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Take these 120 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
- 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
- How do Margaret’s earlier interactions with the conductor, brakeman, and porter affect the plot?
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- Difficulty 4 of 5
- Level Above 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
- How do the details in paragraphs 14–16 help convey a central idea of the excerpt?
- Type Central idea and theme
- NYS standards 7R2, 7R3
- Difficulty 3 of 5
- 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
- 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 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
- How did interval training affect Bannister’s performance?
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- Difficulty 2 of 5
- Level Below 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
- 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 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
- 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 lines 5–8 from the poem. So beneath the level of molecules are atoms, and beneath the level of atoms, we find protons, electrons,…
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 2 of 5
- Level Below grade 7
- Read lines 36–39 from the poem. both together and apart, what keeps together the pencil in your hand right now as well as separate…
- Type Text structure
- NYS standards 7R5, 7R2
- 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
- According to the passage, how did fires started by natural causes prompt American Indians to begin practicing controlled burns?
- Type Key details
- NYS standards 7R1, 7R3
- Difficulty 2 of 5
- Targeting red cedar trees in controlled burns affects the animals that live on the prairie mostly by
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- Difficulty 3 of 5
- 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
- With which statement would the author most likely agree?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R1
- Difficulty 2 of 5
- 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
- The speaker’s thoughts throughout the poem develop a theme by showing that
- Type Central idea and theme
- NYS standards 7R2
- 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
- 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
- Throughout the poem, the poet conveys the speaker’s point of view by
- Type Author's purpose and point of view
- NYS standards 7R6, 7R5
- Difficulty 4 of 5
- Level Above grade 7
- 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
- What is the best summary of the astronauts’ process for Project Plant Habitat-04?
- Type Central idea and theme
- NYS standards 7R2, 7R3
- Difficulty 3 of 5
- Read this sentence from paragraph 5. Though astronauts can spend upwards of 100 days in space, their on-mission meals come dehydrated and pre-packaged; their…
- Type Text structure
- NYS standards 7R5, 7R2
- Difficulty 2 of 5
- Which two sentences in paragraphs 5–9 best support the idea that the astronauts working in space enjoyed participating in the food-growing experiment? Select the…
- Type Textual evidence
- NYS standards 7R1
- Difficulty 2 of 5
- Format Multiple response
- The description in paragraph 5 of Lashelle Spencer’s goal develops a central idea of the excerpt by
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 4 of 5
- Level Above grade 7
- What is the relationship between the scientists and the astronauts in carrying out the plant-growing experiments? Move the correct answer to each box. Scientists…
- Type Key details
- NYS standards 7R3, 7R1
- Difficulty 3 of 5
- Format Fill the blanks
- How is the quotation from Lashelle Spencer at the end of paragraph 9 relevant to the discussion of the peppers referred to in paragraph…
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 4 of 5
- Level Above 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
- With which statement would the author most likely agree?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R1
- Difficulty 4 of 5
- Level Above grade 7
- 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
- How do the details about the experiment described in paragraph 5 convey a central idea of the passage?
- Type Central idea and theme
- NYS standards 7R2, 7R1
- Difficulty 2 of 5
- The study described in paragraph 6 influenced researchers’ ideas about memory in the digital age by
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- Difficulty 2 of 5
- How does the diagram provide additional support for the topic presented in the passage?
- Type Textual evidence, Central idea and theme
- NYS standards 7R1, 7R2
- Difficulty 4 of 5
- Level Above grade 7
- The effect of the Internet on a person’s memory is illustrated in the passage through the presentation of studies that
- Type Textual evidence
- NYS standards 7R1, 7R3
- Difficulty 3 of 5
- How does paragraph 1 introduce the idea that the Wright brothers knew that their flight attempt was risky?
- Type Textual evidence
- NYS standards 7R1, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 4. Wilbur having used his turn in the unsuccessful attempt on the 14th, the right to the first trial…
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- 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
- How do the details in paragraph 5 about the uneven nature of the flight convey a central idea of the excerpt?
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 3 of 5
- The use of chronological structure contributes to the development of ideas in the excerpt by
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 2 of 5
- Level Below grade 7
- The details in paragraph 1 contribute to a central idea of the passage by showing that Darimont
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 3 of 5
- Why does the author include details about the conversation between Starr and Darimont in paragraph 2?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 2 of 5
- How did a change in habitat most affect the wolf population of the Great Bear Rainforest over time?
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- 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
- Which statement summarizes the process that schools used to train scribes?
- Type Central idea and theme
- NYS standards 7R2, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- Based on the excerpt, which statement would the author most strongly agree with?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R1
- Difficulty 3 of 5
- 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 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
- How does the author’s use of chronological structure contribute to the development of ideas in the passage?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 2 of 5
- Level Below 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
- 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 details in paragraph 3 convey a central idea of the excerpt by suggesting that
- Type Central idea and theme
- NYS standards 7R2, 7R1
- Difficulty 2 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
- The table after paragraph 7 expands on a central idea in the excerpt because it shows that
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 3 of 5
- 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 details in lines 10–17 about the cat convey a central idea of the poem by
- Type Central idea and theme
- NYS standards 7R2, 7R1
- 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
- How does the setting affect the events of the poem?
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- Difficulty 4 of 5
- Level Above grade 7
- Which sentence is the best summary of the steps that Ederle took to prepare for her second attempt to swim across the English Channel?
- Type Central idea and theme
- NYS standards 7R2
- Difficulty 2 of 5
- Level Below grade 7
- The table builds on the information in the passage mainly by
- Type Text structure
- NYS standards 7R5, 7R1
- Difficulty 5 of 5
- Level Above grade 7
- The details in paragraph 1 convey a central idea of the passage by noting that
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 2 of 5
- Level Below grade 7
- Which evidence in the passage is most relevant to the author’s claim that “our expectations of e-book reading… might affect how we approach the…
- Type Textual evidence
- NYS standards 7R8, 7R1
- Difficulty 3 of 5
- The narrator’s actions in paragraph 5 reveal that he is
- Type Inferences and conclusions
- NYS standards 7R1, 7R3
- Difficulty 2 of 5
- How does the setting affect the plot of the excerpt?
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- Difficulty 4 of 5
- Level Above grade 7
- Read this sentence from paragraph 6. I kept stepping toward the one sound I’d heard, a growing part of me hoping I’d find nothing…
- Type Central idea and theme
- NYS standards 7R2, 7R3
- 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
- The author develops the narrator’s point of view when the narrator sees the creature by
- Type Author's purpose and point of view
- NYS standards 7R6, 7R3
- Difficulty 3 of 5
- How does the author’s use of comparison in paragraphs 4 and 5 contribute to the development of ideas in the excerpt?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- Which sentence is the best summary of the research procedure used in the study in the excerpt?
- Type Central idea and theme
- NYS standards 7R2, 7R1
- Difficulty 4 of 5
- Level Above grade 7
- In the study described in the excerpt, researchers asked English learners to assess the sense of words in context because that task is
- Type Key details
- NYS standards 7R1
- Difficulty 2 of 5
- Paragraph 18 shows that the author’s perspective toward the study described in the excerpt is that
- Type Author's purpose and point of view
- NYS standards 7R6, 7R8
- Difficulty 3 of 5
- Paragraph 1 contributes to the setting of the excerpt by establishing that
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 2 of 5
- Level Below grade 7
- How do paragraphs 7 and 9 convey a central idea of the excerpt?
- Type Text structure, Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 2 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
- The details in paragraph 5 about the locations of the camps and the details in paragraphs 23–24 about the reaction to the woman convey…
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 3 of 5
- How does the map provide additional support for a central idea of the passage?
- Type Textual evidence, Central idea and theme
- NYS standards 7R1, 7R2
- Difficulty 4 of 5
- Level Above grade 7
- 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 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
- 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 claim is best supported by the details in paragraph 5 about the bristlecone pine’s tree-ring record?
- Type Inferences and conclusions
- NYS standards 7R1, 7R8
- Difficulty 3 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
- The details in paragraph 7 convey a central idea of the excerpt by suggesting that
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 4 of 5
- Level Above grade 7
- What is the best summary of the bristlecone pine’s life cycle?
- Type Central idea and theme
- NYS standards 7R2, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- Throughout the excerpt, the author conveys his point of view mainly by
- Type Author's purpose and point of view
- NYS standards 7R6, 7R5
- Difficulty 3 of 5
- Which sentence is the best summary of the steps that Ederle took to prepare for her second attempt to swim across the English Channel?
- Type Central idea and theme
- NYS standards 7R2
- Difficulty 2 of 5
- Level Below grade 7
- Paragraph 7 contributes to the development of the central idea of the passage by
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 4 of 5
- Level Above grade 7
- Ederle’s victorious swim across the English Channel influenced American attitudes mainly by
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- 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
- The central idea that “the average ant is a sham” (paragraph 1) is conveyed mainly through the
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 3 of 5
- 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 text from paragraph 2. He… comes to a weed; it never occurs to him to go around it. No; he must climb…
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 3 of 5
- Read this sentence from paragraph 2. At the end of half an hour he fetches up within six inches of the place he started…
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 2 of 5
- Read this sentence from paragraph 3. Evidently the friend remarks that a last year’s grasshopper leg is a very noble acquisition, and inquires where…
- Type Text structure
- NYS standards 7R5
- 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
- Which statement best describes Portuguese explorers’ experience searching for Great Zimbabwe?
- Type Key details
- NYS standards 7R1
- Difficulty 1 of 5
- Level Below grade 7
- What was “one mystery of Great Zimbabwe” (paragraph 6) that had been solved?
- Type Key details
- NYS standards 7R1
- Difficulty 2 of 5
- Level Below grade 7
- Which statement about the Shona people is best supported by the passage?
- Type Key details
- NYS standards 7R1
- Difficulty 1 of 5
- Level Below grade 7
- 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
- What is the most likely reason farmers persisted in replanting their crops?
- Type Inferences and conclusions
- NYS standards 7R1
- Difficulty 2 of 5
- In the winter that followed the summer of 1816, New Englanders most likely experienced
- Type Inferences and conclusions
- NYS standards 7R1, 7R3
- 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
- The June 30 date of the Tunguska event was significant to some scientists because it
- Type Key details
- NYS standards 7R1
- Difficulty 1 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
- The author includes a series of questions at the end of the last paragraph most likely to
- Type Text structure
- NYS standards 7R5, 7R2
- 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
- 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
- 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
- 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
- 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
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