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- test 2021 Test A English ×
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- Which edit should be made to correct this sentence? In 1962 the agile athletic Wilt Chamberlain became the first and only professional basketball player…
- Type Punctuation
- NYS standards 7L2
- Difficulty 2 of 5
- Read this sentence. The engineers tried some other things in the hope of finding a more effective insulation for the compartment. What is the…
- Type Precise language and style
- NYS standards 7L3a
- Difficulty 2 of 5
- Level Below grade 7
- Which revision corrects the error in sentence structure in the paragraph? In 1967 Kathrine Switzer signed up for the Boston Marathon using her first…
- Type Sentence structure
- NYS standards 7L1, 7L2
- Difficulty 2 of 5
- Level Below grade 7
- Which sentence in the paragraph contains an error in construction? (1) The blobfish, a creature that certainly resembles its name, is an unusual fish…
- Type Grammar and usage
- NYS standards 7L1
- Difficulty 3 of 5
- What is the best way to combine sentences 3 through 5 to clarify the relationship between ideas?
- Type Combining and revising sentences
- NYS standards 7W1d, 7L3
- Difficulty 3 of 5
- Which sentence should follow sentence 5 to best state the main claim in the passage?
- Type Introductions and conclusions
- NYS standards 7W1a
- Difficulty 2 of 5
- Which revision of sentence 10 provides the best transition to the argument in the third paragraph (sentences 10–13)?
- Type Transitions
- NYS standards 7W1d
- Difficulty 3 of 5
- Which sentence would best follow sentence 13 and support the ideas in the third paragraph (sentences 10–13)?
- Type Supporting details
- NYS standards 7W1b
- Difficulty 4 of 5
- Level Above grade 7
- Which concluding sentence would best follow sentence 20 and support the argument presented in the passage?
- Type Introductions and conclusions
- NYS standards 7W1e
- Difficulty 3 of 5
- How does paragraph 1 introduce the ideas that ravens may perceive time and plan for the future?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- Read this sentence from paragraph 1. At Lund University in Sweden, researchers argue that ravens may be able to think ahead and even plan…
- Type Textual evidence
- NYS standards 7R1, 7R8
- Difficulty 2 of 5
- 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
- In the first experiment described in paragraph 4, which of the ravens’ behaviors provides the strongest evidence for the claim that the birds are…
- Type Textual evidence
- NYS standards 7R1, 7R8
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 4. In both experiments, the ravens waited patiently for up to seventeen hours for the researcher to return. How…
- Type Text structure
- NYS standards 7R5, 7R8
- Difficulty 3 of 5
- How does paragraph 5 fit into the overall structure of the passage and contribute to the development of ideas?
- Type Text structure
- NYS standards 7R5, 7R8
- Difficulty 3 of 5
- The author conveys a point of view on the study of animal intelligence mainly by
- Type Author's purpose and point of view
- NYS standards 7R6, 7R5
- Difficulty 4 of 5
- Level Above grade 7
- With which statement would the author of the passage most likely agree?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R1
- Difficulty 3 of 5
- Read these sentences from paragraph 2. Dad always said Mom could make all the dishes he’d had back in Vermont as well as though…
- Type Text structure, Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 3. “I’ll be taking the train tomorrow night,” I said aloud, more to hear it myself. This remark contributes…
- Type Development of ideas and characters, Text structure
- NYS standards 7R3, 7R5
- Difficulty 3 of 5
- 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
- Which sentence from the excerpt provides evidence that Ellen has a lot in common with her father?
- Type Textual evidence
- NYS standards 7R1, 7R3
- Difficulty 2 of 5
- Read these sentences from the excerpt. Mom seems to think of nothing farther away than today or perhaps yesterday or tomorrow morning. (paragraph 1)…
- Type Text structure, Central idea and theme
- NYS standards 7R2, 7R3
- Difficulty 3 of 5
- The flashback in paragraphs 10–24 affects the plot by
- Type Text structure, Development of ideas and characters
- NYS standards 7R5, 7R3
- Difficulty 5 of 5
- Level Above grade 7
- Which sentence from the excerpt provides evidence that Mom wants Ellen to understand the family’s heritage?
- Type Textual evidence
- NYS standards 7R1, 7R3
- Difficulty 1 of 5
- Level Below grade 7
- Read this sentence from paragraph 1. As one Scottish traveler observed during his visit to America, “Niagara and Lowell are the two objects I…
- Type Text structure
- NYS standards 7R5
- Difficulty 3 of 5
- A central idea that Lowell was “one of America’s most significant industrial cities” (paragraph 1) is conveyed in the passage primarily through a description…
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 4 of 5
- Level Above grade 7
- Which sentence from paragraph 2 best supports the idea that Lowell became “a bustling industrial city” (paragraph 1) in a short period of time?
- Type Textual evidence
- NYS standards 7R1
- Difficulty 3 of 5
- Read this sentence from paragraph 3. From the early to mid-1800s, women left the constricted lifestyle of small rural towns and rural areas for…
- Type Text structure
- NYS standards 7R5
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 5. Although Lowell received an influx of Irish families during this time, the Irish were a part of the…
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 2 of 5
- Which sentence best summarizes the mill girls’ experience as the dominant workforce in Lowell?
- Type Central idea and theme
- NYS standards 7R2, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- The reason Lowell lost its status as an industrial leader is best illustrated through the
- Type Textual evidence
- NYS standards 7R1, 7R3
- 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
- What impact does the phrase “Everything is a constant celebration” (line 33) have in the poem?
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5a
- Difficulty 4 of 5
- Level Above grade 7
- 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 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
- 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
- How does the exchange between the professor and the narrator in paragraphs 8–11 contribute to the development of the characters?
- Type Text structure, Development of ideas and characters
- NYS standards 7R3, 7R5
- Difficulty 3 of 5
- 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
- How does the interaction between the narrator and the professor in paragraphs 26–28 contribute to the development of the theme?
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 4 of 5
- Level Above grade 7
- 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
- How does paragraph 34 help develop the plot of the excerpt?
- Type Text structure, Development of ideas and characters
- NYS standards 7R5, 7R3
- Difficulty 2 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
- How does the author develop the contrast between the narrator’s point of view and the professor’s point of view?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R5
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 2. But cuteness and weirdness aside, the platypus research results are a gold mine for medical researchers. The sentence…
- Type Text structure
- NYS standards 7R5, 7R2
- Difficulty 3 of 5
- The phrase “evolutionary DNA tapestry” in paragraph 3 conveys the idea that the platypus
- Type Word meaning and figurative language
- NYS standards 7R4, 7L5a
- Difficulty 2 of 5
- How do paragraphs 4–6 contribute to the development of ideas in the excerpt?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- How does paragraph 8 fit into the overall structure of the excerpt?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- Which sentence gives the best summary of the section “Same and Different” (paragraphs 9–11)?
- Type Central idea and theme
- NYS standards 7R2, 7R3
- Difficulty 3 of 5
- The details in paragraphs 12–14 about the platypus’s different abilities convey a central idea of the excerpt by
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 3 of 5
- Which sentence from the excerpt best supports the idea that the same DNA material results in the same traits even in different classes of…
- Type Textual evidence
- NYS standards 7R1, 7R8
- Difficulty 5 of 5
- Level Above grade 7
- How can researching the genomes of other animals inform scientists’ understanding of human health and disease?
- Type Key details
- NYS standards 7R1, 7R3
- Difficulty 2 of 5
- The author elaborates on the idea that creating a full analysis of platypus DNA was an important scientific endeavor mainly through
- Type Textual evidence
- NYS standards 7R1, 7R2
- Difficulty 4 of 5
- Level Above grade 7
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