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- NYS standard 7R4 word meaning and choice ×
Take these 75 questions as a practice test
- 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
- 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
- Read this sentence from paragraph 3. The professor, who was sitting at his desk before a pile of letters and replies submitted for approval…
- Type Word meaning and figurative language
- NYS standards 7R4, 7R1
- Difficulty 5 of 5
- Level Above grade 7
- The professor’s observations in paragraphs 15–17 create tension in the excerpt by causing the narrator to feel
- Type Development of ideas and characters
- NYS standards 7R3, 7R4
- Difficulty 4 of 5
- Level Above grade 7
- The main purpose of the comparison in lines 23–24 of the poem is to show
- Type Word meaning and figurative language
- NYS standards 7L5a, 7R4
- Difficulty 1 of 5
- Level Below grade 7
- 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 lines 30–32 from the poem. Their names sound like dinosaurs or maybe bands playing terrible music in someone’s garage. The speaker refers to…
- Type Text structure
- NYS standards 7R5, 7R4
- Difficulty 3 of 5
- Read lines 39–44 from the poem. They spin, and it is only down there in the darkness—in the vast garage where physicists jot down…
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- 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 lines support the idea that a change in the weather will lessen the speaker’s appreciation for the city?
- Type Textual evidence
- NYS standards 7R1, 7R4
- Difficulty 4 of 5
- Level Above grade 7
- Read lines 7–9 from the poem. For now it is the early edge of fall, leaves green still while the air narrows, is slightly…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 3 of 5
- Which idea does the comparison of the brownstone houses to “a pop-up picture book I could have had as a child, / but didn’t”…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5a
- Difficulty 2 of 5
- Read lines 12–14 from the poem. And it was the leaves with a strong soft wind over them that talked most of all and…
- Type Word meaning and figurative language, Author's purpose and point of view
- NYS standards 7R4, 7R6
- Difficulty 3 of 5
- How does the repetition of “ ‘This is the beginning of summer’ ” in lines 2–3 and lines 18–19 contribute to the meaning of…
- Type Text structure
- NYS standards 7R5, 7R4
- Difficulty 2 of 5
- 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
- What impact do the words “swish,” “chitter,” and “cry” in lines 12–13 have in the poem?
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- Difficulty 4 of 5
- Level Above grade 7
- The poet contrasts the speaker’s and Ruth’s points of view regarding the mound by using dialogue to
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- Difficulty 3 of 5
- 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
- The author uses the word “admits” in paragraph 5 most likely to
- Type Text structure
- NYS standards 7R4, 7R5
- Difficulty 3 of 5
- The comparison in lines 8–9 of the poem is used to convey
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5a
- Difficulty 2 of 5
- Level Below grade 7
- Read lines 22–23 from the poem. the sky at night written upon with those jewels. What does the word choice in these lines convey…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 3 of 5
- The use of italics on the word “night” in line 24 is most likely intended to emphasize the
- Type Text structure
- NYS standards 7R5, 7R4
- Difficulty 3 of 5
- What is the purpose of the repeated words “rising and falling” in lines 26 and 37?
- Type Text structure
- NYS standards 7R5, 7R4
- Difficulty 3 of 5
- Read lines 41–42 from the poem. I kept waiting for those childhood bursts, watching as they escorted us home. How does this memory affect…
- Type Development of ideas and characters
- NYS standards 7R3, 7R4
- Difficulty 3 of 5
- The fireworks in the poem represent the speaker’s
- Type Word meaning and figurative language
- NYS standards 7R4, 7R2
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 9. I tried to, and then I just sat still and looked straight at it. How does the phrase…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5a
- Difficulty 2 of 5
- The words “cold” and “dark” affect the tone in paragraph 10 by
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 2 of 5
- What is Ellen’s primary mood at key points in the excerpt? Move the correct answer to each box in the table. Paragraphs Ellen’s Primary…
- Type Development of ideas and characters
- NYS standards 7R3, 7R4
- Difficulty 3 of 5
- Format Fill the blanks
- Which two phrases from paragraph 3 most affect the tone of the excerpt? Move the two correct answers to the box. Phrases That Most…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 3 of 5
- Format Multiple response
- The details in lines 9–12 convey a central idea of the poem by
- Type Central idea and theme
- NYS standards 7R2, 7R4
- Difficulty 4 of 5
- Level Above grade 7
- The poet develops the speaker’s point of view by
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- Difficulty 4 of 5
- Level Above grade 7
- 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
- The phrase “just as an artist arranges the paints upon his palette” in paragraph 2 suggests that
- Type Word meaning and figurative language
- NYS standards 7L5a, 7R4
- Difficulty 1 of 5
- Level Below grade 7
- The isolation of the words “—here here—” in line 7 contributes to the meaning of the poem mainly by
- Type Text structure
- NYS standards 7R5, 7R4
- Difficulty 5 of 5
- Level Above grade 7
- The phrases “luminous possibility” and “all that would keep her / away from home” (lines 17–19) affect the poem by
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5a
- Difficulty 3 of 5
- Read lines 11–13 from the poem. toward the voice, then back to the constellation of fireflies flickering near her head Which idea from the…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5a
- 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
- Which sentence from the passage best conveys the author’s perspective regarding the impact of Ederle’s accomplishment?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- Difficulty 2 of 5
- In paragraph 3, the phrase “the butterflies of the sea” conveys the idea that
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- Difficulty 2 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
- In paragraph 8, the author repeats the word “played” most likely to
- Type Text structure
- NYS standards 7R5, 7R4
- Difficulty 3 of 5
- In paragraph 20, the phrases “trophies of their hunt” and “paraded around” affect the paragraph by
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 2 of 5
- Level Below grade 7
- Read this sentence from paragraph 7. The desperate Morse gave the go-ahead, and the line was completed in time for the dramatic and spectacularly…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 3 of 5
- How does the poet develop the speaker’s point of view in the second stanza (lines 8–14)?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- Difficulty 2 of 5
- Level Below grade 7
- 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
- Read lines 23–26 from the poem. The mountains swing along The south horizon of the sky; Welcoming with wide floors of blue-green ice The…
- Type Word meaning and figurative language
- NYS standards 7L5, 7R4
- Difficulty 2 of 5
- 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
- The phrases “clings to life” and “stripped of bark” in paragraph 6 are used to highlight
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- Difficulty 3 of 5
- Read this sentence from paragraph 2. Two alumnae of its culinary program… were even recognized as semi-finalists for prestigious James Beard awards. The words…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 5. This flight lasted only 12 seconds, but it was nevertheless the first in the history of the world…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L4a
- Difficulty 3 of 5
- The use of the words “siblings” and “my sisters and brothers” in lines 31–32 conveys the idea that the
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5a
- Difficulty 3 of 5
- What is the most likely reason the author uses the word “surprisingly” in paragraph 1?
- Type Text structure
- NYS standards 7R5, 7R4
- Difficulty 3 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 sentence from the passage best conveys the author’s perspective regarding the impact of Ederle’s accomplishment?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- Difficulty 3 of 5
- The phrase “those wonderful Swiss and African ones which vote, keep drilled armies,… and dispute about religion” in paragraph 1 shows that the author
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- Difficulty 4 of 5
- Level Above grade 7
- In paragraph 2, how do the words “grabs,” “yanks,” and “tearing away” contribute to the meaning of the excerpt?
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 3 of 5
- Read this sentence from paragraph 3. The two perspiring ants inspect it thoughtfully and decide that dried grasshopper legs are a poor sort of…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- Difficulty 3 of 5
- Read lines 18–20 from the poem. You are some tears dribbling from a mountain’s eye, running down the pavements of small towns, into the…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 3 of 5
- The comparison to sewing in lines 33–35 helps show that the structure
- Type Word meaning and figurative language
- NYS standards 7L5a, 7R4
- Difficulty 3 of 5
- Which of the following is implied by the phrase “the global nature of weather” (paragraph 5)?
- Type Word meaning and figurative language
- NYS standards 7R4, 7L4a
- 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. 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
- Read paragraph 9 from the excerpt. A moment of useless screaming, running, trying to attract some one’s attention, a sickening sense of terror and…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- Difficulty 2 of 5
- Read paragraph 10 from the excerpt. Margaret stood dazed, reaching out helpless hands, then dropped them at her sides and gazed after the fast-retreating…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5
- 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 line 5 from the poem. Pillars of the sky at rest The line helps develop the theme of the poem by suggesting that…
- Type Word meaning and figurative language, Central idea and theme
- NYS standards 7R4, 7R2
- Difficulty 4 of 5
- Level Above grade 7
- How does isolating the word “Uprise” in line 7 affect the meaning of the poem?
- Type Text structure
- NYS standards 7R5, 7R4
- Difficulty 3 of 5
- How does the poet develop the speaker’s point of view in the second stanza (lines 8–14)?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R4
- Difficulty 2 of 5
- Level Below grade 7
- 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
- Read lines 23–26 from the poem. The mountains swing along The south horizon of the sky; Welcoming with wide floors of blue-green ice The…
- Type Word meaning and figurative language
- NYS standards 7L5, 7R4
- Difficulty 3 of 5
- Read this sentence from paragraph 7. The desperate Morse gave the go-ahead, and the line was completed in time for the dramatic and spectacularly…
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5c
- Difficulty 3 of 5
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