P r a c t ice

Test
Teacher ’s Manual
with Student Reproducibles
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Public Domain
2–3: Mrs. Peter Rabbit, by Thorton W. Burgess (excerpt from chapter 26, Peter Listens to Mrs. Peter, pp. 163–165).
4: An adaptation of Aesop’s Fable, The Lion and the Mouse.
12: Diary of a Civil War Soldier; This passage includes diary entries of Florida Civil War soldier Robert Watson,
September 9–12, 1863.
18–19: Adapted from Heracles Slays the Hydra by Charles F. Baker.
39–40: Congressional testimony about the 1935 Labor Day Hurricane. University of Michigan Press.
Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and
Council of Chief State School Officers. All rights reserved.
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ISBN-13: 978-0-768-58769-2
ISBN-10: 0-768-58769-7
1 20
 Contents
Practice Test Overview ...................................................................................................... T4
Directions for Administering the Practice Test ............................................................... T5
Reading Practice Test Scripting ....................................................................................... T6
Writing Practice Test Scripting ......................................................................................... T7
Scoring the Tests ............................................................................................................... T8
Writing Rubric .................................................................................................................... T9
Sample Student Responses and Annotations ...............................................................T10
Item Analysis Chart ..........................................................................................................T18
Answer Key .......................................................................................................................T20

Reading Practice Test ......................................................................................................... 1

Writing Practice Test ......................................................................................................... 39
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Practice Test T3
Practice Test Overview
The Practice Test provides students with opportunities to practice items that test the Grade 4
skills and standards in a format similar to that of national and state assessments. This Practice
Test includes a multiple-choice ELA Reading test and a text-based ELA Writing test.
Each test item is standards-aligned in order to help prepare students for tests that will assess
knowledge of the standards and grade-level skills. This manual provides an Item Analysis Chart
that shows the skill and standard tested by each item.
Use the chart below to help you schedule testing. The number and type of questions in the test
sessions and the amount of time allotted to complete the sessions are shown. Students will likely
complete the test sessions within the times suggested below, but give more time if needed to
allow for differences in student pacing.

TEST SESSION NUMBER AND TYPE OF QUESTION APPROXIMATE TIME

Reading

Day 1/Session 1 Up to 25 multiple-choice questions 80 minutes

Day 2/Session 2 Up to 25 multiple-choice questions 80 minutes

Writing

Day 3/Session 1 1 writing prompt 120 minutes

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T4 Practice Test
 Directions for Administering the
Practice Test
Before administering the test, explain to students that they will be taking a reading and writing
practice test to help them build their test-taking skills and prepare for standardized reading and
writing tests.
After distributing the practice test to students, guide them through a preview of the test. Have
students follow along as you explain the overall format of the test and tell how the test sessions
will be administered. Point out different item types and explain where and how students are to
mark their answers. Remind students that they will respond to items in multiple ways and that
some items will have more than one answer. If students are unfamiliar with certain item types, you
may wish to provide practice with these item types prior to administering the practice test. Allow
time for students to ask questions about the practice test.

Read Script
Scripting has been provided to simulate the experience of taking a standardized reading and
writing test. When you are ready to begin the test, read the scripted text to students. You may
make modifications to the scripts as necessary to accommodate students’ needs or to reflect
time or administration adjustments you have chosen to make.

Keep Time
Display start and stop times for each test session. You may wish to periodically remind students
of the time remaining on the test to assist them in budgeting their time.

Provide Supervision
Remember to monitor students as they take the practice test. If students have questions about
the structure of the test or how to mark their answers, you may provide assistance. Students
should not receive help in reading passages or determining answers to test questions.
While students are working, be sure that:
• students have cleared their desks of everything except the test and their pencils
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• students do not have books, notes, or electronic devices of any kind during testing
• students are using No. 2 pencils
• students do not talk to other students
• students are working independently
• students are recording their answers in the appropriate area
• students who use the planning sheet for writing allow themselves enough time to write their
final response on the lined pages that follow the planning sheet

Practice Test T5
Reading Practice Test Scripting
Directions in bold type that follow are intended to be read aloud. Other directions are intended for
your information only.

SAY Today you will be taking a practice test to help you prepare for standardized reading
tests. Trying your best on this test will help you prepare for future tests. Please remove
all materials from your desk except a No. 2 pencil. Keep your pencils on your desks until I
tell you to begin. Do you have any questions?

Respond to students’ questions and then distribute the practice tests.

SAY Write your first and last name on your practice test.

Show students where they should write their names and provide time for them to write their names.

SAY You will be taking the first (or second) part of the Reading Practice Test today. You will
have 80 minutes to complete this part of the test. After 40 minutes, we will take a short
break. Display testing start and stop times for students. In this session, you will read passages
and answer multiple-choice questions about them. (If administering some or all of the language
and editing items in this session, advise students that they will also be reading a passage or
passages with errors that they will be asked to correct.) Read the passages and questions
very carefully. You may look back at a passage as often as you like to help you answer the
questions. You will mark your answers directly on your test. To answer a question, fill in
the circle or circles for the correct answer choice or choices. If you want to change your
answer, erase your original answer completely, then carefully fill in the circle or circles of
your new answer. Do not circle your answers; you must fill in the circles. All questions will
have one correct answer unless the question’s directions tell you to select more than one
answer choice. You may not know the answer to every question. If you aren’t sure how to
answer a question, skip it and keep going. You can come back to it later. You can ask me to
explain any directions you do not understand, but I cannot answer any questions about the
passages or questions themselves. If students have questions about the passages or questions
themselves, say, “I cannot answer that for you. Just do your best.”

SAY If you finish today’s test session before time is called, you may go back and check
your work. Make sure you have answered every question. You should not work on any Copyright © Savvas Learning Company LLC. All Rights Reserved.

other test session.

If students finish before the testing period has ended, they may read silently at their desks after
you have collected their tests.

SAY Remember, you have 80 minutes to complete this test session. We will have a short
break after 40 minutes. While you work, I will be walking around the room to make sure
you understand the directions and are working on your own. Open your test to page 2
(or the first page of the second test session) and begin working.

Alert students when ten minutes remain. When time is up, direct students to stop and put their
pencils down. If some students have not finished, allow more time. Then collect test materials.

T6 Practice Test
 Writing Practice Test Scripting
SAY Today you will be taking a practice test to help you prepare for standardized writing
tests. Trying your best on this test will help you prepare for future tests. Please remove
all materials from your desk except a No. 2 pencil. Keep your pencils on your desks until I
tell you to begin. Do you have any questions?

Respond to students’ questions and then distribute the practice tests.

SAY Write your first and last name on your practice test.

Show students where they should write their names and provide time for students to write their first
and last names.

SAY You will be taking the Writing Practice Test today. You will have 120 minutes to
complete this part of the test. After 60 minutes, we will take a short break. Display testing
start and stop times for students. In this writing test, you will read three passages and then
use details from the passages to write an essay. Read the passages and writing prompt
carefully. You can look back at the passages as often as you like as you plan, write, and
revise your essay.

SAY Turn to page 45 of your test. You have been provided with a planning sheet. You
may use this sheet to plan and organize your writing in any way that is helpful to you, but
make sure you leave yourself enough time to write your final response on the lined pages
that follow the planning sheet. The writing on the planning sheet will not be scored. Use
your time carefully so that you have time to read the passages, plan your writing, write
your essay, and revise and edit your essay.

Answer any questions students may have about responding to the writing prompt.

SAY Remember that your writing should show that you can organize and express your
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thoughts clearly and use texts to support your ideas. Be sure to respond completely to
the writing prompt.

SAY If you finish the test before time is called, you may go back and make changes to
improve your writing. Remember, you have 120 minutes to complete this test session.
We will have a short break after 60 minutes. While you work, I will be walking around the
room to make sure you understand the directions and are working on your own. Open
your test to page 40 and begin working.

Alert students when ten minutes remain. When time is up, direct students to stop and put their pencils
down. If some students have not finished, allow them more time. Then collect all test materials.

Practice Test T7
Scoring the Tests
The Item Analysis Chart on pages T18–T19 provides information about each item on the test:
the item focus/skill, the DOK level, and the aligned standard.
To score students’ reading tests, use the Answer Key on pages T20–T25. Score each
multiple-choice question as either correct (1 point) or incorrect (0 points).
Determine the student’s reading score out of the total possible score of 50 points. Follow
the formula for determining the student’s percentage score on the Reading Practice Test by
multiplying the students’ total obtained score by 2.

Percentage score: ________________ × 2 = _____________ %

(student’s total score) (percentage score)

To score students’ Writing Practice Tests, use the Writing Rubric on page T9. You may also wish
to refer to the Sample Student Responses and Annotations on pages T10–T17.

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T8 Practice Test
 Writing Rubric
LANGUAGE AND
SCORE FOCUS ORGANIZATION DEVELOPMENT CONVENTIONS
VOCABULARY
Text is clearly Text is organized Text effectively Text uses precise Text has correct
focused on a with clear ideas uses details, language and/or grammar,
4 topic or idea and presented in a descriptions, domain-specific usage, spelling,
is developed logical order. and/or facts. vocabulary capitalization, and
throughout. correctly. punctuation.
Text is mostly Text is mostly Text adequately Text uses precise Text has a few
focused on a organized, but uses details, language and/or conventions
topic or idea some ideas or descriptions, domain-specific errors but is
and developed events may be and/or facts. vocabulary understandable.
3 throughout. out of order. adequately and
Connections mostly correctly.
between ideas/
events may be
lacking.
Text may Text is difficult to Text includes Text may use Text has some
occasionally lose follow. Organization few details, imprecise conventions errors
focus or lack and connections descriptions, language/ that may affect
2
development. between ideas/ and/or facts. vocabulary. Words clarity.
events are weak. are sometimes
used incorrectly.
Text is unfocused, Text has little or Text includes very Text uses Text is difficult
confusing, or too no structure or few or no details, vague, unclear, to understand
1
short. organization. descriptions, or confusing because of many
and/or facts. language. conventions errors.
0 The text gets no credit if it does not demonstrate adequate command of the traits of the mode of writing.
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Practice Test T9
Sample Student Responses and Annotations
S-1 Score Point 4/4/4/4/4 (page 1 of 2)
Hurricanes are natural disasters that can have serious effects on people and property. Over the
years, strong hurricanes have struck the United States, especially along the southeastern coast.
These hurricanes can cause billions of dollars of damage, as well as loss of life.
Hurricanes form over the ocean, building strength from warm ocean water. So they mostly hit
places in the south where the ocean is warmer. As hurricanes grow stronger, the wind speeds get
faster. This is how hurricanes are categorized—based on wind speed. Category 5 hurricanes are
the strongest, with winds over 157 miles an hour. These fast winds can damage buildings.
Wind isn’t the only dangerous part of hurricanes. The heavy rains that come with hurricanes can
cause flooding, which causes aditional damage. In addition, storm surges can flood the coast as
the hurricane pushes inland. In the article “Labor Day Hurricane Disaster,” Mr. Fecteau described
tidal waves that were as high as 12 feet reaching railroad tracks.
The damage from hurricanes can cost a lot of money to fix. Hurricane Andrew caused 26.5
billion dollars and in 2017, hurricanes did 300 billion dollars in damage to states across the
United States. The financial effects of hurricanes can be terrible for communities. For example,
the 1935 hurricane described in “Florida Keys Flattened” hit during the Great Depression, when
businesses were already closing and people couldn’t find jobs. The hurricane hurt the economy
when it was already having trouble.
Hurricanes don’t simply cause financial damage. They also cause loss of life. The 1935 hurricane
killed four hundred and nine people. Some people were veterans living on the beach. The
testimony from “Labor Day Hurricane Disaster” tells how the storm surge was 10 or 12 feet
above sea level. It washed over what was left standing after the winds. Mr. Fecteau mentioned
that people didn’t know how bad the storm would be, so they didn’t leave. This meant more
people died.
Hurricanes are dangerous storms, and they impact on people in several ways. But with enough
notice, people prepare or leave. The storm will still have an impact, but with planning, it can be
lessened.
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T10 Practice Test

 S-1 Annotation Score Point 4/4/4/4/4 (page 2 of 2)

4–Focus
The response is focused with a clearly stated controlling idea and an effective organizational
structure to inform about how hurricanes impact people. The controlling idea (Hurricanes are
natural disasters that can have serious effects on people and property.) is thoroughly maintained
with little or no off-focus material.

4–Organization
Appropriate transitions clarify the relationships between and among ideas (So they mostly; In
addition; For example). The response includes a logical progression of ideas and a compelling
introduction and conclusion (Hurricanes are natural disasters that can have serious effects
on people and property; Hurricanes are dangerous storms, and they impact on people in
several ways.)

4–Development
The response includes strong reasons and evidence that convincingly support the controlling
idea. Reasons and evidence are smoothly integrated into the response with precise references
to the sources. (For example, the 1935 hurricane described in “Florida Keys Flattened”; The
testimony from “Labor Day Hurricane Disaster”). The response includes a variety of elaborative
techniques (So they mostly hit places in the south where the ocean is warmer; This meant more
people died.) and clear and effective expression of ideas using precise language (The testimony
from “Florida Hurricane Disaster” tells how the storm surge was 10 or 12 feet above sea level. It
washed over what was left standing after the winds.).

4–Language
The response uses relevant and specific academic and domain-specific vocabulary (hurricanes,
storm surge, category, economy) and sentence variety.

4–Conventions
Although minor spelling (aditional) and usage errors (they impact on people in several ways.),
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occur, this draft response demonstrates a command of basic conventions.

Practice Test T11

S-2 Score Point 3/3/3/3/3 (page 1 of 2)
One of the very worst kinds of storm is called a hurricane. It starts over the ocean, getting
stronger and stronger. It moves across the ocean and sometimes hits land. When that happens,
it can do a lot of damage. People in its path should know what happens in a hurricane and how it
can affect them.
People who live in warmer areas know about hurricanes because that’s where they happen most.
Hurricanes need warm water to get started and grow. They spin around with strong wind and rain,
while making its way towards land. By the time hurricanes reach a coast, they are very dangerus.
The heavy rain and waves crash onto land, which often cause major flooding to people’s homes.
The high winds can cause property and land damage.
Not all hurricanes are the same. Some of them are very strong and some are not as strong. The
stronger they are, the higher the wind speed. Hurricanes get categories to say how strong they
are. There are five categories. Category five is the strongest, so those do the most damage.
A hurricane brings too much wind and water. As a hurricane spins, it build up strong winds. The
newspaper article told about a hurricane in Key West that was measured at 180 miles per hour!
The ocean gets pushed up on land in a storm surge, and there’s also a lot of rain. All that water
creates flooding. The article “Labor Day Hurricane Disaster” mentioned that people were killed by
the waves.
People who live by the ocean in hot areas should know about hurricanes and what to do when a
hurricane is coming.

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T12 Practice Test

 S-2 Annotation Score Point 3/3/3/3/3 (page 2 of 2)

3–Focus
The response is adequately focused with a stated controlling idea (It moves across the ocean and
sometimes hits land. When that happens, it can do a lot of damage.) The response maintains its
focus throughout

3–Organization
The response has a mostly effective organizational structure to inform how hurricanes affect
the land and people who inhabit it. The response includes adequate transitions that clarify
relationships between and among ideas (When that happens; Category five is the strongest, so
those do the most damage; As a hurricane spins). There is a mostly logical progression of ideas
(They spin around with strong wind and rain; By the time hurricanes reach a coast, they are very
dangerus.) and a sufficient introduction and conclusion (People who live by the ocean in hot areas
should know about hurricanes and what to do when a hurricane is coming.).

3–Development
The response provides adequate reasons and supporting evidence (By the time hurricanes
reach a coast, they are very dangerus.), which are generally integrated. The response includes
references to sources (The newspaper article told about; The article “Labor Day Hurricane
Disaster” mentioned) and examples of elaborative techniques (The ocean gets pushed up on land
in a storm surge, and there’s also a lot of rain. All that water creates flooding.).

3–Language
Expression of ideas is somewhat clear and effective, with a mix of precise and general language
(build up strong winds; was measured at 180 miles per hour!). The response includes generally
appropriate academic and domain-specific vocabulary (hurricanes, categories, flooding) and
some sentence variety.

3–Conventions
Although minor errors in spelling (dangerus) and usage (As a hurricane spins, it build up strong
winds.) occur, this draft response demonstrates an adequate command of basic conventions.
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Practice Test T13

S-3 Score Point 2/2/2/2/2 (page 1 of 2)
Hurricanes have a big effect on people. They only happen once in a while. They are big storms
that happen in warm places near the ocean.
They tell you if a hurricane is coming. Hurricanes start far away on the ocean, but it moves. If it’s
headed toward your town you have to get ready. So some people leave. Some people stay. But it
can be dangerous to stay. It just depends on where you live and where the hurricane is.
If the hurricane hits where you live, it is usually pretty bad. It blows down trees and signs. There is
a flood near the beach some people get water inside their house.
There have been a lot of hurricanes in the United States. I don’t like them.

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T14 Practice Test

 S-3 Annotation Score Point 2/2/2/2/2 (page 2 of 2)

2–Focus
The response includes a partially focused controlling idea with occasionally off-focus material
(Hurricanes have a big effect on people. They only happen once in a while. They are big storms
that happen in warm places near the ocean.).

2–Organization
The response uses transitions inconsistently to clarify the relationships between and among
ideas (If it’s headed toward your town; So some). The response has a progression of ideas that
is illogical or unclear at times (If it’s headed toward your town you have to get ready. So some
people leave.) and an insufficient introduction and conclusion (Hurricanes have a big effect on
people. They only happen once in a while. There have been a lot of hurricanes in the United
States. I don’t like them.).

2–Development
The response provides weakly integrated reasons and evidence (If the hurricane hits where you
live, it is usually pretty bad.), inconsistent or irrelevant references (I don’t like them.), with no
references to sources, and few or ineffective examples of elaborative techniques (It just depends
on where you live and where the hurricane is.).

2–Language
Expression of ideas is unclear or simplistic (It blows down trees and signs.) using overly general
or inaccurate language (There have been a lot of hurricanes.). The response uses inappropriate or
ineffective academic and domain-specific vocabulary (flood, blows) and limited sentence variety.

2–Conventions
The response demonstrates a mostly adequate command of the conventions of standard English.
The response includes a run-on sentence (There is a flood near the beach some people get water
inside their house.) and a pronoun-antecedent error (Hurricanes start far away on the ocean, but it
moves.), but spelling, capitalization, and punctuation don’t interfere with meaning.
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Practice Test T15

S-4 Score Point 1/1/1/1/1 (page 1 of 2)
Big hurricanes happen sometimes. They mess up towns. Some people leave and sometimes
people stay. They stay and it rains a lot. Hurricanes get names like Andrew. A lot of people have
heard of hurricanes.
My mom was in a huricane when she was little. She cried and hid in her closet. She said it was
loud like an airplane. It left and she was fine.

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T16 Practice Test

 S-4 Annotation Score Point 1/1/1/1/1 (page 2 of 2)

1–Focus
The response includes an unfocused controlling idea (Big hurricanes happen sometimes.)
with off-focus material (Hurricanes get names like Andrew.). There is not enough content to
demonstrate focus.

1–Organization
The response uses few or no transitions to clarify the relationships between and among ideas
(She said it was loud like an airplane.). The response is illogical or has an unclear progression of
ideas (They stay and it rains a lot.). There is not enough content to demonstrate organization.

1–Development
The response includes minimal, absent, or irrelevant reasons and evidence (It left and she was
fine.), and sources are not referenced. Elaborative techniques are not demonstrated.

1–Language
The expression of ideas is vague or confusing (Some people leave and sometimes people stay;
She said it was loud like an airplane.) with limited or inappropriate vocabulary (They mess up
towns.). Only simple sentence constructions are used, with no sentence variety.

1–Conventions
The response demonstrates a weak command of the conventions of standard English. The
response includes various errors that sometimes affect meaning (They stay and it rains a lot.)
and is inconsistent in the use of grammar, usage, spelling, capitalization, and punctuation
(hurricane, huricane).
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Practice Test T17

Item Analysis Chart
PRACTICE TEST
ITEM ITEM FOCUS/SKILL DOK LEVEL CCSS

1 Refer to key details 2 RL.4.1

2 Summarize the text 3 RL.4.2

3 Describe a character 3 RL.4.3

4 Explain common idioms 2 L.4.5.b

5 Connect illustrations 2 RL.4.7

6 Determine theme 3 RL.4.2

7 Use context clues 2 RL.4.4

8 Determine word meaning 2 RL.4.4

9 Compare and contrast point of view 2 RL.4.6

10 Compare and contrast themes 3 RL.4.9

11 Use common Latin affixes and roots 2 L.4.4.b

12 Explain how an author uses evidence 2 RI.4.8

13 Interpret timelines 2 RI.4.7

14 Determine main idea 2 RI.4.2

15 Make inferences 3 RI.4.1

16 Determine meaning of words 2 RI.4.4

17 Explain events in a historical text 3 RI.4.3

18 Analyze text structure 2 RI.4.5

19 Integrate information from two texts 3 RI.4.9

20 Contrast firsthand and secondhand accounts 3 RI.4.6

21 Determine theme 3 RL.4.2

22 Describe events 3 RL.4.3

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23 Describe character and events 2 RL.4.3

24 Use context clues 2 RL.4.4

25 Make inferences 3 RL.4.1

T18 Practice Test

 Item Analysis Chart
PRACTICE TEST
ITEM ITEM FOCUS/SKILL DOK LEVEL CCSS

26 Determine meaning of synonyms 2 L.4.5

27 Determine meaning of simple similes and metaphors 2 L.4.5.a

28 Compare themes 3 RL.4.9

29 Compare structural elements of a drama and poem 3 RL.4.9

30 Compare points of view 3 RL.4.6

31 Use text evidence 3 RI.4.1

32 Summarize the text 2 RI.4.2

33 Determine word meaning 2 RI.4.4

34 Determine text structure 3 RI.4.5

35 Determine meaning of synonyms 2 L.4.5.c

36 Explain ideas in a historical text 2 RI.4.3

37 Make inferences 2 RI.4.1

38 Explain how an author uses evidence 2 RI.4.8

39 Identify details that support the main idea 2 RI.4.2

40 Determine text structure 2 RI.4.5

41 Modal auxiliaries 2 L.4.1.c

42 Use relative pronouns and adverbs 2 L.4.1.a

43 Use prepositional phrases 2 L.4.1.e

44 Use progressive verbs 2 L.4.1.b

45 Order adjectives 2 L.4.1.d

46 Capitalization 1 L.4.2.a

47 Commas before conjunctions 1 L.4.2.c

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48 Complete sentences 1 L.4.1.f

49 Spelling 1 L.4.2.d

50 Punctuation of dialogue 1 L.4.2.b

Writing Informational 4 W.4.2 (Also, W.4.4, W.4.5, W.4.6, W.4.8,
W.4.9, L.4.1.a, L.4.1.b, L.4.1.c, L.4.1.d,
L.4.1.e, L.4.1.f, L.4.1.g, L.4.3.a, L.4.3.b,
L.4.3.c, L.4.4.a, L.4.6, RI.4.6, RI.4.7,
RI.4.9)

Practice Test T19

ANSWER KEY
READING TEST
Practice Test Practice Test

Name Name

Now answer Numbers 1 through 10. Base your answers on the passages 2. Fill in the circle before the sentence from Passage 1 that best
“An Excerpt from Mrs. Peter Rabbit” and “The Lion and the Mouse.” summarizes the theme of the passage.

7 A “Well, then you are right back where you started from, and Old Man
1. This question has two parts. First, answer Part A. Then, answer Part B. Coyote doesn’t see any reason why he should treat you any differently
Part A than at first, and I don’t see why he should either, when I come to think it
over. B I tell you what, Peter, the thing for you to do is to keep doing good
How does Mrs. Peter feel about her own ideas? turns to Old Man Coyote so that he will always be in debt to you. C Then
A embarrassed he will always be your friend.”

B confident 8 D As little Mrs. Peter stopped speaking, Peter sprang to his feet.

C excited 3. This question has two parts. First, answer Part A. Then, answer Part B.
D unsure Part A
In paragraph 2 of Passage 1, what can the reader conclude about Peter?
Part B
A He does whatever he wants to do.
Which detail from Passage 1 best supports your answer in Part A?
B He wants to understand others.
A “‘What’s the matter with you, Peter?’ she asked finally.” (paragraph 3)
C He wants to be left alone.
B “‘Oh, don’t be silly!’ replied little Mrs. Peter.” (paragraph 5)
D He fears large animals.
C “‘Then he will always be your friend.’” (paragraph 7)
D “‘Of course it will,’ replied little Mrs. Peter.” (paragraph 9) Part B
Which detail from Passage 1 best supports your answer in Part A?
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A “scolded him soundly” (paragraph 1)
B “didn’t have a word to say” (paragraph 2)
C “sat thinking and thinking” (paragraph 2)
D “trying to catch me” (paragraph 4)

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RDG21_AS04_NA_Reading.indd 5 08/01/20 5:17 PM RDG21_AS04_NA_Reading.indd 6 08/01/20 5:17 PM

Practice Test Practice Test

Name Name

4. Read this sentence from Passage 1. 6. This question has two parts. First, answer Part A. Then, answer Part B.

“It’s sort of a golden rule, and I do believe it will work.” (paragraph 8) Part A

Which sentence from the passage best helps to explain the meaning of What is a theme of Passage 2?
golden rule? A It is safe to trust those around you.
A “‘What’s the matter with you, Peter?’ she asked finally.” (paragraph 3) B Treat others the way you want to be treated.
B “‘Oh, don’t be silly!’ replied little Mrs. Peter.” (paragraph 5) C It is good to feel pity for others.
C “‘You did Old Man Coyote a good turn and he paid you back by D Those who are different from you are dangerous.
doing you a good turn.’” (paragraph 5)
D “As little Mrs. Peter stopped speaking, Peter sprang to his feet.” Part B
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(paragraph 8) Which sentence from Passage 2 supports your answer in Part A?

5. Which detail is supported by the illustration in Passage 2?

A “Mice appeared and scrambled all around the sleeping Lion.”
(paragraph 2)
A The mouse begged for mercy from the lion.
B “As the mice dashed away, the Lion shot out a paw, trapping a
B The mouse heard the lion’s mighty roars. Mouse beneath it.” (paragraph 2)
C The mouse saw that the lion was trapped. C “He knew he must free the Lion, as the Lion had freed him.”
(paragraph 3)
D The mouse ran around the sleeping lion.
D “With sharp little teeth, the Mouse chewed the ropes asunder, and
set the Lion free.” (paragraph 3)
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

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T20 Practice Test

 Practice Test Practice Test

Name Name

7. Read this sentence from Passage 2. 9. How are the points of view in both passages similar?

“With sharp little teeth, the Mouse chewed the ropes asunder, and set A Both passages are told from the first-person point of view.
the Lion free.” (paragraph 3)
B Both passages are told from the third-person point of view.
What does the word asunder mean in this sentence? C Both passages are told from the point of view of one character.
A broken apart D Both passages are told from the points of view of several characters.
B quick movement
10. Fill in the circles to choose whether each sentence describes Passage 1,
C beneath an object
Passage 2, or both passages.
D made of strong material
Passage 1 Passage 2 Both Passages
8. Read this sentence from Passage 2. A character helps A C
B
another character.
“He tried to escape with herculean effort but was completely trapped.” A character tells
(paragraph 3) another character D E F

what to do.
What does the word herculean mean in this sentence? A character is
G H I

A extremely strong caught.

B especially clever
C very frightened
D highly trained
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Practice Test Practice Test

Name Name

Now answer Numbers 11 through 20. Base your answers on the passages 13. What does the timeline emphasize about the Civil War?
“Civil War Burdens” and “Diary of a Civil War Soldier.”
A which side won the battles

11. The Latin root civ means “relating to citizens.” What does the root civ
B how long it took to end slavery
explain about the Civil War? C where the fighting took place
A Citizens fought against other citizens. D who led the northern and southern armies
B A government did not want citizens.
14. This question has two parts. First, answer Part A. Then, answer Part B.
C Citizens from other countries fought.
Part A
D People hoped to become citizens.
Which sentence describes the main idea of Passage 1?
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12. Which two sentences from paragraph 1 in Passage 1 explain why the A The Civil War lasted four years.
southern states wanted slavery?
B The Civil War began because Lincoln was elected.
A “From the beginning, the northern states and southern states had
C The Civil War began when states left the United States.
argued about slavery.”
D The Civil War was difficult for northern and southern
B “The North and the South also disagreed about whether each state or
people.
the country as a whole should have the most power.”
C “President Abraham Lincoln was elected in 1860.” Part B
D “Those states used enslaved people to work on large farms called Which detail from Passage 1 best supports your answer in Part A?
plantations.”
A President Abraham Lincoln was elected in 1860. (paragraph 1)
E “Without slavery, these plantations would fail.”
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

B They formed their own government called the Confederate States of

America. (paragraph 1)
C For four years, the terrible war raged. (paragraph 2)
D People in northern states and southern states suffered because of it.
(paragraph 2)

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Practice Test T21

 Practice Test Practice Test

Name Name

15. This question has two parts. First, answer Part A. Then, answer Part B. 17. This question has two parts. First, answer Part A. Then, answer Part B.

Part A Part A
Which of the following statements about food for Civil War soldiers is In Passage 2, why do the soldiers move from place to place?
supported by details in Passage 2?
A They are searching for better food.
A Food was carefully managed.
B They are avoiding the enemy soldiers.
B There was food left over after meals.
C They are trying to stay healthy and fit.
C Bacon was the soldiers’ favorite food.
D They are searching for the best route home.
D There was only one kind of food to eat.

Part B
Part B
Which detail from paragraph 1 of Passage 2 best supports your answer Which sentence supports your answer in Part A?
in Part A? A “We drew two days' rations of flour and salt but could get no meat.”
A “nothing to eat but bread” (paragraph 1)

B “two days’ rations of flour and salt”

B “All hands at work loading cars, trains leaving all night and morning.”
(paragraph 3)
C “a side of bacon weighing 60 pounds”
C “Yankees reported close at hand at 10 A.M.” (paragraph 3)
D “quite a clapping of hands”
D “All of us very tired for we had to climb some very steep hill, it was
very warm and dusty.” (paragraph 4)
16. Read this sentence from paragraph 1 of Passage 2.
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

“At 3 P.M., twenty men and one officer were detailed to load cars.” 18. What structure does Passage 2 use to organize information?

What does the word detailed mean in this sentence? A chronological order
A offered B cause and effect

B ordered C problem and solution

C delayed D compare and contrast

D described

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Practice Test Practice Test

Name Name

19. What do both passages emphasize? Now answer Numbers 21 through 30. Base your answers on the passages
“Heracles Slays the Hydra” and “My Enemy and My Friend.”
A The northern states won the war.
B Life was difficult during the Civil War. 21. This question has two parts. First, answer Part A. Then, answer Part B.
C Hard work continued after the Civil War. Part A
D Soldiers were determined to win the war. What is a theme of Passage 1?
A Hard work will be rewarded.
20. What are two differences between Passage 1 and Passage 2?
B The gods know everything.
A Passage 1 discusses major events from the entire war; Passage 2
discusses minor events from a short time during the war. C Humans always triumph over beasts.
Copyright © Savvas Learning Company LLC. All Rights Reserved.
B Passage 1 provides unnecessary details; Passage 2 provides only D Never be afraid.
important details.
Part B
C Passage 1 provides information about Americans during the war; Which sentence from Passage 1 supports your answer in Part A?
Passage 2 provides details from one person’s point of view.
A “Heracles enters the room and approaches the king, who is sitting
D Passage 1 focuses on the northern states; Passage 2 focuses on the
on his throne waiting to instruct him as to the will of the gods.”
southern states.
(paragraph 4)
E Passage 1 gives factual information about the war; Passage 2 tells
B “Heracles goes to the forest of Nemea, enters the cave of the lion,
an imaginary story that takes place during the war.
and boldly attacks the beast.” (paragraph 8)
C “He throws aside his weapon and overpowers the lion with his bare
hands.” (paragraph 8)
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

D “Upon his death, Heracles achieves a place among the gods.”

(paragraph 18)

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T22 Practice Test

 Practice Test Practice Test

Name Name

22. Which sentence from Passage 1 describes what happens immediately 24. Read this sentence from paragraph 5 of Passage 1.
after Heracles tries to use a club against the Hydra?
“Heracles: (bowing) Your majesty, what is the labor I have to do?”
A “Heracles returns to the palace of the king.” (paragraph 8)
What does the word labor mean in this sentence?
B “Heracles fires flaming arrows into the Hydra’s cave.” (paragraph 12)
A dare
C “Hand me my sword, and I will cut off all its heads!” (paragraph 13)
B task
D “Heracles: (ducking and weaving) Iolanus, I need your help!”
(paragraph 15) C favor

23. This question has two parts. First, answer Part A. Then, answer Part B. D magic

Part A
25. This question has two parts. First, answer Part A. Then, answer Part B.
In Passage 1, what is emphasized about Heracles?
Part A
A fear How does Gilgamesh believe he compares to humans?
B bravery A He believes he is equal to humans.
C kindness B He believes he is kinder than humans.
D intelligence C He believes he is better than humans.
D He believes he is weaker than humans.
Part B

Which sentence from Passage 1 supports your answer in Part A? Part B

“Heracles: son of Zeus and a human” (paragraph 1) Which line from Passage 2 best supports your answer in Part A?
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

A

B “There he visited the oracle, a priestess and prophet admired for her A “I am as brave and strong as a human,” (line 2)
wisdom and advice.” (paragraph 2)
B “But I am unmatched, much more like a god.” (line 3)
C “Iolanus, I need your help! What should I do?” (paragraph 15)
C “I won the battle, but did not end Enkidu.” (line 8)
D “Mighty Heracles, accompanied by his faithful companion Iolanus,
D “I battle this heavy challenger, my sadness, daily.” (line 15)
continues doing the impossible and completes twelve jobs.”
(paragraph 18)

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Practice Test Practice Test

Name Name

26. Read the line from Passage 2. 29. Passage 1 and Passage 2 have different features. Fill in the circles below
to show which feature matches each passage.
“First, he was my determined and bold enemy—the foe Enkidu!” (line 5)
Passage 1 Passage 2 Both Passages
Which word in the sentence has a similar meaning to foe?
stage directions A B C
A First
characters D E F
B determined
C bold stanzas G H I

D enemy
30. What points of view do Passage 1 and Passage 2 use?
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27. Read the line from Passage 2.

A Both passages use first person.
“A new enemy rises in me like the cries of my heart.” (line 14) B Both passages use third person.
What does like the cries of my heart explain about Gilgamesh? C Passage 1 uses first person, and Passage 2 uses third person.
A He is angry. D Passage 1 uses third person, and Passage 2 uses first person.
B He is very sad.
C He is easily upset.
D He is in physical pain.

28. Which sentence explains how Passage 1 and Passage 2 are similar?
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

A The main character goes on dangerous adventures.

B The main character follows the orders of a king.
C The main character loses a faithful companion.
D The main character travels to Greece.

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Practice Test T23

 Practice Test Practice Test

Name Name

6 Railroads made life easier for many people, but they also caused 32. Which four details are necessary for a summary of the passage?
problems. Railroads impacted the environment in many ways. Forests
were cut down to make the wooden ties under the rails. As more people
A People walked several miles each day to get from place to place.
settled in areas, the landscape changed. Natural habitats were lost, and B Settlers used covered wagons pulled by animals to move westward.
wildlife was forced out.
C Railroad lines were built in the middle of the 1800s.
7 Although they created problems as well as solutions, tracks spread across
the land. The development of railroads in the United States was a turning D A train’s speed depended on the engine, tracks, and landscape.
point as people and places were changed and connected as never before. E Trains moved people and goods across the country.
Now answer Numbers 31 through 35. Base your answers on the passage F Railroads helped farmers, businesses, soldiers, and ordinary people.
“Railroads Bring Change.”
G Building railroads had both positive and negative effects.
31. This question has two parts. First, answer Part A. Then, answer Part B. H Forests were cut down because their wood was needed to build train
Part A tracks.
Based on the passage, what is one reason railroads were an 33. Read this sentence from the passage.
improvement on other types of transportation?
“Many immigrants came to the United States and took jobs building
A They were safer.
railroad tracks.” (paragraph 4)
B They were faster.
What does immigrants mean in this sentence?
C They were covered.
A people from other countries
D They were less expensive.
B experts with training
Part B
C visitors on vacation
Which sentence from the passage best supports your answer in Part A?
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

D hard workers
A “The horse was another form of transportation.” (paragraph 2)
B “Early settlers traveled west across the country in covered wagons
pulled by horses, oxen, or mules.” (paragraph 2)
C “When train systems were developed in the mid-1800s, a new way of
living was born!” (paragraph 3)
D “Trains moved at a speed of between 20 to 60 miles per hour.”
(paragraph 3)

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Practice Test Practice Test

Name Name

34. Fill in the circle before the sentence that shows both an effect railroads Now answer Numbers 36 through 40. Base your answers on the passage
had on the United States and its cause. “Mary McLeod Bethune.”
A Railroads made life easier for many people, but they also caused

problems. B Railroads impacted the environment in many ways. 36. Which detail from the text shows what Bethune thought was unfair?
C Forests were cut down to make the wooden ties under the rails.
A “Bethune attended school throughout her childhood and graduated
D As more people settled in areas, the landscape changed. (paragraph 6)
from college in 1894.” (paragraph 1)
B “She knew she was very lucky.” (paragraph 1)
35. Read the sentence from the passage.
C “At that time, many African American children did not have the same
“Railroads helped the United States become a more unified country.” educational opportunities as white children.” (paragraph 1)
(paragraph 4)
D “She planned to become a missionary in Africa, but she changed her
Which word from paragraph 4 helps explain what unified means?
Copyright © Savvas Learning Company LLC. All Rights Reserved.
mind when she saw young people who needed help all around her.”
(paragraph 2)
A allowed
B traveled 37. Read the sentence from the passage.
C connected
“Mary McLeod Bethune was an early champion of civil rights.”
D away (paragraph 1)

Why is Bethune considered to be a champion of civil rights?

A She was one of the only people to work for civil rights.
B She planned on becoming a missionary in Africa.
She worked for civil rights for most of her life.
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

D She began working for civil rights when she was still a child.

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T24 Practice Test

 Practice Test Practice Test

Name Name

38. Read the sentence from the passage. 40. This question has two parts. First, answer Part A. Then, answer Part B.

“She knew she was very lucky.” (paragraph 1) Part A

Which detail supports the idea that Bethune was lucky? Which text structure does the author use to organize information in the
passage?
A She belonged to a large family.
A chronological order
B She received a good education.
B compare and contrast
C She was able to stay in the United States.
C cause and effect
D She was able to teach in several states.
D problem and solution

39. Which two details support the main idea that Bethune improved civil
rights? Part B
Which key words from the passage reveal the text structure used by the
A Bethune knew that educational opportunities weren’t equal. author?
B Bethune married, and she had one son. A “Her parents, Samuel and Patsy McLeod…” (paragraph 1)
C Bethune came to know activist and First Lady Eleanor Roosevelt.
B “Bethune was determined…” (paragraph 2)
D Bethune worked hard to found schools for African American youth.
C “Bethune worked hard…” (paragraph 3)
E Bethune led the National Youth Administration’s Division of Negro
D “Bethune died in 1955…” (paragraph 4)
Affairs.
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

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Practice Test Practice Test

Name Name

Now answer Numbers 41 through 45. Choose the correct word or phrase Now answer Numbers 46 through 50. Choose the correct word or phrase
for each of the following. for each of the following.

41. He felt he may name the first 44. People was travels westward 46. She lived in Italy, and she didn’t 49. Rosa found herself liking this
North Americans he saw, so he looking for good land. speak any english. relativ she had never known.
called them “Indians.”
A was traveling A She lived in Italy, and she A relative
A shall didn’t speak any English.
B were traveled B relitive
might
B She lived in italy, and she
B
were traveling
C rellative
C didn’t speak any english.
C must D correct as is
D correct as is C She lived in Italy, and She
D correct as is didn’t speak any English.
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50. With a grateful smile, she

45. As a result of the Mexican- D correct as is “replied Thank you!”
42. Scientists do not agree about American War in 1848, the
when they came or where they United States bought a open 47. Carlos thought it might be fun to A “replied,” Thank you!
came from. large area from Mexico. practice speaking Italian, but Rosa B replied “Thank you!”
was upset that she would have to
A when A a large open area C replied, “Thank you!”
give up her art studio in the garage.
B why B an area large open D correct as is
A Italian but, Rosa
C which C an area open large B Italian but Rosa,
D correct as is D correct as is C Italian but Rosa
D correct as is
43. European explorers came to the
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

Americas by search of gold and 48. Rosa watched as her mom

other riches. worked with her grandma,
the two chatted away in Italian,
A of
laughing and joking.
B in A her grandma the two,
C over B her grandma. The two
D correct as is C her grandma, The two
D correct as is
STOP
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Practice Test T25

 Copyright © Savvas Learning Company LLC. All Rights Reserved.

Page 1
Grade 4
READING
PRACTICE TEST
Practice Test

Name

Read the passages “An Excerpt from Mrs. Peter Rabbit” and “The Lion
and the Mouse” and then answer Numbers 1 through 10.

Passage 1: An Excerpt from Mrs. Peter Rabbit

adapted from the book by Thorton W. Burgess

With the help of Mrs. Peter Rabbit, Peter Rabbit has just narrowly escaped Old
Man Coyote.

1 As soon as Peter was sure that he was safe, he started for home, and
there, little Mrs. Peter scolded him soundly for being so heedless and
thoughtless.

2 Peter didn’t have a word to say. For a long time he sat thinking and
thinking, every once in a while scratching his head as if puzzled. Little
Mrs. Peter noticed it.

3 “What’s the matter with you, Peter?” she asked finally.

4 “I’m just studying what Old Man Coyote means by telling me one day
that he is my friend, and proving it by doing me a good turn, and then
trying to catch me the very next time he sees me. I don’t understand it,”
said Peter, shaking his head.

5 “Oh, don’t be silly!” replied little Mrs. Peter. “Now, you listen to me.
You did Old Man Coyote a good turn and he paid you back by doing you Copyright © Savvas Learning Company LLC. All Rights Reserved.

a good turn. That made you even, didn’t it?”

6 Peter nodded.

7 “Well, then you are right back where you started from, and Old Man
Coyote doesn’t see any reason why he should treat you any differently
than at first, and I don’t see why he should either, when I come to think it
over. I tell you what, Peter, the thing for you to do is to keep doing good
turns to Old Man Coyote so that he will always be in debt to you. Then
he will always be your friend.”

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 Practice Test

Name

8 As little Mrs. Peter stopped speaking, Peter sprang to his feet.

“The very thing!” he cried. “It’s sort of a golden rule, and I do believe
it will work.”

9 “Of course it will,” replied little Mrs. Peter.

Mrs. Peter Rabbit, by Thorton W. Burgess (excerpt from chapter 26, Peter Listens to Mrs. Peter, pp. 163–165).
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Practice Test

Name

Passage 2: The Lion and the Mouse

adapted from Aesop’s Fables

1 A Lion had been hunting all day. He was exhausted from running here
and there in search of food. He flopped down under a shady tree and
soon was asleep.

2 Mice appeared and scrambled all around the sleeping Lion. With a
start, the Lion leaped to his feet! As the mice dashed away, the Lion shot
out a paw, trapping a Mouse beneath it. The Mouse begged for mercy in
such moving terms that the Lion felt pity and let him go.

3 Some time after, the Lion stumbled into a net laid by hunters. He tried
to escape with herculean effort but was completely trapped. In fury, he Copyright © Savvas Learning Company LLC. All Rights Reserved.

made the forest resound with his roars! The Mouse heard the terrible
sound. He ran toward the ruckus and saw it was coming from the very
Lion that had spared him. Pity flooded the Mouse’s heart. He knew
he must free the Lion, as the Lion had freed him. With sharp little teeth,
the Mouse chewed the ropes asunder, and set the Lion free.

4 The Lion watched the Mouse run off, grateful that his kindness had
returned to him when he needed it most.

An adaption of Aesop's Fables, The Lion and the Mouse.

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 Practice Test

Name

Now answer Numbers 1 through 10. Base your answers on the passages
“An Excerpt from Mrs. Peter Rabbit” and “The Lion and the Mouse.”

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

Part A
How does Mrs. Peter feel about her own ideas?
A embarrassed
B confident
C excited
D unsure

Part B
Which detail from Passage 1 best supports your answer in Part A?
A “‘What’s the matter with you, Peter?’ she asked finally.” (paragraph 3)
B “‘Oh, don’t be silly!’ replied little Mrs. Peter.” (paragraph 5)
C “‘Then he will always be your friend.’” (paragraph 7)
D “‘Of course it will,’ replied little Mrs. Peter.” (paragraph 9)
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Practice Test

Name

2. Fill in the circle before the sentence from Passage 1 that best
summarizes the theme of the passage.

7 A “Well, then you are right back where you started from, and Old Man
Coyote doesn’t see any reason why he should treat you any differently
than at first, and I don’t see why he should either, when I come to think it
over. B I tell you what, Peter, the thing for you to do is to keep doing good
turns to Old Man Coyote so that he will always be in debt to you. C Then
he will always be your friend.”

8 D As little Mrs. Peter stopped speaking, Peter sprang to his feet.

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

Part A
In paragraph 2 of Passage 1, what can the reader conclude about Peter?
A He does whatever he wants to do.
B He wants to understand others.
C He wants to be left alone.
D He fears large animals.

Part B
Which detail from Passage 1 best supports your answer in Part A? Copyright © Savvas Learning Company LLC. All Rights Reserved.

A “scolded him soundly” (paragraph 1)

B “didn’t have a word to say” (paragraph 2)
C “sat thinking and thinking” (paragraph 2)
D “trying to catch me” (paragraph 4)

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 Practice Test

Name

4. Read this sentence from Passage 1.

“It’s sort of a golden rule, and I do believe it will work.” (paragraph 8)

Which sentence from the passage best helps to explain the meaning of
golden rule?
A “‘What’s the matter with you, Peter?’ she asked finally.” (paragraph 3)
B “‘Oh, don’t be silly!’ replied little Mrs. Peter.” (paragraph 5)
C “‘You did Old Man Coyote a good turn and he paid you back by
doing you a good turn.’” (paragraph 5)
D “As little Mrs. Peter stopped speaking, Peter sprang to his feet.”
(paragraph 8)

5. Which detail is supported by the illustration in Passage 2?

A The mouse begged for mercy from the lion.
B The mouse heard the lion’s mighty roars.
C The mouse saw that the lion was trapped.
D The mouse ran around the sleeping lion.
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Practice Test

Name

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

Part A
What is a theme of Passage 2?
A It is safe to trust those around you.
B Treat others the way you want to be treated.
C It is good to feel pity for others.
D Those who are different from you are dangerous.

Part B
Which sentence from Passage 2 supports your answer in Part A?
A “Mice appeared and scrambled all around the sleeping Lion.”
(paragraph 2)
B “As the mice dashed away, the Lion shot out a paw, trapping a
Mouse beneath it.” (paragraph 2)
C “He knew he must free the Lion, as the Lion had freed him.”
(paragraph 3)
D “With sharp little teeth, the Mouse chewed the ropes asunder, and
set the Lion free.” (paragraph 3)
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 Practice Test

Name

7. Read this sentence from Passage 2.

“With sharp little teeth, the Mouse chewed the ropes asunder, and set
the Lion free.” (paragraph 3)

What does the word asunder mean in this sentence?

A broken apart
B quick movement
C beneath an object
D made of strong material

8. Read this sentence from Passage 2.

“He tried to escape with herculean effort but was completely trapped.”
(paragraph 3)

What does the word herculean mean in this sentence?

A extremely strong
B especially clever
C very frightened
D highly trained
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Practice Test

Name

9. How are the points of view in both passages similar?

A Both passages are told from the first-person point of view.
B Both passages are told from the third-person point of view.
C Both passages are told from the point of view of one character.
D Both passages are told from the points of view of several characters.

10. Fill in the circles to choose whether each sentence describes Passage 1,
Passage 2, or both passages.

Passage 1 Passage 2 Both Passages

A character helps A C
B
another character.
A character tells
another character D E F

what to do.
A character is
G H I
caught.

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 Practice Test

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Read the passages “Civil War Burdens” and “Diary of a Civil War Soldier”
and then answer Numbers 11 through 20.

Passage 1: Civil War Burdens

1 The United States declared its independence in 1776. Less than
100 years later, the country broke apart. From the beginning, the
northern states and southern states had argued about slavery. The
North and the South also disagreed about whether each state or the
country as a whole should have the most power. President Abraham
Lincoln was elected in 1860. Lincoln agreed with the northern states. He
wanted slavery to end in the United States. The southern states wanted
to decide for themselves about slavery. Those states used enslaved
people to work on large farms called plantations. Without slavery, these
plantations would fail. By 1861, eleven southern states had decided to
secede, or stop being part of the United States. They formed their own
government called the Confederate States of America.

2 The disagreement over slavery and government power became much

more than an argument. In 1861, the Civil War broke out. Fighting spread
from Pennsylvania in the north to Florida in the south. For four years, the
terrible war raged. People in northern states and southern states suffered
because of it. Over 620,000 soldiers died during the war. Even people
who were not soldiers were sometimes injured or killed during battles.
Fighting destroyed homes, businesses, and farms. Food, shelter, and
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other necessities were scarce. Fear haunted the thoughts of soldiers and
their families alike.

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3 The North was able to cut off deliveries of food and weapons to
Confederate troops. This weakened the Confederates, who eventually
surrendered. In 1865, the war ended, and the southern states rejoined
the United States once again. However, the impact of the war continued for
years afterward. Millions grieved family members who died. Wartime injuries
were often serious. Survivors were permanently changed and unable to live
as they had before. Families and neighbors took on extra responsibilities.
Homes and towns were often so damaged that people could not earn
money in the same ways they had before the war. The plantation owners
who supported slavery had to change their way of farming. Both the
North and the South found it difficult to rebuild all that had been lost.

4 The Civil War changed the United States and its people. It took many
years for the nation to recover from its deep wounds. The reward of a reunited
country and the end of slavery were mighty victories that live on still.
Northern naval forces begin supporting land forces

Lincoln issues the Emancipation Proclamation, an

President Abraham Lincoln is elected and wants

The Confederate States of America is formed.

The 13th Amendment to the U.S. Constitution

President Abraham Lincoln is reelected.
The Civil War begins at Fort Sumter.

order to free enslaved people.

The Confederacy surrenders.

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against the South.

abolishes slavery.
slavery to end.

1860 1861 1862 1863 1864 1865

Key Events of the Civil War: 1860–1865

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Passage 2: Diary of a Civil War Soldier

adapted from excerpts of Robert Watson’s 1863 Diary

1 1863
9 - My birthday was a very dull one for we have nothing to eat but
th

bread. We drew two days' rations of flour and salt but could get no meat.
At 3 P.M., twenty men and one officer were detailed to load cars. When
they came back they brought a side of bacon weighing 60 pounds. Col.
Bullock’s wife being in the cars near us, we went and serenaded her. We
sang Fairey Bell, Let Me Kiss Him for His Mother, and The Homespun
Dress. At the end of each song, there was quite a clapping of hands in
the cars. We went back to camps and turned in.

2 10th - All our company busy today loading cars, moved camps in
the afternoon. Everything in confusion loading cars with all kinds of
government stores. Some of the boys conscripted a ham, a lot of sugar,
and other things that we needed.

3 11th - All hands at work loading cars, trains leaving all night and
morning. Yankees reported close at hand at 10 A.M. We were ordered
to draw and cook two days' rations and march to Lafayette, GA, our
brigade reported to be there. Started at 3 P.M. and marched until dark,
halted by an old church and turned in. My clothes wet with perspiration
and covered with dust, but I slept well.

4 12th - At 3 A.M. we turned out and marched until 10:30 A.M., halted
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and rested for 4 hours. All of us very tired for we had to climb some very
steep hill, it was very warm and dusty. Soon after we stopped it rained,
which spoilt our rest.
Diary of a Civil War Soldier; this passage includes diary entries of Florida Civil War soldier Robert Watson,
September 9–12, 1863.

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Practice Test

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Now answer Numbers 11 through 20. Base your answers on the passages
“Civil War Burdens” and “Diary of a Civil War Soldier.”

11. The Latin root civ means “relating to citizens.” What does the root civ
explain about the Civil War?
A Citizens fought against other citizens.
B A government did not want citizens.
C Citizens from other countries fought.
D People hoped to become citizens.

12. Which two sentences from paragraph 1 in Passage 1 explain why the
southern states wanted slavery?
A “From the beginning, the northern states and southern states had
argued about slavery.”
B “The North and the South also disagreed about whether each state or
the country as a whole should have the most power.”
C “President Abraham Lincoln was elected in 1860.”
D “Those states used enslaved people to work on large farms called
plantations.”
E “Without slavery, these plantations would fail.”
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13. What does the timeline emphasize about the Civil War?
A which side won the battles
B how long it took to end slavery
C where the fighting took place
D who led the northern and southern armies

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

Part A
Which sentence describes the main idea of Passage 1?
A The Civil War lasted four years.
B The Civil War began because Lincoln was elected.
C The Civil War began when states left the United States.
D The Civil War was difficult for northern and southern
people.

Part B
Which detail from Passage 1 best supports your answer in Part A?
A President Abraham Lincoln was elected in 1860. (paragraph 1)
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B They formed their own government called the Confederate States of

America. (paragraph 1)
C For four years, the terrible war raged. (paragraph 2)
D People in northern states and southern states suffered because of it.
(paragraph 2)

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

Part A
Which of the following statements about food for Civil War soldiers is
supported by details in Passage 2?

A Food was carefully managed.

B There was food left over after meals.
C Bacon was the soldiers’ favorite food.
D There was only one kind of food to eat.

Part B
Which detail from paragraph 1 of Passage 2 best supports your answer
in Part A?
A “nothing to eat but bread”
B “two days’ rations of flour and salt”
C “a side of bacon weighing 60 pounds”
D “quite a clapping of hands”

16. Read this sentence from paragraph 1 of Passage 2.

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“At 3 P.M., twenty men and one officer were detailed to load cars.”

What does the word detailed mean in this sentence?

A offered
B ordered
C delayed
D described

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

Part A

In Passage 2, why do the soldiers move from place to place?

A They are searching for better food.
B They are avoiding the enemy soldiers.
C They are trying to stay healthy and fit.
D They are searching for the best route home.

Part B

Which sentence supports your answer in Part A?

A “We drew two days' rations of flour and salt but could get no meat.”
(paragraph 1)
B “All hands at work loading cars, trains leaving all night and morning.”
(paragraph 3)
C “Yankees reported close at hand at 10 A.M.” (paragraph 3)
D “All of us very tired for we had to climb some very steep hill, it was
very warm and dusty.” (paragraph 4)
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18. What structure does Passage 2 use to organize information?

A chronological order
B cause and effect
C problem and solution
D compare and contrast

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19. What do both passages emphasize?

A The northern states won the war.
B Life was difficult during the Civil War.
C Hard work continued after the Civil War.
D Soldiers were determined to win the war.

20. What are two differences between Passage 1 and Passage 2?

A Passage 1 discusses major events from the entire war; Passage 2
discusses minor events from a short time during the war.
B Passage 1 provides unnecessary details; Passage 2 provides only
important details.
C Passage 1 provides information about Americans during the war;
Passage 2 provides details from one person’s point of view.
D Passage 1 focuses on the northern states; Passage 2 focuses on the
southern states.
E Passage 1 gives factual information about the war; Passage 2 tells
an imaginary story that takes place during the war.

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 Practice Test

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Read the passages “Heracles Slays the Hydra” and “My Enemy and My
Friend” and then answer Numbers 21 through 30.

Passage 1: Heracles Slays the Hydra

adapted from the story by Charles F. Baker

1 CHARACTERS:
Narrator
Heracles: son of Zeus and a human
Iolanus: faithful servant and nephew of Heracles
The King of Mycenae: ruler of an ancient Greek city

2 INTRODUCTION

Heracles was one of the mightiest and most renowned of all Greek
heroes. Heracles’ mother was a human, but his father was Zeus, the
king of the gods. Heracles had faced many difficult tests—all of which
prepared him for his next adventure. Heracles traveled to Greece to the
temple of Apollo, the god of the sun and prophecy. There he visited the
oracle, a priestess and prophet admired for her wisdom and advice. She
told Heracles that he must visit the King of Mycenae and perform twelve
labors for him.

3 SCENE 1: The throne room of the King of Mycenae

4 Narrator: Heracles enters the room and approaches the king, who is
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sitting on his throne waiting to instruct him as to the will of the gods.
5 Heracles: (bowing) Your majesty, what is the labor I have to do?
6 King of Mycenae: You must first slay the lion that haunts the forests of
Nemea. This will not be an easy task, as the lion cannot be harmed by
the weapons of a human.
7 Heracles: I will perform this most difficult task and return to you for my
next job. (exits)

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8 Narrator: Heracles goes to the forest of Nemea, enters the cave of

the lion, and boldly attacks the beast. His mighty blows have no effect
on the lion. He throws aside his weapon and overpowers the lion with
his bare hands. Heracles returns to the palace of the king. Over his
shoulders is the lion’s shaggy skin, which he wears as armor for the rest
of his life. Heracles’ next job is to kill the Hydra of Lerna, a snake-like
water beast that has many heads.

9 SCENE 2: A swamp near the lake of Lerna in southern Greece.

Under the waters of the lake is an entrance to the Underworld. The
fierce hydra is its guard.
10 Narrator: Heracles and Iolanus enter the swamp looking for the monster.
11 Heracles: (walking fearlessly) Come, Iolanus.
12 Narrator: Heracles fires flaming arrows into the Hydra’s cave. The
arrows have no effect on the Hydra. Heracles then tries to use a club
against the beast.
13 Heracles: This is not working. Hand me my sword, and I will cut off all
its heads!
14 Narrator: The monster is not killed, because for each of its heads cut
off, two grow back.
15 Heracles: (ducking and weaving) Iolanus, I need your help! What should
I do?
16 Iolanus: After each time you use your sword, I will use fire so that the Copyright © Savvas Learning Company LLC. All Rights Reserved.

heads will not grow back.

17 Heracles: Great idea!
18 Narrator: Heracles fights the beast with a golden sword given to him by
the goddess Athena. Iolanus assists him with a flaming torch. The plan
works. Heracles finally defeats the Hydra. And so Heracles’ second task
is complete. Mighty Heracles, accompanied by his faithful companion
Iolanus, continues doing the impossible and completes twelve jobs.
Upon his death, Heracles achieves a place among the gods.
Adapted from Heracles Slays the Hydra by Charles F. Baker.

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Passage 2: My Enemy and My Friend

a hero poem about Gilgamesh

Son of a god and a human, it is I—King Gilgamesh!

I am as brave and strong as a human,
But I am unmatched, much more like a god.
I am both a builder and a warrior, wise and fair.

5 First, he was my determined and bold enemy—the foe Enkidu!

Our battle raged, our fight was fierce.
But I cannot be overcome. I am a courageous warrior.
I won the battle, but did not end Enkidu.

Then, a change. He was a friend and brother to me—the loyal Enkidu!

10 We had journeys, adventures, battles, and a quest to kill the giant.
All changed him and changed me
Into the better parts of both god and man.

Now he is my despair. He has gone to the Underworld—the lost Enkidu!

A new enemy rises in me like the cries of my heart.
15 I battle this heavy challenger, my sadness, daily.
I must conquer this threat.
Grief is my enemy.
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Now answer Numbers 21 through 30. Base your answers on the passages
“Heracles Slays the Hydra” and “My Enemy and My Friend.”

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

Part A
What is a theme of Passage 1?
A Hard work will be rewarded.
B The gods know everything.
C Humans always triumph over beasts.
D Never be afraid.

Part B
Which sentence from Passage 1 supports your answer in Part A?
A “Heracles enters the room and approaches the king, who is sitting
on his throne waiting to instruct him as to the will of the gods.”
(paragraph 4)
B “Heracles goes to the forest of Nemea, enters the cave of the lion,
and boldly attacks the beast.” (paragraph 8)
C “He throws aside his weapon and overpowers the lion with his bare
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D “Upon his death, Heracles achieves a place among the gods.”

(paragraph 18)

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22. Which sentence from Passage 1 describes what happens immediately

after Heracles tries to use a club against the Hydra?
A “Heracles returns to the palace of the king.” (paragraph 8)
B “Heracles fires flaming arrows into the Hydra’s cave.” (paragraph 12)
C “Hand me my sword, and I will cut off all its heads!” (paragraph 13)
D “Heracles: (ducking and weaving) Iolanus, I need your help!”
(paragraph 15)
23. This question has two parts. First, answer Part A. Then, answer Part B.

Part A

In Passage 1, what is emphasized about Heracles?

A fear
B bravery
C kindness
D intelligence

Part B

Which sentence from Passage 1 supports your answer in Part A?

“Heracles: son of Zeus and a human” (paragraph 1)

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B “There he visited the oracle, a priestess and prophet admired for her
wisdom and advice.” (paragraph 2)
C “Iolanus, I need your help! What should I do?” (paragraph 15)
D “Mighty Heracles, accompanied by his faithful companion Iolanus,
continues doing the impossible and completes twelve jobs.”
(paragraph 18)

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24. Read this sentence from paragraph 5 of Passage 1.

“Heracles: (bowing) Your majesty, what is the labor I have to do?”

What does the word labor mean in this sentence?

A dare
B task
C favor
D magic

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

Part A
How does Gilgamesh believe he compares to humans?
A He believes he is equal to humans.
B He believes he is kinder than humans.
C He believes he is better than humans.
D He believes he is weaker than humans.

Part B
Which line from Passage 2 best supports your answer in Part A?
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A “I am as brave and strong as a human,” (line 2)

B “But I am unmatched, much more like a god.” (line 3)
C “I won the battle, but did not end Enkidu.” (line 8)
D “I battle this heavy challenger, my sadness, daily.” (line 15)

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26. Read the line from Passage 2.

“First, he was my determined and bold enemy—the foe Enkidu!” (line 5)

Which word in the sentence has a similar meaning to foe?

A First
B determined
C bold
D enemy

27. Read the line from Passage 2.

“A new enemy rises in me like the cries of my heart.” (line 14)

What does like the cries of my heart explain about Gilgamesh?

A He is angry.
B He is very sad.
C He is easily upset.
D He is in physical pain.

28. Which sentence explains how Passage 1 and Passage 2 are similar?
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A The main character goes on dangerous adventures.

B The main character follows the orders of a king.
C The main character loses a faithful companion.
D The main character travels to Greece.

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29. Passage 1 and Passage 2 have different features. Fill in the circles below
to show which feature matches each passage.

Passage 1 Passage 2 Both Passages

stage directions A B C

characters D E F

stanzas G H I

30. What points of view do Passage 1 and Passage 2 use?

A Both passages use first person.
B Both passages use third person.
C Passage 1 uses first person, and Passage 2 uses third person.
D Passage 1 uses third person, and Passage 2 uses first person.

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 Practice Test

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Read the passage “Railroads Bring Change” and then answer

Numbers 31–35.

Railroads Bring Change

1 As a child in the 1850s, you would have walked ... a lot! When people
needed to get from one place to another, their choices were limited. Mostly
they walked. It was common for people to walk several miles every day.
2 The horse was another form of transportation. Riding a horse was
faster than walking. Horses also pulled everything from sturdy farm
wagons to fancy buggies. Early settlers traveled west across the country
in covered wagons pulled by horses, oxen, or mules. Animals made
traveling faster and easier, but it still took a long time. It took settlers
about five months to travel from Missouri to Oregon in a covered wagon!
3 When train systems were developed in the mid-1800s, a new way of
living was born! As railroads spread out across the country, people and
supplies could move around the country far more quickly and easily.
Trains moved at a speed of between 20 to 60 miles per hour. The speed
depended on the shape of the land, the strength of the engines, and the
condition of the tracks.
4 Railroads helped the United States become a more unified country.
The Transcontinental Railroad connected people from the east coast to
the west coast. Railroads allowed people to visit relatives and friends far
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away, and some even traveled as tourists. Americans headed west and
settled there in larger numbers. Trains also created jobs. Many immigrants
came to the United States and took jobs building railroad tracks.
5 Because of railroads, farmers could send crops to other communities
before they spoiled. People were no longer limited to products grown
or made in their area. Existing companies grew, and new ones were
started. Railroads also supported the military. Trains moved Civil War
soldiers and supplies to battle. Having more railroads in the North even
contributed to the North’s victory over the South.

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6 Railroads made life easier for many people, but they also caused
problems. Railroads impacted the environment in many ways. Forests
were cut down to make the wooden ties under the rails. As more people
settled in areas, the landscape changed. Natural habitats were lost, and
wildlife was forced out.
7 Although they created problems as well as solutions, tracks spread across
the land. The development of railroads in the United States was a turning
point as people and places were changed and connected as never before.

Now answer Numbers 31 through 35. Base your answers on the passage
“Railroads Bring Change.”

31. This question has two parts. First, answer Part A. Then, answer Part B.
Part A
Based on the passage, what is one reason railroads were an
improvement on other types of transportation?
A They were safer.
B They were faster.
C They were covered.
D They were less expensive.

Part B
Which sentence from the passage best supports your answer in Part A?
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A “The horse was another form of transportation.” (paragraph 2)

B “Early settlers traveled west across the country in covered wagons
pulled by horses, oxen, or mules.” (paragraph 2)
C “When train systems were developed in the mid-1800s, a new way of
living was born!” (paragraph 3)
D “Trains moved at a speed of between 20 to 60 miles per hour.”
(paragraph 3)

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32. Which four details are necessary for a summary of the passage?
A People walked several miles each day to get from place to place.
B Settlers used covered wagons pulled by animals to move westward.
C Railroad lines were built in the middle of the 1800s.
D A train’s speed depended on the engine, tracks, and landscape.
E Trains moved people and goods across the country.
F Railroads helped farmers, businesses, soldiers, and ordinary people.
G Building railroads had both positive and negative effects.
H Forests were cut down because their wood was needed to build train
tracks.

33. Read this sentence from the passage.

“Many immigrants came to the United States and took jobs building
railroad tracks.” (paragraph 4)

What does immigrants mean in this sentence?

A people from other countries

B experts with training
C visitors on vacation
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D hard workers

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34. Fill in the circle before the sentence that shows both an effect railroads
had on the United States and its cause.
ARailroads made life easier for many people, but they also caused
problems. B Railroads impacted the environment in many ways.
C Forests were cut down to make the wooden ties under the rails.

D As more people settled in areas, the landscape changed. (paragraph 6)

35. Read the sentence from the passage.

“Railroads helped the United States become a more unified country.”

(paragraph 4)

Which word from paragraph 4 helps explain what unified means?

A allowed
B traveled
C connected
D away

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Read the passage “Mary McLeod Bethune” and then answer Numbers 36
through 40.

Mary McLeod Bethune

1 Mary McLeod Bethune was an early champion of civil rights. She
was born on July 10, 1875, in Maysville, South Carolina. She had a large
family with sixteen brothers and sisters. Her parents, Samuel and Patsy
McLeod, had been enslaved when they were younger. Bethune attended
school throughout her childhood and graduated from college in 1894.
She knew she was very lucky. At that time, many African American
children did not have the same educational opportunities as white
children. She knew that was not fair.

2 Bethune was determined to give African American children better

opportunities for education. She planned to become a missionary in
Africa, but she changed her mind when she saw young people who
needed help all around her. She taught in several different states before
settling in Daytona, Florida. Eventually she married and had one son.

3 Bethune worked hard to found schools for African American youth.

In 1935, she also started the National Council of Negro Women. Through
this work, she came to know activist and First Lady Eleanor Roosevelt.
Their friendship led to Bethune becoming the director of the National
Youth Administration’s Division of Negro Affairs. Bethune held this
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position from 1936 to 1943. This organization provided job-skills training

to thousands of African American young people across the country.
Bethune worked with both President Roosevelt and President Truman to
improve education and civil rights.

4 Bethune died in 1955, but her work lives on. By fighting for equality
and educational opportunities, she influenced generations of African
Americans.

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Now answer Numbers 36 through 40. Base your answers on the passage
“Mary McLeod Bethune.”

36. Which detail from the text shows what Bethune thought was unfair?
A “Bethune attended school throughout her childhood and graduated
from college in 1894.” (paragraph 1)
B “She knew she was very lucky.” (paragraph 1)
C “At that time, many African American children did not have the same
educational opportunities as white children.” (paragraph 1)
D “She planned to become a missionary in Africa, but she changed her
mind when she saw young people who needed help all around her.”
(paragraph 2)

37. Read the sentence from the passage.

“Mary McLeod Bethune was an early champion of civil rights.”

(paragraph 1)

Why is Bethune considered to be a champion of civil rights?

A She was one of the only people to work for civil rights.
B She planned on becoming a missionary in Africa.
She worked for civil rights for most of her life.
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D She began working for civil rights when she was still a child.

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38. Read the sentence from the passage.

“She knew she was very lucky.” (paragraph 1)

Which detail supports the idea that Bethune was lucky?

A She belonged to a large family.
B She received a good education.
C She was able to stay in the United States.
D She was able to teach in several states.

39. Which two details support the main idea that Bethune improved civil
rights?
A Bethune knew that educational opportunities weren’t equal.
B Bethune married, and she had one son.
C Bethune came to know activist and First Lady Eleanor Roosevelt.
D Bethune worked hard to found schools for African American youth.
E Bethune led the National Youth Administration’s Division of Negro
Affairs.
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40. This question has two parts. First, answer Part A. Then, answer Part B.

Part A
Which text structure does the author use to organize information in the
passage?

A chronological order
B compare and contrast
C cause and effect
D problem and solution

Part B
Which key words from the passage reveal the text structure used by the
author?
A “Her parents, Samuel and Patsy McLeod…” (paragraph 1)
B “Bethune was determined…” (paragraph 2)
C “Bethune worked hard…” (paragraph 3)
D “Bethune died in 1955…” (paragraph 4)

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Read the passage and then answer Numbers 41 through 45. There are
five underlined words or phrases in the passage to show which word or
phrase may be incorrect.

The Shaping of America

Although North America was a new world to Europeans, it was home to many
people before Christopher Columbus arrived. When Columbus landed in
America, he thought he had reached a group of islands known as the East
Indies. He felt he may name the first North Americans he saw, so he called
them “Indians.” Today, we call these people and their descendants Native
Americans or American Indians.

Early Americans came to this part of the world from other places. Scientists do
not agree about when they came or where they came from. However they got
here and whenever they came, people were living in North America more than
11,000 years ago. Over time, they developed rich and varied cultures.

Christopher Columbus and his ships arrived in 1492. His journeys opened up a
great age of exploration. European explorers came to the Americas by search
of gold and other riches. These explorers also wanted to claim land for their
rulers.

By the early 1700s, the Atlantic coast had many settlers. People was travels
westward looking for good land. In 1803, the French sold land that was then
called the Louisiana Territory to the United States. This included much of the
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land west of the Mississippi River to the Rocky Mountains.

Between 1803 and 1853, the United States continued to grow. Through
treaties, purchases, and wars, new land was added. As a result of the
Mexican-American War in 1848, the United States bought a open large area
from Mexico. Then, in 1853, more land was bought from Mexico. The area that
would become 48 of the 50 states in the United States was then complete.

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Now answer Numbers 41 through 45. Choose the correct word or phrase
for each of the following.

41. He felt he may name the first 44. People was travels westward
North Americans he saw, so he looking for good land.
called them “Indians.”
A was traveling
A shall
B were traveled
B might
C were traveling
C must
D correct as is
D correct as is
45. As a result of the Mexican-
42. Scientists do not agree about American War in 1848, the
when they came or where they United States bought a open
came from. large area from Mexico.
A when A a large open area
B why B an area large open
C which C an area open large
D correct as is D correct as is

43. European explorers came to the Copyright © Savvas Learning Company LLC. All Rights Reserved.

Americas by search of gold and

other riches.
A of
B in
C over
D correct as is

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 Practice Test

Name

Read the passage and then answer numbers 46 through 50. There are
five underlined words or phrases in the passage to show which word or
phrase may be incorrect.

Summer Break
Carlos asked Rosa what she was doing for summer break. Rosa sighed and
explained that Grandma Anna was coming for the summer. She lived in Italy,
and she didn’t speak any english. Rosa didn’t remember any Italian.

Carlos thought it might be fun to practice speaking Italian, but Rosa was upset
that she would have to give up her art studio in the garage. Her grandma was
an artist, too. She was supposed to have an art show in the fall, so she was
going to get to use Rosa’s studio all summer.

Grandma Anna arrived with stacks of boxes. Most of them went into the
garage. Then Grandma Anna started cooking the family a huge Italian dinner.
Rosa watched as her mom worked with her grandma, the two chatted away in
Italian, laughing and joking.

Rosa noticed what a warm and friendly smile Grandma Anna had. Even
though Rosa and her grandma couldn’t talk much, they found other ways to
communicate. Rosa found herself liking this relativ she had never known.

One day, Grandma Anna showed Rosa her paintings. They reminded Rosa of
the silkscreen prints that she liked to make. When Rosa showed her the prints,
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her grandma got excited. Rosa wasn’t quite sure what Grandma Anna said,
but she understood the Italian for beautiful. This made Rosa feel happy and
proud inside. With a grateful smile, she “replied Thank you!”

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Name

Now answer Numbers 46 through 50. Choose the correct word or phrase
for each of the following.

46. She lived in Italy, and she didn’t 49. Rosa found herself liking this
speak any english. relativ she had never known.
A She lived in Italy, and she A relative
didn’t speak any English.
B relitive
B She lived in italy, and she
C rellative
didn’t speak any english.
D correct as is
C She lived in Italy, and She
didn’t speak any English.
50. With a grateful smile, she
D correct as is “replied Thank you!”

47. Carlos thought it might be fun to A “replied,” Thank you!

practice speaking Italian, but Rosa B replied “Thank you!”
was upset that she would have to
C replied, “Thank you!”
give up her art studio in the garage.
D correct as is
A Italian but, Rosa
B Italian but Rosa,
C Italian but Rosa
D correct as is
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48. Rosa watched as her mom

worked with her grandma,
the two chatted away in Italian,
laughing and joking.
A her grandma the two,
B her grandma. The two
C her grandma, The two
D correct as is
STOP
Page 38
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Page 39
Grade 4
WRITING
PRACTICE TEST
Practice Test

Name

Read the “Hurricanes: Oceans’ Worst Storms” passage set.

Hurricanes: Oceans’ Worst Storms

Source 1: Hurricanes
1 Dangerous storms called hurricanes form over warm ocean water.
A hurricane begins as a serious storm over the ocean. The Earth’s rotation
and energy from warm water cause the storm to start spinning. Wind
and water whip around in a circle. When winds hit a speed of 74 miles
per hour, the storm is officially considered a hurricane. The center of the
spinning hurricane is called the “eye.” The most powerful part of the storm
surrounds the eye. As it moves across the water, a hurricane will continue
to grow until it hits land or an area of cooler water.

2 Not all hurricanes are the same. They are of different sizes and move
with different speeds. In the 1970s, scientists created a scale to help people
understand how dangerous a particular hurricane might be. Knowing
about the strength of a hurricane helps people know how to prepare for its
arrival. This 5-point scale is based on wind speed. For example, a Category
1 hurricane has winds between 74 to 95 miles per hour. The strongest
hurricanes are Category 5, with winds over 157 miles per hour.

3 Wind and water are responsible for the damage hurricanes cause.
Roaring winds can knock down buildings and houses when a hurricane
slams through an area. Swirling tornadoes with damaging winds
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sometimes form during hurricanes. Flooding can cause as many problems

as powerful winds. Hurricanes can also create storm surges—ocean water
that rises and rushes onto land as the storm hits the coast. Heavy rains
may also add to the flooding.

4 States along the southeastern coast of the United States have

historically been struck by damaging hurricanes. In 1935, the Florida Keys
were hit by a hurricane with winds of 180 miles per hour. In 1992, Florida
saw 26.5 billion dollars in damage from Hurricane Andrew. Hurricanes in
2017 caused more than 300 billion dollars in damage.
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Source 2: Florida Keys Flattened!

Published September 5, 1935

1 1935 has been difficult for citizens across the United States. This Great
Depression we face has forced businesses to close. Across our great
country, workers lack jobs and income. Many families are struggling to
meet basic needs.

2 Perhaps that is why our situation in the Keys seems particularly cruel.
Those of us who live on these islands have not been spared from the Great
Depression. Our economy has struggled equally. And last Monday, nature
landed a blow to our already hurting residents. This devastating storm
formed over the Atlantic Ocean. It gathered speed and power as it barreled
toward our beautiful islands.

3 We could not predict what was about to happen. Weather forecasters

knew a storm was coming, but they did not know a powerful hurricane
would make landfall. By the time Keys residents were aware that it would,
it was far too late to evacuate. Trains and cars became stuck as water
swirled higher and winds grew stronger.

4 On the evening of September 2, this violent hurricane slammed into

the Keys. Winds of up to 180 miles per hour flattened our buildings and
homes. Heavy train cars blew off their tracks. Cars were tossed like toys.
A 20-foot storm surge caused flooding, destroying structures that had
survived the wind. There is little left of some of our island towns.
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5 Four hundred and nine residents were killed by the hurricane. Two
hundred and fifty of the lives lost were World War I veterans living in flimsy
shacks on the beach. These former soldiers were working in Key West as
part of a government program to build roads on our island.

6 Many residents and citizens around the nation are angry. Why wasn’t
the storm predicted? Why weren’t there good plans for escape? While
waiting for answers, work begins on the islands. Cleaning up and
rebuilding lives is what is important to residents now.

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Source 3: Labor Day Hurricane Disaster

1 In 1935, a Category 5 hurricane hit the Florida Keys. It was one of
the largest hurricanes to ever hit the United States. Many lives were lost
because people didn’t have time to evacuate the area before the hurricane
hit. The Committee on World War Veterans’ Legislation called a hearing in
front of the U.S. House of Representatives for witnesses to explain what
happened that day. This is an excerpt of one interview. Mr. Fecteau was a
veteran working in the Keys at the time of the hurricane.

2 The Chairman. Well, if you had been in charge of that camp, would you
not have thought ... to have asked those officers up there and have them
stationed there so as to put them on the train and take them out of there?

3 Mr. Fecteau. If I had been sure of the train; yes, sir. If I had been in
charge I would have them men out there the day before.

4 The Chairman. That may have been true, but the people who lived on
the Keys did not try to get out.

5 Mr. Fecteau. That was the trouble, you see. Them people did not figure
on that water. That is what fooled everybody down there, was that tidal
wave. Of course, we had confidence in the natives, down there; and they
had confidence in us fellows that the train was coming, and that there
would be no danger.

6 The Chairman. These tidal waves, when they come, always come as a
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surprise.

7 Mr. Fecteau. I guess it was.

8 The Chairman. I know the one at Galveston, Texas in which probably

15,000 people drowned, because they were expecting a storm but nobody
expected a tidal wave. I believe that is all.

9 Mr. Houston. How high was this wave?

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10 Mr. Fecteau. Well, Snake Creek, where I was at, the railroad track, I
would say, is about 10 feet above sea level, 10 or 12 feet; and it came right
over there, and it covered it up, because I know myself, because I was
blown right into a grove.

11 The Chairman. How deep?

12 Mr. Fecteau. Ten or eleven feet; that is, above sea level, where
the tank car was.

13 The Chairman. The tank car was about 10 or 12 feet above that?

14 Mr. Fecteau. Yes, sir; and it came up to the platform of it.

Congressional testimony about the 1935 Labor Day Hurricane. University of Michigan Press.
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Practice Test

Name

Writing Prompt

Write an informative essay about how hurricanes impact people. Use

information from the passages in your essay.

Use your time carefully so that you can

• read each passage carefully;
• plan your writing;
• write your response; and
• revise and edit.

Remember to include
• an introduction;
• facts and evidence from the passages; and
• a conclusion.

Your response to the prompt should be a multiparagraph essay. Plan and

write your response in the space provided.

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 Practice Test

Name

Planning Sheet
Use this sheet to plan what you will write. The writing on this sheet will NOT be
scored.
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Name

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Practice Test

STOP
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