Grade 10

FSA ELA Reading

Practice Test Questions

The purpose of these practice test materials is to orient teachers and students
to the types of questions on paper-based FSA tests. By using these materials,
students will become familiar with the types of items and response formats
they may see on a paper-based test. The practice questions and answers are
not intended to demonstrate the length of the actual test, nor should student
responses be used as an indicator of student performance on the actual test.
The practice test is not intended to guide classroom instruction.

Directions for Answering the

ELA Reading Practice Test Questions

If you don’t understand a question, ask your teacher to explain it to you.

Your teacher has the answers to the practice test questions.
To offer students a variety of texts on the FSA ELA Reading tests, authentic
and copyrighted stories, poems, and articles appear as they were originally
published, as requested by the publisher and/or author. While these
real-world examples do not always adhere to strict style conventions and/or
grammar rules, inconsistencies among passages should not detract from
students’ ability to understand and answer questions about the texts.

All trademarks and trade names found in this publication are the property
of their respective owners and are not associated with the publishers of this
publication.

Every effort has been made to trace the ownership of all copyrighted
material and to secure the necessary permissions to reprint selections.

Some items are reproduced with permission from the American Institutes for
Research as copyright holder or under license from third parties.

Page 2
 BLANK PAGE

Page 3
 FSA ELA Reading Practice Test Questions

Read the passages “from The Metamorphoses” and “from Romeo and
Juliet” and then answer Numbers 1 through 6.

Passage 1: from The Metamorphoses

by Ovid

1 Pyramus and Thisbe, the one the most beauteous of youths, the
other preferred before all the damsels that the East contained, lived in
adjoining houses; where Semiramis is said to have surrounded her
lofty city with walls of brick. The nearness caused their first
acquaintance, and their first advances in love; with time their affection
increased. They would have united themselves, too, by the tie of
marriage, but their fathers forbade it. A thing which they could not
forbid, they were both inflamed, with minds equally captivated. There
is no one acquainted with it; by nods and signs, they hold converse.
And the more the fire is smothered, the more, when so smothered,
does it burn. The party-wall, common to the two houses, was cleft by a
small chink, which it had got formerly, when it was built. This defect,
remarked by no one for so many ages, you lovers (what does not love
perceive?) first found one, and you made it a passage for your voices,
and the accents of love used to pass through it in safety, with the
gentlest murmur. Oftentimes, after they had taken their stations,
Thisbe on one side, and Pyramus on the other, and the breath of their
mouths had been mutually caught by turns, they used to say, ‘Envious
wall, why dost thou stand in the way of lovers? what great matter were
it, for thee to suffer us to be joined with our entire bodies? Or if that is
too much, that, at least, thou shouldst open, for the exchange of
kisses. Nor are we ungrateful; we confess that we are indebted to thee,
that a passage has been given for our words to our loving ears.’ Having
said this much, in vain, on their respective sides, about night they said,
‘Farewell’; and gave those kisses each on their own side, which did not
reach the other side.

Excerpt from The Metamorphoses by Ovid. In the public domain.

Page 4 Go On
 FSA ELA Reading Practice Test Questions

Passage 2: from Romeo and Juliet

by William Shakespeare

Romeo and Juliet meet and fall in love, but their families have an old rivalry and
will not allow them to be together. In this scene, Romeo sneaks into the orchard
of Juliet’s family to talk with Juliet, who is at her bedroom window balcony.

2 Juliet
What man art thou that, thus bescreen’d in night,
So stumblest on my counsel?

3 Romeo
By a name
I know not how to tell thee who I am:
My name, dear saint, is hateful to myself
Because it is an enemy to thee.
Had I it written, I would tear the word.

4 Juliet
My ears have yet not drunk a hundred words
Of that tongue’s utterance, yet I know the sound;
Art thou not Romeo, and a Montague?

5 Romeo
Neither, fair saint, if either thee dislike.

6 Juliet
How cam’st thou hither, tell me, and wherefore?
The orchard walls are high and hard to climb;
And the place death, considering who thou art,
If any of my kinsmen find thee here.

7 Romeo
With love’s light wings did I o’erperch these walls;
For stony limits cannot hold love out:
And what love can do, that dares love attempt;
Therefore thy kinsmen are no let to me.

Page 5 Go On
 FSA ELA Reading Practice Test Questions

8 Juliet
If they do see thee, they will murder thee.

9 Romeo
Alack, there lies more peril in thine eye
Than twenty of their swords: look thou but sweet,
And I am proof against their enmity.

10 Juliet
I would not for the world they saw thee here.

11 Romeo
I have night’s cloak to hide me from their sight;
And, but thou love me, let them find me here.
My life were better ended by their hate
Than death prorogued, wanting of thy love.

12 Juliet
By whose direction found’st thou out this place?

13 Romeo
By love, that first did prompt me to enquire;
He lent me counsel, and I lent him eyes.
I am no pilot; yet, wert thou as far
As that vast shore wash’d with the furthest sea,
I would adventure for such merchandise.

14 Juliet
Thou knowest the mask of night is on my face;
Else would a maiden blush bepaint my cheek
For that which thou hast heard me speak to-night.
Fain would I dwell on form, fain, fain deny
What I have spoke; but farewell compliment!
Dost thou love me, I know thou wilt say Ay;
And I will take thy word: yet, if thou swear’st,
Thou mayst prove false; at lovers’ perjuries,
They say Jove laughs. O gentle Romeo,
If thou dost love, pronounce it faithfully:
Or if thou thinkest I am too quickly won,

Page 6 Go On
 FSA ELA Reading Practice Test Questions

I’ll frown, and be perverse, and say thee nay,

So thou wilt woo: but else, not for the world.
In truth, fair Montague, I am too fond;
And therefore thou mayst think my ’haviour light:
But trust me, gentleman, I’ll prove more true
Than those that have more cunning to be strange.
I should have been more strange, I must confess,
But that thou overheard’st, ere I was ’ware,
My true-love passion: therefore pardon me;
And not impute this yielding to light love,
Which the dark night hath so discovered.

15 Romeo
Lady, by yonder blessed moon I swear,
That tips with silver all these fruit-tree tops,—

16 Juliet
O, swear not by the moon, the inconstant moon,
That monthly changes in her circled orb,
Lest that thy love prove likewise variable.

17 Romeo
What shall I swear by?

18 Juliet
Do not swear at all;
Or if thou wilt, swear by thy gracious self,
Which is the god of my idolatry,
And I’ll believe thee.

19 Romeo
If my heart’s dear love,—

20 Juliet
Well, do not swear: although I joy in thee,
I have no joy of this contract to-night;
It is too rash, too unadvis’d, too sudden;
Too like the lightning, which doth cease to be
Ere one can say It lightens. Sweet, good night!

Page 7 Go On
 FSA ELA Reading Practice Test Questions

This bud of love, by summer’s ripening breath,

May prove a beauteous flower when next we meet.
Good night, good night! as sweet repose and rest
Come to thy heart as that within my breast!

Excerpt from Romeo and Juliet by William Shakespeare. In the public domain.

984

Page 8 Go On
 FSA ELA Reading Practice Test Questions

Now answer Numbers 1 through 6. Base your answers on the

passages “from The Metamorphoses” and “from Romeo and Juliet.”

1. Fill in a circle before two phrases Ovid uses in Passage 1 to show that
Pyramus and Thisbe experience a shared love.

“A A thing which they could not forbid, B they were both

inflamed, with minds equally captivated. C There is no one acquainted
with it; D by nods and signs, they hold converse. E And the more the
fire is smothered, F the more, when so smothered, does it burn.
G The party-wall, common to the two houses, H was cleft by a small
chink, which it had got formerly, when it was built. I This defect,
remarked by no one for so many ages, J you lovers (what does not
love perceive?) first found one, K and you made it a passage for your
voices, L and the accents of love used to pass through it in safety,
with the gentlest murmur. M Oftentimes, after they had taken their
stations, Thisbe on one side, and Pyramus on the other, N and the
breath of their mouths had been mutually caught by turns, . . .”
(paragraph 1)
14734

Page 9 Go On
 FSA ELA Reading Practice Test Questions

2. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Based on Pyramus and Thisbe’s situation, what is a theme of Passage 1?

A Lasting relationships depend upon affection.

B True love finds ways to overcome any obstacle.
C The smallest defect can cause love to deteriorate.
D Family disapproval can lead to desperate measures.

Part B

Which detail from Passage 1 helps develop the theme in Part A?

A the setting of the city

B the structure of the wall
C the beauty of the characters
D the fathers of the characters
14736

Page 10 Go On
 FSA ELA Reading Practice Test Questions

3. At the end of Passage 1, why does Ovid use the word “envious” to
describe the wall?

A It is immune to the pain that Pyramus and Thisbe experience.

B It has a flaw that Pyramus and Thisbe associate with their love.
C It hears the opinions Pyramus and Thisbe have about each other.
D It experiences the physical contact that Pyramus and Thisbe desire.
15039

4. In Passage 2, how do sections 6–10 increase the tension of the passage

as a whole?

A They show that Romeo is questioning his identity.

B They show that Juliet misinterprets Romeo’s motives.
C They raise the possibility that Juliet may reject Romeo.
D They emphasize the danger that Romeo faces if caught.
14742

Page 11 Go On
 FSA ELA Reading Practice Test Questions

5. Romeo and Juliet retells the Pyramus and Thisbe myth in the form of a
play. In the excerpt provided in Passage 2, what does the play format
help Shakespeare to emphasize about his characters? Select two
options.

A the various threats they face

B the physical obstacles separating them
C the conflicting feelings they experience
D the way society views their relationship
E the reasons for their families’ disapproval
F the reasons they are drawn to each other
14743

Page 12 Go On
 FSA ELA Reading Practice Test Questions

6. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Which quotation from Passage 2 summarizes a theme of both passages?

A “The orchard walls are high and hard to climb; . . .” (section 6)

B “For stony limits cannot hold love out: . . .” (section 7)
C “Thou knowest the mask of night is on my face; . . .” (section 14)
D “I have no joy of this contract to-night; . . .” (section 20)

Part B

How does Shakespeare dramatize this theme differently than Ovid does
in Passage 1?

A by placing the characters in a definite setting

B by increasing the conflict between the characters
C by changing the type of obstacle the characters face
D by allowing the characters to engage in conversation
14744

Page 13 Go On
 FSA ELA Reading Practice Test Questions

Read the passages “Discourse on Woman (1849)” and “from Pioneer

Work in Opening the Medical Profession to Women (1895),” listen to
the audio clip “Interview with Dr. Mary Ellen Avery,” and then
answer Numbers 7 through 13.

Passage 1: Discourse on Woman (1849)

by Lucretia Mott

1 There is nothing of greater importance to the well-being of society at

large—of man as well as woman—than the true and proper position of
woman. Much has been said, from time to time, upon this subject. It
has been a theme for ridicule, for satire and sarcasm. We might look for
this from the ignorant and vulgar; but from the intelligent and refined
we have a right to expect that such weapons shall not be resorted
to,—that gross comparisons and vulgar epithets shall not be applied,
so as to place woman, in a point of view, ridiculous to say the least.
2 This subject has claimed my earnest interest for many years. I have
long wished to see woman occupying a more elevated position than
that which custom for ages has allotted to her. It was with great regret,
therefore, that I listened a few days ago to a lecture upon this subject,
which, though replete with intellectual beauty, and containing much
that was true and excellent, was yet fraught with sentiments calculated
to retard the progress of woman to the high elevation destined by her
Creator. I regretted the more that these sentiments should be
presented with such intellectual vigor and beauty, because they would
be likely to ensnare the young.
3 The minds of young people generally, are open to the reception of
more exalted views upon this subject. The kind of homage that has
been paid to woman, the flattering appeals which have too long
satisfied her—appeals to her mere fancy and imagination, are giving
place to a more extended recognition of her rights, her important
duties and responsibilities in life. Woman is claiming for herself
stronger and more profitable food. Various are the indications leading
to this conclusion. The increasing attention to female education, the
improvement in the literature of the age, especially in what is called
the “Ladies’ Department,” in the periodicals of the day, are among the
proofs of a higher estimate of woman in society at large. Therefore we
may hope that the intellectual and intelligent are being prepared for
the discussion of this question, in a manner which shall tend to ennoble
woman and dignify man. . . .

Page 14 Go On
 FSA ELA Reading Practice Test Questions

4 A new generation of women is now upon the stage, improving the

increased opportunities furnished for the acquirement of knowledge.
Public education is coming to be regarded the right of the children of a
republic. The hill of science is not so difficult of ascent as formerly
represented by poets and painters; but by fact and demonstration
smoothed down, so as to be accessible to the assumed weak capacity
of woman. She is rising in the scale of being through this, as well as
other means, and finding heightened pleasure and profit on the right
hand and on the left. The study of Physiology, now introduced into our
common schools, is engaging her attention, impressing the necessity of
the observance of the laws of health. The intellectual Lyceum and
instructive lecture room are becoming, to many, more attractive than
the theatre and the ball room. The sickly and sentimental novel and
pernicious romance are giving place to works, calculated to call forth
the benevolent affections and higher nature.

Excerpt from “Discourse on Woman” by Lucretia Mott. In the public domain.

Passage 2: from Pioneer Work in Opening the

Medical Profession to Women (1895)
by Elizabeth Blackwell

5 At this time I had not the slightest idea of how to become a

physician, or of the course of study necessary for this purpose. As the
idea seemed to gain force, however, I wrote to and consulted with
several physicians, known to my family, in various parts of the country,
as to the possibility of a lady becoming a doctor.
6 The answers I received were curiously unanimous. They all replied
to the effect that the idea was a good one, but that it was impossible to
accomplish it; that there was no way of obtaining such an education for
a woman; that the education required was long and expensive; that
there were innumerable obstacles in the way of such a course; and
that, in short, the idea, though a valuable one, was impossible of
execution.
7 This verdict, however, no matter from how great an authority, was
rather an encouragement than otherwise to a young and active person
who needed an absorbing occupation.
8 If an idea, I reasoned, were really a valuable one, there must be
some way of realising it. . . .

Page 15 Go On
 FSA ELA Reading Practice Test Questions

9 Applications were cautiously but persistently made to the four

medical colleges of Philadelphia for admission as a regular student.
The interviews with their various professors were by turns hopeful
and disappointing. . . .
10 During these fruitless efforts my kindly Quaker adviser, whose
private lectures I attended, said to me: ‘Elizabeth, it is of no use trying.
Thee cannot gain admission to these schools. Thee must go to Paris
and don masculine attire to gain the necessary knowledge.’ Curiously
enough, this suggestion of disguise made by good Dr. Warrington was
also given me by Doctor Pankhurst, the Professor of Surgery in the
largest college in Philadelphia. He thoroughly approved of a woman’s
gaining complete medical knowledge; told me that although my public
entrance into the classes was out of the question, yet if I would assume
masculine attire and enter the college he could entirely rely on two or
three of his students to whom he should communicate my disguise,
who would watch the class and give me timely notice to withdraw
should my disguise be suspected.
11 But neither the advice to go to Paris nor the suggestion of disguise
tempted me for a moment. It was to my mind a moral crusade on
which I had entered, a course of justice and common sense, and it
must be pursued in the light of day, and with public sanction, in order
to accomplish its end.

Excerpt from Pioneer Work in Opening the Medical Profession to Women by Elizabeth Blackwell. In the
public domain.

Passage 3 Audio Clip: Interview with

Dr. Mary Ellen Avery
Raise your hand so your test administrator can provide you
access to this audio passage.

Dr. Mary Ellen Avery (1927–2011) was best known for her research on
breathing problems encountered by premature infants—a condition now
known as Respiratory Distress Syndrome. A study conducted in 2002
estimated that Dr. Avery's work had helped save the lives of over
800,000 babies.

Interview with Dr. Mary Ellen Avery, from the National Library of Medicine. In the public domain. The clip
begins at 0:00 and ends at 1:26.

977

Page 16 Go On
 FSA ELA Reading Practice Test Questions

Now answer Numbers 7 through 13. Base your answers on the

passages “Discourse on Woman (1849),” “from Pioneer Work in
Opening the Medical Profession to Women (1895),” and the audio
clip “Interview with Dr. Mary Ellen Avery.”

7. Which phrase supports Mott’s position that women’s rights are “of greater
importance to the well-being of society at large?”

A “the intelligent and refined” (paragraph 1)

B “intellectual vigor and beauty” (paragraph 2)
C “stronger and more profitable food” (paragraph 3)
D “the benevolent affections and higher nature” (paragraph 4)
14782

Page 17 Go On
 FSA ELA Reading Practice Test Questions

8. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

What central idea about language does Mott express in Passage 1?

A Flattering words have failed to satisfy women’s need for equality.

B Attempts should be made to educate those who use vulgar speech.
C Women must learn how to speak well before they can rise in society.
D Artistic words can conceal ideas that limit the progress of equal
rights.

Part B

What does Mott cite in paragraphs 3 and 4 as evidence that this situation
is changing?

A more substantial literary works

B more accurate scientific theories
C new opportunities for recreation
D increased business opportunities
14783

Page 18 Go On
 FSA ELA Reading Practice Test Questions

9. Read the excerpt from Passage 1.

“There is nothing of greater importance to the well-being of society at

large—of man as well as woman—than the true and proper position of
woman.” (paragraph 1)

After stating this central claim, how does Mott structure the rest of the
passage?

A She criticizes the immaturity of the young and then pleads for better
education.
B She names obstacles to progress and then cites positive signs of
improvement.
C She describes the role of men and then shows how they can help the
movement.
D She stresses the importance of communication and then describes
what it can accomplish.
14787

Page 19 Go On
 FSA ELA Reading Practice Test Questions

10. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

Read this excerpt from Passage 2.

11 But neither the advice to go to Paris nor the suggestion of disguise

tempted me for a moment. It was to my mind a moral crusade on
which I had entered, a course of justice and common sense, and it
must be pursued in the light of day, and with public sanction, in order
to accomplish its end.

Based on the phrase public sanction, in what way was Blackwell

determined to accomplish her goals?

A without criticism
B without attention
C without hesitation
D without deception

Part B

Which phrase from the excerpt provides a clue to the meaning of the
phrase public sanction?

A “the advice to go to Paris”

B “a moral crusade”
C “in the light of day”
D “to accomplish its end”
14789

Page 20 Go On
 FSA ELA Reading Practice Test Questions

11. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

What is Blackwell’s purpose for describing her experiences in Passage 2?

A to show how she handled the obstacles in the way of her goals
B to criticize the physicians who discouraged her interest in medicine
C to illustrate how effective women could be in traditional male roles
D to argue that medicine would benefit if more women were involved

Part B

Which phrase does Blackwell use to help emphasize this purpose?

A “curiously unanimous” (paragraph 6)

B “long and expensive” (paragraph 6)
C “absorbing occupation” (paragraph 7)
D “cautiously but persistently” (paragraph 9)
14576

Page 21 Go On
 FSA ELA Reading Practice Test Questions

12. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

How are Mott’s and Blackwell’s perspectives similar?

A Both view women’s rights as an ethical issue.

B Both think intellect can conceal destructive ideas.
C Both recognize positive signs in women’s progress.
D Both emphasize the importance of self-confidence.

Part B

Select two quotations that support the answer in Part A.

A “. . . a more elevated position than that which custom for ages has
allotted to her.” (paragraph 2)
B “I regretted the more that these sentiments should be presented with
such intellectual vigor. . . .” (paragraph 2)
C “A new generation of women is now upon the stage, improving the
increased opportunities. . . .” (paragraph 4)
D “. . . the idea was a good one, but that it was impossible to
accomplish it.” (paragraph 6)
E “. . . rather an encouragement than otherwise to a young and active
person. . . .” (paragraph 7)
F “It was to my mind a moral crusade on which I had entered, a course
of justice and common sense, . . .” (paragraph 11)
14794

Page 22 Go On
 FSA ELA Reading Practice Test Questions

13. Both Elizabeth Blackwell in Passage 2 and Mary Ellen Avery in Passage 3
emphasize their efforts to be admitted to medical school. Fill in the
circles to show which details match each passage.

Both
Passage 2 Passage 3 Passages

received help from

a mentor A B C

found choice of schools

limited D E F

was discouraged from

pursuing goals G H I

14791

Page 23 Go On
 FSA ELA Reading Practice Test Questions

Read the passage and then answer Numbers 14 through 16. There
are four underlined words or phrases in the passage to show which
word or phrase may be incorrect.

People often talk about the beauty of a sunset or sunrise. The Sun is able to
inspire many feelings in people awe, wonder, and even delight. Some of the
Sun’s optical phenomena are so rare and mysterious that for centuries they
were believed to have mystical associations. But knowing the scientific
explanations for these natural light shows doesn’t make them any less
breathtaking.

Rainbows, among the most common optical effects, are caused by a process
known as refraction. Refraction takes place when the Sun’s light rays are
bent, reflected, and split into an arc of color as they pass through drops of
water in the atmosphere. This happens because light bends at different
angles depending on its wavelength.

Other optical effects are rarer because they require more specific
circumstances. One such phenomenon is variously called a parhelion, a mock
sun, or referred to as a sundog. Sundogs are caused when flat, hexagonal ice
crystals are present in the atmosphere. As the crystals move, light is
refracted through the crystals to create a circular effect called a halo. If the
crystals are being pushed in one direction by the wind, the light will be
concentrated in spots on either side of the halo these bright spots are known
as sundogs.

Page 24 Go On
 FSA ELA Reading Practice Test Questions

Now answer Numbers 14 through 16. Choose the correct word or

phrase for each of the following.

14. The Sun is able to inspire many 16. Part A

feelings in people awe, wonder,
and even delight. One such phenomenon is
variously called a parhelion, a
mock sun, or referred to as a
A people: sundog.
B people,
C people; A is also called a sundog

D correct as is 14871
B a sundog
C sundogs
D correct as is

Part B
15. Refraction takes place when the
If the crystals are being pushed
Sun’s light rays are bent,
in one direction by the wind, the
reflected, and split into an arc of
light will be concentrated in spots
color as they pass through drops
on either side of the halo these
of water in the atmosphere.
bright spots are known as
sundogs.
A they split
B it splits
A halo,
C splits
B halo;
D correct as is 14872
C halo/
D correct as is

Page 25
 Office of Assessment
Florida Department of Education, Tallahassee, Florida
Copyright © 2018 State of Florida, Department of State