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- In which two ways does the poet develop the speaker’s point of view in the second stanza (lines 8–14)? Select the two correct answers.
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- Difficulty 3 of 5
- Format Multiple response
- Read these sentences from paragraph 2. For example, many animals hoard food so that they will not run out later, but scientists who study…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L4a
- Difficulty 1 of 5
- Level Below grade 7
- How does paragraph 11 contribute to the plot of the excerpt?
- Type Text structure, Development of ideas and characters
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- How does paragraph 3 convey the effect of the setting on the cattle drive?
- Type Development of ideas and characters, Text structure
- NYS standards 7R3, 7R5
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 13. Close on their left bore down the flank of the herd, and on their right, under their very…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L4a
- Difficulty 2 of 5
- Which sentence from the excerpt best reveals the mood on the drive before the lightning struck?
- Type Word meaning and figurative language
- NYS standards 7R4, 7R1
- Difficulty 2 of 5
- The words “feat,” “humanly impossible,” and “impenetrable barrier” in paragraph 1 affect the tone of the paragraph because they
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 2 of 5
- Level Below grade 7
- Bannister’s loss in the 1952 Olympics influenced his decision to pursue breaking the four-minute-mile barrier by
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- Difficulty 3 of 5
- Read paragraph 2 from the excerpt. To the proprietors of… mangy lynxes, moth-eaten coyotes, and dancing bears I returned courteous but uncompromising refusals—of course,…
- Type Text structure, Development of ideas and characters
- NYS standards 7R5, 7R3
- Difficulty 2 of 5
- Which sentence from the excerpt best explains why the professor is eager to send the narrator on an expedition?
- Type Textual evidence
- NYS standards 7R1, 7R3
- Difficulty 3 of 5
- Which sentence best demonstrates the professional relationship between the narrator and the professor?
- Type Textual evidence
- NYS standards 7R1, 7R3
- Difficulty 3 of 5
- Read lines 27–28 from the poem. And there, in the explosion, in the darkness, briefly incandescent, they appear: The imagery in the lines reveals…
- Type Word meaning and figurative language
- NYS standards 7R4, 7R6
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 6. Burning land to make it healthy may seem counterintuitive, but strategic controlled fires have helped the prairie sustain…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L4b
- Difficulty 4 of 5
- Level Above grade 7
- Which revision of sentence 11 best maintains the formal style established in the passage?
- Type Precise language and style
- NYS standards 7W2f, 7L3a
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 3. These are the lower rapids, a sight more terrifying than the Falls, because less intelligible. Which statement best…
- Type Text structure
- NYS standards 7R5
- Difficulty 4 of 5
- Level Above grade 7
- In paragraph 4, the idea that human life and history ultimately end in the same way is illustrated mainly through
- Type Textual evidence
- NYS standards 7R1, 7L5
- Difficulty 4 of 5
- Level Above grade 7
- Which lines from the poem best contrast with the idea of winter’s scarcity and bleakness?
- Type Textual evidence
- NYS standards 7R1, 7R4
- Difficulty 2 of 5
- What impact do the phrases “all but / invisible” and “even less obvious” in lines 16–18 have on the meaning of the poem?
- Type Word meaning and figurative language
- NYS standards 7R4, 7L4a
- Difficulty 2 of 5
- Level Below grade 7
- How is the discussion of the genetic engineering of the peppers consumed on the ISS (paragraphs 7–8) important to the excerpt as a whole?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- The details in paragraph 3 about cognitive offloading convey a central idea of the passage by
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 3 of 5
- Read this sentence from paragraph 7. As the Internet’s resources continue to expand our “external” memory, some question whether the process may cause people…
- Type Text structure
- NYS standards 7R5, 7R6
- Difficulty 4 of 5
- Level Above grade 7
- The photograph mentioned in paragraph 4 is significant because it
- Type Key details
- NYS standards 7R1, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 4. After collecting and analyzing the DNA in 800 samples of gray fur and wolf waste, researchers could produce…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L4a
- Difficulty 4 of 5
- Level Above grade 7
- Which sentence from the excerpt best supports the idea that there were different levels of education for a scribe?
- Type Textual evidence
- NYS standards 7R1, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 2. Including both ideograms (which convey a whole word or idea, either concrete or abstract, in a single sign)…
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 2 of 5
- Hieratic script was particularly valuable in a bureaucratic government because
- Type Inferences and conclusions
- NYS standards 7R1, 7R3
- Difficulty 2 of 5
- In paragraph 1, the phrases “cool morning breezes swept freely” and “wafting the perfume of sweet grasses” affect the tone of the excerpt by…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 2 of 5
- How does the author distinguish her point of view from that of her mother?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R1
- Difficulty 3 of 5
- Read this sentence from paragraph 7. Always after these confining lessons I was wild with surplus spirits, and found joyous relief in running loose…
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- Which sentence best summarizes the process of beading that is described in the excerpt?
- Type Central idea and theme
- NYS standards 7R2, 7R1
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 4. During her first channel-crossing attempt she had worn a standard one-piece swimsuit that, after the lengthy hours of…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L4a
- Difficulty 3 of 5
- Read these sentences from paragraph 8. So, I was looking at it and not looking at it while my heart spangled my vision. I…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- Difficulty 4 of 5
- Level Above grade 7
- Which sentence from the excerpt supports the conclusion that Elton’s “militaristic ‘invasion’ metaphor” (paragraph 1) has influenced scientific understanding of non-native species?
- Type Textual evidence
- NYS standards 7R1, 7R8
- Difficulty 3 of 5
- Read lines 21–22 from the poem. Barrier broken down by those who do not need The joy of time-resisting storm-worn stone, How do the…
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- Difficulty 4 of 5
- Level Above grade 7
- What is the effect of comparing groups of bristlecone pines to “a city within a cemetery” (paragraph 2)?
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- Difficulty 2 of 5
- Read this sentence from paragraph 5. Empires rose and fell; wars raged;… and the tree from 2500 B.C. continued its implacable slow-motion existence, adding…
- Type Text structure
- NYS standards 7R5, 7R2
- Difficulty 3 of 5
- Which edit should be made in the sentence? On May 8, 2018, Boston University student Zach Prescott ran a mile in 4 minutes 43.2…
- Type Punctuation
- NYS standards 7L2
- Difficulty 2 of 5
- Level Below grade 7
- How does the similar construction of line 1 and line 8 contribute to the meaning of the poem?
- Type Text structure
- NYS standards 7R5, 7R6
- Difficulty 5 of 5
- Level Above grade 7
- Which statement best describes the central idea of the passage?
- Type Central idea and theme
- NYS standards 7R2
- Difficulty 4 of 5
- Level Above grade 7
- Marsh believed that the people of his time caused harm to the environment because
- Type Key details
- NYS standards 7R1
- Difficulty 2 of 5
- In paragraph 4, the word “insurmountable” is used to highlight
- Type Word meaning and figurative language
- NYS standards 7R4, 7L4a
- Difficulty 3 of 5
- Which of the following best explains the author’s fascination with the ants?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R1
- Difficulty 5 of 5
- Level Above grade 7
- Which sentence from paragraph 2 best supports the idea that sheer “leather-headedness” (paragraph 2) amounts to “ignorance” and “idiocy” (paragraph 4)?
- Type Textual evidence
- NYS standards 7R1, 7L4a
- Difficulty 4 of 5
- Level Above grade 7
- How does the presence of the friend in paragraph 3 influence the first ant’s behavior?
- Type Development of ideas and characters
- NYS standards 7R3
- Difficulty 2 of 5
- How does the similar construction of the sentence in line 1 and the sentence in line 8 contribute to the meaning of the poem?
- Type Text structure
- NYS standards 7R5, 7R6
- Difficulty 5 of 5
- Level Above grade 7
- The last stanza (lines 36–42) conveys a central idea of the poem by
- Type Text structure, Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 3 of 5
- An unmarked straight stick will be laid end over end to measure a distance of exactly 72 feet. The same stick will be used…
- Type Number properties
- NYS standards 6.NS.4
- Difficulty 2 of 5
- Level Below grade 7
- What did Galli’s analysis of tree resin at the site reveal?
- Type Key details
- NYS standards 7R1
- Difficulty 2 of 5
- In paragraph 2, how does the phrase “when all three had taken the trouble to tell her” affect the tone in the first part…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 4. Yet if the train started before she found the conductor she might be carried on somewhere and he…
- Type Development of ideas and characters, Text structure
- NYS standards 7R3
- Difficulty 5 of 5
- Level Above grade 7
- Read this sentence from paragraph 4. She strained her eyes into the darkness, and tried to make out things from the two or three…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- Difficulty 3 of 5
- How does paragraph 11 contribute to the plot of the excerpt?
- Type Text structure, Development of ideas and characters
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- How do the details in paragraphs 12–13 about the setting help support the theme of the excerpt?
- Type Central idea and theme
- NYS standards 7R2, 7R3
- Difficulty 3 of 5
- The central idea that the Falls communicate a feeling of “unintelligible disaster” (paragraph 1) is conveyed in paragraph 2 through a description of
- Type Textual evidence, Central idea and theme
- NYS standards 7R1, 7R2
- Difficulty 3 of 5
- Read this sentence from paragraph 2. They are extraordinarily level, one long curtain of lacework and woven foam. What is the effect of comparing…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- Difficulty 2 of 5
- Read this sentence from paragraph 3. These are the lower rapids, a sight more terrifying than the Falls, because less intelligible. Which statement best…
- Type Text structure
- NYS standards 7R5
- Difficulty 4 of 5
- Level Above grade 7
- Which sentence from the excerpt best supports the idea that the essence of the Falls lies in their emotional impact?
- Type Textual evidence
- NYS standards 7R1, 7R2
- Difficulty 3 of 5
- Read this sentence from paragraph 4. There one can sit and let great cloudy thoughts of destiny and the passage of empires drift through…
- Type Text structure, Development of ideas and characters
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- In paragraph 4, the idea that human life and history travel toward the same ending is illustrated mainly through
- Type Textual evidence
- NYS standards 7R1, 7L5
- Difficulty 4 of 5
- Level Above grade 7
- With which statement would the author of this excerpt most likely agree?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R1
- Difficulty 5 of 5
- Level Above grade 7
- Which line from the poem best supports the idea that people have forfeited priceless natural beauty in order to make a profit?
- Type Textual evidence
- NYS standards 7R1
- Difficulty 2 of 5
- Read lines 21–22 from the poem. Barrier broken down by those who do not need The joy of time-resisting storm-worn stone, How do the…
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- Difficulty 4 of 5
- Level Above grade 7
- The idea that, in the mid-nineteenth century, the United States was mostly unaware of the possibilities of electricity is illustrated in the passage mainly…
- Type Textual evidence
- NYS standards 7R1, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- A United States presidential coin is made from an alloy of four metals—copper, zinc, manganese, and nickel—with weights in the ratio of 177:12:7:4, respectively.…
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