49 questions match
You searched for
- wrong-answer type Half right ×
Take these 49 questions as a practice test
- 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
- Paragraphs 1–2 contribute to the development of the central idea of the excerpt by
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 3 of 5
- Which sentence should follow sentence 3 to best introduce the topic of the passage?
- Type Introductions and conclusions
- NYS standards 7W2a
- Difficulty 3 of 5
- 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 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
- 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
- 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
- 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
- Read these lines from the poem. I can already see how this will end. (line 1) How Brooklyn makes me nostalgic for the moment…
- Type Text structure, Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 5 of 5
- Level Above grade 7
- 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
- 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
- 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
- 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
- Which concluding sentence should replace sentence 23 to best support the topic presented in the passage?
- Type Introductions and conclusions
- NYS standards 7W2e
- Difficulty 4 of 5
- Level Above grade 7
- 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
- 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
- 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
- The author’s use of sequence in paragraphs 1 and 2 contributes to the development of ideas in the excerpt by
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- 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 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
- What do the newspaper editor’s comments in paragraph 1 reveal about the challenges Ederle faced in attempting her feat?
- Type Inferences and conclusions
- NYS standards 7R1, 7R6
- Difficulty 3 of 5
- The studies described in paragraph 6 are important to the author’s observations in paragraphs 7 and 8 because the findings
- Type Text structure
- NYS standards 7R5, 7R8
- Difficulty 4 of 5
- Level Above grade 7
- What is the best summary of the research into the effects of e-book reading?
- Type Central idea and theme
- NYS standards 7R2, 7R1
- 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
- In paragraphs 4 and 6, the beginning of the change in seasons affects the characters mainly by
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- Difficulty 3 of 5
- 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
- How do paragraphs 11–13 affect the plot of the excerpt?
- Type Text structure, Development of ideas and characters
- NYS standards 7R3, 7R5
- Difficulty 4 of 5
- Level Above grade 7
- 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
- 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
- Read this sentence. During a nightly news segment about a cooking contest, a reporter talked to some people who did the best in the…
- Type Precise language and style
- NYS standards 7L3a
- Difficulty 1 of 5
- Level Below grade 7
- Read this sentence from paragraph 1. In 1926 an editor at the London Daily News predicted that Gertrude Ederle, an American swimmer with eighteen…
- Type Inferences and conclusions
- NYS standards 7R1, 7R6
- Difficulty 3 of 5
- Read this sentence from paragraph 3. Ederle knew that if she did not complete the challenge this time, she might never get the opportunity…
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- 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
- Which statement best describes the central idea of the passage?
- Type Central idea and theme
- NYS standards 7R2
- Difficulty 3 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
- Read lines 2–4 and lines 12–14 from the poem. I am what every athlete wants: to remain at the apex of the leap, up…
- Type Text structure, Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 4 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
- How does the poet develop the points of view of the structure and the water?
- Type Author's purpose and point of view
- NYS standards 7R6, 7L5a
- Difficulty 3 of 5
- 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
- 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
- What role does paragraph 2 play in the structure of the passage?
- Type Text structure
- NYS standards 7R5
- Difficulty 2 of 5
- Read line 1 and line 15 from the poem. Higher and still more high, Vaster and still more vast, The parallel structure of the…
- Type Text structure, Author's purpose and point of view
- NYS standards 7R5, 7R6
- Difficulty 3 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
- 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
- Which statement describes how the author’s use of problem-solution in paragraph 2 contributes to the development of ideas in the passage?
- Type Text structure, Development of ideas and characters
- NYS standards 7R5, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- The details of the section “The Growth of an Idea” convey a central idea of the passage by suggesting that
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 5 of 5
- Level Above grade 7
Your practice tests
Your searches and scores, saved in this browser only. Open a test to carry on, or retake it from the start.