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Take these 90 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
- Which quotations from the poem support the theme that nature’s unspoiled beauty is splendid, and which quotations support the theme that human creations detract…
- Type Textual evidence
- NYS standards 7R1, 7R2
- Difficulty 3 of 5
- Format Table grid
- 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
- 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
- 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 these sentences from paragraph 7. Bannister said, “I felt that the moment of a lifetime had come. There was no pain, only a…
- Type Text structure
- NYS standards 7R5, 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
- 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
- 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
- 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
- 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
- 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
- Read this sentence from paragraph 6. The patch-burn system is so successful that the conservationists at the preserve provide training to prairie farmers about…
- Type Text structure
- NYS standards 7R5
- Difficulty 3 of 5
- Read lines 5–6 from the poem. The weather will turn cold. But that all happens later. How do the lines develop a central theme…
- Type Text structure, Central idea and theme
- NYS standards 7R2, 7R5
- 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 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
- Lines 1–2 contribute to the development of ideas in the poem by
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 2 of 5
- Level Below grade 7
- Read line 28 from the poem. At the mouth end, there was an oval mound How does the line contribute to the development of…
- Type Text structure
- NYS standards 7R5, 7R6
- Difficulty 3 of 5
- 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
- How does the author support the claim in paragraph 4 that the APH is a complex plant growth system?
- Type Textual evidence
- NYS standards 7R8, 7R1
- Difficulty 2 of 5
- Read this sentence from paragraph 7. As the Internet’s resources continue to expand our “external” memory, some question whether the process may cause people…
- Type Text structure
- NYS standards 7R5, 7R6
- Difficulty 4 of 5
- Level Above grade 7
- 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
- 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
- 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 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
- Read this sentence from paragraph 2. Including both ideograms (which convey a whole word or idea, either concrete or abstract, in a single sign)…
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 2 of 5
- The diagram after paragraph 6 best provides additional support for the topic of the excerpt by
- Type Textual evidence, Central idea and theme
- NYS standards 7R1, 7R2
- 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
- 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
- How does paragraph 9 fit into the overall structure of the excerpt?
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- 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
- 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 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
- How does the author distinguish her point of view from that of her mother?
- Type Author's purpose and point of view
- NYS standards 7R6, 7R1
- Difficulty 3 of 5
- The idea that mastering moccasin design and creation requires experience is best illustrated in the excerpt through
- Type Textual evidence
- NYS standards 7R1
- Difficulty 2 of 5
- The poet develops a theme about making connections with others mainly through the
- Type Central idea and theme
- NYS standards 7R2, 7R6
- Difficulty 4 of 5
- Level Above grade 7
- 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
- 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
- How does paragraph 7 fit into the overall structure of the passage?
- Type Text structure
- NYS standards 7R5, 7R6
- Difficulty 4 of 5
- Level Above grade 7
- Read these sentences from paragraph 4. I’m not sure why I decided to take a look. It was still an hour before sunrise, and…
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 3 of 5
- 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
- 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
- How does the chart provide additional support for a central idea of the excerpt?
- Type Textual evidence, Central idea and theme
- NYS standards 7R1, 7R2
- 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
- Read this sentence from paragraph 6. To see what effects exercise might have on this process, the researchers first recruited 40 college-age Chinese men…
- Type Text structure
- NYS standards 7R5
- Difficulty 2 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 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
- Which sentence is the best summary of how Morse obtained the funding necessary to build his telegraph system?
- Type Central idea and theme
- NYS standards 7R2, 7R3
- 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
- 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
- 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 quotation from Caleb Zigas in paragraph 6 conveys a central idea of the excerpt by
- Type Text structure, Central idea and theme
- NYS standards 7R5, 7R2
- Difficulty 2 of 5
- Level Below grade 7
- The table provides additional support for a central idea of the excerpt by
- Type Textual evidence, Central idea and theme
- NYS standards 7R1, 7R2
- Difficulty 4 of 5
- Level Above grade 7
- How does the similar construction of line 1 and line 8 contribute to the meaning of the poem?
- Type Text structure
- NYS standards 7R5, 7R6
- Difficulty 5 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
- 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
- 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
- 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
- Which sentence from paragraph 2 best supports the idea that sheer “leather-headedness” (paragraph 2) amounts to “ignorance” and “idiocy” (paragraph 4)?
- Type Textual evidence
- NYS standards 7R1, 7L4a
- 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 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 conclusions of David Randall-MacIver and Gertrude Caton-Thompson were significant because they
- Type Key details
- NYS standards 7R1, 7R3
- Difficulty 2 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 line 7 from the first stanza. Swallows and ospreys nest in my trusses. How does the line contribute to the development of ideas…
- Type Text structure
- NYS standards 7R5
- Difficulty 2 of 5
- Level Below grade 7
- 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
- How does paragraph 3 contribute to the passage?
- Type Text structure
- NYS standards 7R5
- Difficulty 2 of 5
- The author includes the details in paragraph 4 about the eruption of Mount Tambora in order to
- Type Text structure
- NYS standards 7R5, 7R3
- Difficulty 2 of 5
- The cold summer of 1816 was most likely caused by
- Type Key details
- NYS standards 7R1
- Difficulty 1 of 5
- Level Below grade 7
- Which sentence would best follow and support sentence 8?
- Type Supporting details
- NYS standards 7W1b
- Difficulty 3 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 is the primary role of paragraph 1 in the structure of the passage?
- Type Text structure
- NYS standards 7R5
- Difficulty 2 of 5
- 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 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 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
- Which of the following best describes the goal of modern archaeology?
- Type Key details, Central idea and theme
- NYS standards 7R1, 7R2
- Difficulty 2 of 5
- Level Below grade 7
- What would a traditional archaeologist be most interested in finding at a site like Kourion?
- Type Inferences and conclusions
- NYS standards 7R1
- Difficulty 1 of 5
- Level Below grade 7
- Which conclusion is best supported by the information in paragraph 4?
- Type Inferences and conclusions
- NYS standards 7R1
- Difficulty 2 of 5
- 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
- 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 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
- Which statement describes how the author’s use of sequencing in paragraph 3 contributes to the overall structure of the passage?
- Type Text structure
- NYS standards 7R5, 7R3
- 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
- Which sentence is the best summary of how Morse obtained the funding necessary to build his telegraph system?
- Type Central idea and theme
- NYS standards 7R2, 7R3
- Difficulty 3 of 5
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