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- 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
- 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
- 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 these sentences from the excerpt. He was riding to turn the herd, too, back from the rim, as the horse also knew. (paragraph…
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 4 of 5
- Level Above grade 7
- Which sentence from the passage indicates that Bannister nearly made a mistake that would have cost him the world record?
- Type Textual evidence
- NYS standards 7R1, 7R3
- 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
- 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
- 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
- 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
- Read lines 6–7 from the poem. The birds took their hops and zigzags a little more anxious; a home is a home; worms are…
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 5 of 5
- Level Above grade 7
- How does the speaker’s interaction with Ruth in lines 37–41 convey a central idea of the poem?
- Type Central idea and theme
- NYS standards 7R2, 7R6
- Difficulty 3 of 5
- 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
- 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
- Read this sentence from paragraph 5. As the velocity of the wind was over 35 feet per second and the speed of the machine…
- Type Author's purpose and point of view
- NYS standards 7R6, 7R1
- Difficulty 4 of 5
- Level Above 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
- 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
- Hieratic script was particularly valuable in a bureaucratic government because
- Type Inferences and conclusions
- NYS standards 7R1, 7R3
- Difficulty 2 of 5
- 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 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
- 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 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
- Which statement describes how the author’s use of a problem-and-solution structure in paragraph 5 contributes to the development of ideas in the passage?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- 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
- The author’s use of cause and effect in paragraphs 10–11 mainly emphasizes the idea that
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 4 of 5
- Level Above grade 7
- Climate change has affected efforts to manage invasive species mainly by causing ecologists to
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- Difficulty 3 of 5
- 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
- Which line from the poem best supports the idea that people have sacrificed 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
- How do the details in the third stanza (lines 15–26) most contribute to the development of a theme of the poem?
- Type Central idea and theme
- NYS standards 7R2, 7R1
- Difficulty 4 of 5
- Level Above grade 7
- 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
- Marsh believed that the people of his time caused harm to the environment because
- Type Key details
- NYS standards 7R1
- Difficulty 2 of 5
- 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
- Which statement describes how the author’s use of problem-and-solution in paragraph 5 contributes to the development of ideas in the passage?
- Type Text structure
- NYS standards 7R5, 7R3
- 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
- What was the main way that Karl Mauch’s conclusions about Great Zimbabwe in paragraph 4 affected later archaeological investigations?
- Type Development of ideas and characters
- NYS standards 7R3, 7R1
- 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
- What is the most likely reason farmers persisted in replanting their crops?
- Type Inferences and conclusions
- NYS standards 7R1
- Difficulty 2 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
- What evidence best indicated the location of the blast?
- Type Textual evidence, Key details
- NYS standards 7R1
- Difficulty 2 of 5
- Based on the passage, what is the most likely reason it took nineteen years from the date of the explosion before scientists first visited…
- Type Inferences and conclusions
- NYS standards 7R1
- Difficulty 2 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
- As described in paragraphs 4–5, what did the archaeological team learn about life in Kourion?
- Type Key details
- NYS standards 7R1
- Difficulty 1 of 5
- Level Below grade 7
- The description in the first stanza (lines 1–7) helps establish a central idea of the poem by
- Type Central idea and theme
- NYS standards 7R2, 7R5
- Difficulty 2 of 5
- 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
- How do the details in the third stanza (lines 15–26) contribute to the development of the theme of the poem?
- Type Central idea and theme
- NYS standards 7R2, 7R1
- Difficulty 4 of 5
- Level Above 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
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