizier is the support of the whole land. A vizier was not to show respect of
persons to princes or councilors and not to make slaves of people for himself.
A vizier was in communication with the pharaoh almost daily, either in person or by messenger.
He reported on territorial disputes, kept an up-to-date cattle and herd census, supervised state
projects (including dike repair and temple-building), and passed along gossip about princes and
governors who needed watching. Each documenttax records, storehouse receipts, census
recordshad to have his personal seal to be considered authentic.
The pharaoh personally appointed all ministers and officials everywhere in Egypt. Often, titles
were bestowed from the father to the son. Families held onto posts for generations. Like the
pharaoh, the duties of officials were both civic and religious at the same time. Tax collectors,
mayors, and temple scribes, for example, participated in religious ceremonies.
To those who served the interests of the people well, the pharaoh could bestow special favors and
honors. A summons to approach the Window of Appearance was an intimate honor. Twice a year,
a cushion was laid on a windowsill of one of the palaces. The king would appear, accompanied
by family members and courtiers. The honoree would approach between two tall pylons and
down an avenue of trees to receive his lords personal thanks for exceptional service. The reward
might be gold or promotion to a higher office.
GO
1. What represents the pharaoh on a pyramid? 6. Who was Osiris?
A a pointed capstone E the god of the dead
B a flail F the sun god
C a vizier G a powerful pharaoh
D a crook H a powerful high priest
2. What is a dynasty? 7. What happened at the Window of Appearance?

E a type of pyramid. A you got to meet with the pharaoh
F a video game B you got you portrait drawn
G a family of rulers C you got a promotion to head vizier
H a tjat D you got whipped with a flail
3. How many viziers were there? 8. How is ancient Egyptian government different
A 5 from modern American government?
B 3 E We dont have leaders; they did.
C 100 F We have a separation between church and
D 2 state; they didnt.

G We dont keep tax records; they did.
H none of these
4. What kind of person would use a crook? 9. Who or what was Rekmire?
E bank robber A a tax collector
F shepherd B a pharaoh
G ancient Egyptian C a priest
H Rekmire D a vizier
5. What was a vizier forbidden to do? 10. How do you think Rekmires tomb helped us
A talk to the Gods know about Ancient Egypt?
B make slaves of people E It is very beautiful and ornate.
C look directly at the pharaoh F It contains many relics.
D eat meat G Rekmire had his tasks written on the walls

of his tomb.
H all of these
Essay Writing
Directions: Read each topic carefully. Write a persuasive essay that takes a firm position either for or
against the given topic.
Topic #1:
In many states it is now illegal to talk on a cell phone while driving a car. In most cases, however,
police officers do not have the right to pull a driver over unless they are doing something illegal in
addition to talking on a cell phone. Do you think that police officers should have the right to pull
drivers over for talking on a cell phone only?
Topic #2:
In an attempt to promote healthy eating, your school is considering removing any and all lunch-menu
items that contain trans fat, sugar, and caffeine. This would include the removal of such items as soda,
candy, pizza, hamburgers, and grilled cheese, to name a few. Do you think your school has a right to
impose a healthy diet on its middle-school students, or should the students have a right to choose?
Topic #3:
Many adults often feel that violence in some video games and in the lyrical content of some popular
music adversely affects young people. Do you think that listening to violent lyrics and playing violent
video games can make a young person violent?
Topic #4:
In order to address bullying in school, some administrators are considering implementing a strict
no-bullying policy. The policy is a three-strikes model, meaning that if the same person is caught
bullying on three separate occasions, he or she will be expelled from school. Do you think this policy
will reduce and or eliminate bullying in school?
Topic #5:
A newspaper recently reported that a boy of the age of 15 committed a homicide while robbing a small
grocery store. If he is tried as an adult and found guilty, he could either face the death penalty or life
imprisonment. Do you think the boy should be tried as an adult?
Topic #6:
Many products that people use, including cosmetics, shampoos, perfumes, and medicines, are
developed by performing tests on animals like cats, dogs and rabbits. Some of these tests are painful,
and sometimes the animals die as a result of the tests. Should people be permitted to perform any
tests they want on animals, or should there be restrictions on the types of tests to which animals are
subjected?
Student Answer Sheet
Name:
Page Number ___________ Page Number ___________
1. A B C D 1. A B C D
2. E F G H 2. E F G H
3. A B C D 3. A B C D
4. E F G H 4. E F G H
5. A B C D 5. A B C D
6. E F G H 6. E F G H
7. A B C D 7. A B C D
8. E F G H 8. E F G H
9. A B C D 9. A B C D
10. E F G H 10. E F G H
11. A B C D 11. A B C D
12. E F G H 12. E F G H
13. A B C D 13. A B C D
14. E F G H 14. E F G H
15. A B C D 15. A B C D
16. E F G H 16. E F G H
17. A B C D 17. A B C D
18. E F G H 18. E F G H
19. A B C D 19. A B C D
20. E F G H 20. E F G H
21. A B C D 21. A B C D
22. E F G H 22. E F G H
23. A B C D 23. A B C D
24. E F G H 24. E F G H
25. A B C D 25. A B C D
Answer Key
Page 11 8. F 3. B 4. H
1. B Page 25 4. C 5. C
2. F 1. B 5. B 6. H
3. D 2. G 6. C 7. D
4. F 3. C Page 30 8. E
Page 17 4. F 1. C Page 35
1. B literal 5. A 2. H 1. C
2. G literal 6. G 3. C 2. G
3. D inferential 7. D 4. H 3. B
4. E literal 8. F 5. B 4. E
5. C inferential Page 26 6. F 5. D
Page 1920 1. C 7. D 6. H
1. B 2. H 8. E 7. A
2. G 3. A Page 31 8. G
3. D 4. F 1. C Page 36
4. A 5. A 2. E 1. A
5. B 6. E 3. D 2. F
6. B 7. B 4. F 3. B
7. D 8. G 5. A 4. G
8. B 9. D 6. G 5. C
Page 2122 10. E 7. A 6. E
1. D Page 27 8. H 7. D
2. G 1. B Page 32 8. H
3. A 2. H 1. C Page 37
4. E 3. B 2. G 1. C
5. B 4. G 3. A 2. F
6. G 5. C 4. E 3. A
7. B 6. H 5. B 4. F
8. G 7. A 6. F 5. D
Page 23 8. E 7. D 6. E
1. D 9. B 8. H 7. B
2. E 10. G 9. A 8. H
3. B Page 28 10. G Page 38
4. F 1. D Page 33 1. D
5. A 2. F 1. B 2. F
6. F 3. C 2. G 3. B
7. C 4. E 3. D 4. G
8. E 5. A 4. E 5. C
Page 24 6. H 5. C 6. H
1. C 7. B 6. F 7. A
2. G 8. H 7. B 8. E
3. A 9. A 8. H
4. F 10. G Page 34
5. B Page 29 1. B
6. E 1. A 2. G
7. B 2. C 3. A
Answer Key (cont.)
Page 3940 11. D Page 6365 Page 74
1. A 12. E 1. B 1. C
2. F Page 4953 2. H 2. H
3. D 1. D 3. A 3. B
4. G 2. F 4. F 4. E
5. B 3. C 5. B 5. D
6. E 4. E 6. E 6. E
7. D 5. A 7. D 7. C
8. F 6. H 8. G 8. E
9. C 7. A 9. A 9. D
10. F 8. F 10. H 10. F
Page 41 9. C Page 67 Page 76
1. A 10. G A. A 1. A
2. E 11. C 2. G 2. G
3. B 12. H 3. C 3. D
4. G 13. B 4. F 4. F
5. C 14. G 5. D 5. B
6. F 15. D 6. H 6. E
7. D Page 5557 Page 6970 7. A
8. G 1. B 1. A 8. F
Page 42 2. G 2. G 9. D
1. C 3. A 3. C 10. G
2. F 4. F 4. F
3. C 5. D 5. D
4. E 6. H 6. H
5. C 7. C 7. B
6. G 8. F 8. E
Page 44 9. C 9. C
1. C 10. G 10. F
2. F 11. C Page 72
3. C Page 5961 1. A
4. F 1. B 2. G
5. A 2. G 3. D
6. F 3. A 4. F
7. A 4. G 5. C
Page 47 5. D 6. H
1. B 6. G
2. G 7. C
3. B 8. F
4. H 9. D
5. A 10. G
6. H 11. A
7. C 12. G
8. G
9. A
10. F

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Content Standards and Skills Index 4

General Test-Taking Strategies5

Reducing Test Anxiety 6

Strategies for Reducing Test Anxiety7

Marking Your Answers9

Extreme Words and Statements 10

More Multiple-Choice Practice!14

Testing Your Best 15

Literal, Inferential, and Analytical Questions16

The Organization of Fiction and Nonfiction18

Language Arts Tests 19

Reading Comprehension Tests42

Essay Questions 77

Student Answer Sheet78

Reading Uses the general skills and Reading Comprehension:

Getting ready No! The Terra Nova!

Tardiness on test day Shallow breathing

Absenteeism on test day Sweating

Hyperactivity Inability to focus

Jitteriness Muscle tension

A Note to the Test Givers

Progressive Muscle Relaxation

Directions: Fill in the answer circle for your choice.

How do you write the plural of the word mouse?

mouses mices mice meeses

Directions: Fill in the answer circle for your choice.

How do you write the plural of house?

I always eat healthy foods.

The class of animals known as mammals (stem)

The Declaration of Independence was written by (stem)

Multiple-Choice Practice Questions

1. Lewis and Clark were 3. Which is a region of the United States?

The Secrets to Acing Tests!

1. Read the stem carefully.

2. Cover the options and make a prediction.

3. If your prediction or something close to it appears, select it.

4. If your prediction does not appear, read each option carefully.

5. Eliminate any silly options.

6. Eliminate any options you know to be incorrect.

7. A stem and option that creates a grammatically incorrect statement may be an

Test Takers to Test Makers!

Getting to Know Test Structure

Last Name First Name

5. Why is producing a gold and silver axe a good

1. Where is this story set?

THINK! How do I know?

2. Who is the main character in this story?

THINK! How do I know?

3. The Pied Piper is described as being

5. How does the Pied Piper drown the rats?

6. What part do the townspeople play in the disappearance of the boys?

8. The theme of this story is:

1. Earthquakes are caused by

THINK! How do I know?

2. Huge waves that rush across the ocean can be caused by

THINK! How do I know?

3. Seismic waves can be compared to

Content Standards and Skills Index 4

General Test-Taking Strategies5

Reducing Test Anxiety 6

Strategies for Reducing Test Anxiety7

Marking Your Answers9

Extreme Words and Statements 10

More Multiple-Choice Practice!14

Testing Your Best 15

Literal, Inferential, and Analytical Questions16

The Organization of Fiction and Nonfiction18

Language Arts Tests 19

Reading Comprehension Tests42

Essay Questions 77

Student Answer Sheet78