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ReadyTest A-Z is a new website from Learning A-Z that helps get students ready for high-stakes English Language Arts (ELA) assessments. The website contains resources teachers need to provide effective next generation ELA assessment practice and instruction, and a student-centric environment where kids log in to develop their test-taking skills online. Modeled after Learning A-Z’s award-winning Raz-Kids website, kids can access ReadyTest A-Z 24/7 to develop real high-stakes testing skills, while teachers can monitor student progress and then provide customized instruction to help every student maximize their potential.

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Sample Practice Tests | Grades 3-5ReadyTest A-Z includes 20 Practice Tests each at grades 3,4, and 5 that

gradually increase in difficulty and length, and include questions and tasks similar to those found on rigorous, end-of-year assessments.

SAMPLE

Name Date

© Learning A–Z All rights reserved.

• Passage Title • Passage Title

Please keep Text Box Centered on the page. Rely on guides.

www.readytesta-z.com

Practice Test(batch 1, 4, 5) TWO passage(batch 2, 3) ONE passage

Some titles will have only one Passage Title, See below for specifics

Grade 3

• Clouds, Wind, and Storms• Just the Wind

Photo Credits (in order of appearance): © Boarding1Now/iStock/Thinkstock; © Rasica/iStock/Thinkstock

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Grade 3 Practice Test

© Learning A–Z All rights reserved. www.readytesta-z.com

This can happen! Not a problem. Replace first space with a tab.

1 of 9

Passage Title

1 Text passage.

2 Text passage.

Passage Sub Title

3 Text passage.

4 Text passage.

5 Text passage.

6 Over six paragraphs will require another page. If another page will be needed, consider creating the additional page and linking text boxes before flowing. Also consider if 2nd page is part Passage + Question. Thus determining which Master page you drag down and apply.

Add these to your Find and Replace arsenalCopy and paste into fieldsSave and name the Grep so that you can locate it easily

Use to remove brackets in Passage: Find #, delete end bracket ad tab

(^\d)(\])

$1\t

Use to remove Multiple Returns & change to Single Returns

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bl Yeah! Yo! fi!ed it that fast! No problem! Today you will read two passages. Read these sources carefully

to gather information to answer questions and write an essay.

(Batch 1, 4, 5) TWO passages in manuscript:Today you will read two passages. Read these sources carefully to gather information to answer questions and write an essay.(Batch 2, 3) ONE passage in manuscript:Today you will read the following passage. Read this passage carefully to gather information to answer questions and write an essay.

Choose one of 2 Direction Lines, See below for specifics

Excerpt from Clouds, Wind, and Storms by Kira Freed

What Is Wind?

1 Wind is simply air on the move. We can’t see it, but we can feel it. And we can see its effects on plants, flags, wind chimes, and other things.

2 As air near Earth’s surface gets warmed by its heat, the air gets lighter. The colder air, which is heavier, pushes down on it, squeezing it upward. As the warm air rises, it cools. As the cold air gets closer to the ground, it warms. Air is always moving, warming, and cooling, which makes wind.

3 Think about the city of Chicago, which is on Lake Michigan. When the Sun is shining, the air over land heats up more than the air over water. As warm air over the city rises, cooler air over the lake moves toward the land to replace the rising warm air. The movement of air creates a breeze from the lake to the land. This is called a sea breeze.

4 Why is wind strong sometimes and just a light breeze at other times? Wind is stronger when the difference in temperature between the warm air mass and the cool air mass is great. When this happens, the cold air “chases” the warm air faster.

5 Changes in weather are created when air masses of different temperatures meet each other. The line where a warm air mass and a cold air mass meet is called a front. Changes in weather tend to happen along a front. Have you ever noticed the lines on a weather map? Those lines show the location of fronts.

Measuring the WindWe measure the wind with an instrument called an anemometer. People measure the wind for many reasons.

• Information about wind speeds helps scientists predict the weather.• Airplane pilots cannot take off or land if the wind is blowing too hard.• Ship captains require safe wind speeds to enter harbors.• Machines called wind turbines convert fast-moving wind into electricity.

In some locations, the wind is too calm to use wind turbines.

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© Learning A–Z All rights reserved. www.readytesta-z.com2 of 9

Use semi bold Character style when instructed to apply bold. (cmd+Num1)

8. Part A What additional information about the topic does the illustration of “Starry Night” give readers?

A It tells how to paint like Vincent Van Gogh.

B It shows how Vincent’s feelings are described through his artwork.

C It explains what the night sky at Arles really looked like.

D It proves that Vincent Van Gogh was the greatest painter who ever lived.

Part B Which sentences from the text best supports the correct answer to Part A?

A One of his most famous paintings is called Starry Night.

B He painted the moon and bright yellow stars twirling in a navy blue sky.

C The sky felt alive to him, and he was able to capture its energy in his painting.

D Vincent was drawn to the beauty and calm of Arles.

9. Part A What is the logical connection between the two sentences in paragraph 2?

A Vincent painting outside is the cause and most artists painting in a studio is the effect.

B Vincent painting outside is the main idea and most artists painting in a studio is a detail that supports the main idea.

C Vincent painting outside is compared and contrasted to most artists painting in a studio.

D Vincent painting outside came first and then most artists painted in a studio.

Part B Which of these statements about the text supports the correct answer to Part A?

A The author explains why Vincent painted outside.

B The author compares Vincent to most artists up to that point.

C The author tells what happened before and after Vincent moved to Arles.

D The author gives examples of new ways to paint that support the main idea of the paragraph.

1. Part A Which text structure does the author use most often to explain things about the wind?

A The heat of the Sun is the cause of wind.

B Wind and the Sun are compared.

C The Sun is a problem and the wind is the solution.

D All weather happens in the same order because of the Sun and the wind.

Part B Which detail from the text supports the correct answer in Part A?

A Wind is simply air on the move.

B The movement of air creates a breeze from the lake to the land.

C Think about the city of Chicago, which is on Lake Michigan.

D This is called a sea breeze.

2. Part A What is a main idea of the passage Clouds, Wind, and Storms?

A People measure the wind for many reasons.

B We can’t see the wind, but we can feel it.

C The city of Chicago is on Lake Michigan.

D Temperature changes cause air to move, and this creates wind.

E Wind is stronger when the difference in temperature between the warm and the cool air is great.

F Cold air “chases” the warm air.

Part B Which two details support the correct main idea from Part A?

A People measure the wind for many reasons.

B We can’t see the wind, but we can feel it.

C The city of Chicago is on Lake Michigan.

D Temperature changes cause air to move, and this creates wind.

E Wind is stronger when the difference in temperature between the warm and the cool air is great.

F Cold air “chases” the warm air.

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3. How does paragraph 3 about Chicago and Lake Michigan help readers better understand the main idea?

A It defines the phrase “sea breeze.”

B It explains how land and lakes are different.

C It is a real-world example of how air moves.

D It tells why Chicago is called the “Windy City.”

4. What is an anemometer?

A a wind turbine

B a very strong wind

C a pilot or ship’s captain

D a tool that shows wind speeds

5. Look at this diagram.

On the basis of what you read in the text, what does this diagram illustrate?

A where trees grow best

B how moving air creates wind

C why it is warmer near the ground

D ways wind warms and cools the Earth

warm air cools

cool air warms

warm air rises

cool air sinks

cooler

warmer

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bk Polar bears’ main food source is seals, but they also eat walruses, smaller whales, and some land animals. They do most of their seal hunting during the winter months when ice forms over the Arctic Ocean. By blending into the snowy landscape, a polar bear poised to pounce may not be spotted by a seal. Polar bears will wait patiently for hours near a hole in the ice where seals come up for air.

bl Adult polar bears need to eat a great deal of food to survive. They store fat to get them through the seasons in which they are not hunting. They have large stomachs and will eat nearly 45 kilograms (100 lbs) in a single meal. That would be like eating 400 quarter-pound hamburgers at one time!

bm Two layers of fur and a thick layer of body fat insulate polar bears from extremely cold temperatures. They even have fur on the bottoms of their large paws.

2 digit numbers are actually 2 glyphs b kTo save you some time with glyphs, copy and paste from below for the 10and 11

Remember: Add tab in place of a space.

"Just the Wind" by Ned Jensen

1 The still air stirs and begins to blow. It swirls and whirls both to and fro.

2 It blows through the woods and through the trees. It blows quite hard when elephants sneeze.

3 It blows over wheat fields shimmering gold. It sometimes blows hot and sometimes cold.

4 It blows from fields to the sandy shore. It sweeps off seashells and much more.

5 Next it blows out over the sea. It whips up waves as big as trees.

6 It blows back ‘round into the town. It huffs and puffs to blow a house down.

7 It lifts the shingles off Ms. Green’s shop. It blows so long, it might never stop.

8 It blows the hat right off my head. It blows me home and into my bed.

9 I’m afraid to leave my house to play. I’m scared the wind might blow me away.

bk “Don’t fret or worry your little head. It’s just the wind,” my grandpa said.

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6. Part A Which part of the poem tells about a problem for the narrator?

A The still air stirs and begins to blow. It swirls and whirls both to and fro.

B It blows over wheat fields shimmering gold. It sometimes blows hot and sometimes cold.

C Next it blows out over the sea. It whips up waves as big as trees.

D I’m afraid to leave my house to play. I’m scared the wind might blow me away.

E “Don’t fret or worry your little head. It’s just the wind,” my grandpa said.

Part B Which part of the poem offers a solution?


B It blows over wheat fields shimmering gold. It sometimes blows hot and sometimes cold.


D I’m afraid to leave my house to play. I’m scared the wind might blow me away.

E “Don’t fret or worry your little head. It’s just the wind,” my grandpa said.

7. Part A Who is the narrator of “Just the Wind”?

A a child

B the wind

C an elephant

D Ms. Green

Part B Which parts of “Just the Wind” support the correct answer to Part A? You can choose more than one.


B It blows through the woods and through the trees. It blows quite hard when elephants sneeze.

C It lifts the shingles off Ms. Green’s shop. It blows so long, it might never stop.

D It blows the hat right off my head. It blows me home and into my bed.

E I’m afraid to leave my house to play. I’m scared the wind might blow me away.

F “Don’t fret or worry your little head. It’s just the wind,” my grandpa said.

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8. Which part of “Just the Wind” makes the wind seem softest?


B It blows through the woods and through the trees. It blows quite hard when elephants sneeze.


D It blows back ‘round into the town. It huffs and puffs to blow a house down.

9. Read these lines from “Just the Wind”:

It blows through the woods and through the trees. It blows quite hard when elephants sneeze.

Which is the most likely reason the author included these lines in the text?

A to make readers laugh

B to tell facts about the wind

C to show a sequence of events

D to explain why elephants sneeze

10. Which word in the poem is a synonym for fret?

A worry

B little

C leave

D wind

11. Part A Where you would expect to find “Just the Wind” in a library?

A in a poetry book

B in an encyclopedia

C in a science magazine

D in a collection of short stories

Part B Where you would expect to find Clouds, Wind, and Storms in a library?

A in a poetry book

B in an encyclopedia

C in a science magazine

D in a collection of short stories

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12. Think about the different ways "Just the Wind" and Clouds, Wind, and Storms tell about the wind. Then answer the following questions.

Part A Which text structures are used in “Just the Wind”? Choose all that apply.

A Rhyme and rhythm

B Descriptions

C Stanzas

D Paragraphs

E Dialogue

F Diagram and sidebar

Part B Which text structures does the author of Clouds, Wind, and Storms use? Choose all that apply.

A Rhyme and rhythm

B Descriptions

C Stanzas

D Paragraphs

E Dialogue

F Diagram and sidebar

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This page is reserved for the Constructed Response. Student writes full page essayLarge blank area is expected.

12. You have read two texts about bears. Write an essay that compares and contrasts giant pandas and polar bears.

• Explain two ways giant pandas and polar bears are alike.

• Explain two ways giant pandas and polar bears are different

• Use details from both texts in your response.

13. You have read two texts about the wind. Write an essay that compares and contrasts:

• the genre of each text

• the central ideas in the two texts

Be sure to include specific details from both texts to support your response.

SAMPLE

Practice Test


Grade 3: Answer Sheet

9 of 9

Before you create the proof:Check against manuscript, apply italics, underlines, and semi-bold charters through-out the document.

1. Part A A B C D

Part B A B C D

2. Part A A B C D

Part B A B C D E F

3. A B C D

4. A B C D

5. A B C D

6. Part A A B C D

Part B A B C D E

7. Part A A B C D

Part B A B C D E F

8. A B C D

9. A B C D

10. A B C D

11. Part A A B C D

Part B A B C D

12. Part A A B C D E F

Part B A B C D E F

13. Constructed Response

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Name Date





Practice Test(batch 1, 4, 5) TWO passage(batch 2, 3) ONE passage


Photo Credits (in order of appearance): © Idealink Photography/Alamy

Grade 4

• Alternative Fuel Cars• Electric Cars: History and Future

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1 of 12

Passage Title

1 Text passage.

2 Text passage.

Passage Sub Title

3 Text passage.

4 Text passage.

5 Text passage.




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bl Yeah! Yo! fi!ed it that fast! No problem! Today you will read two passages. Read these sources carefully


(Batch 1, 4, 5) TWO passages in manuscript:Today you will read two passages. Read these sources carefully to gather information to answer questions and write an essay.(Batch 2, 3) ONE passage in manuscript:Today you will read the following passage. Read this passage carefully to gather information to answer questions and write an essay.


Excerpt from Alternative Fuel Cars by Ned Jensen

1 Most of the energy we use comes from the big star in our sky—the Sun. Even coal and oil, because they formed from things that were once living, got their energy from the Sun. When we burn coal, oil, and gasoline made from oil, we are actually releasing energy from the Sun—energy that has been stored in these fuels for long periods of time. It is also important to know that it took millions of years for coal and oil to form. For this reason, once these fuels are used up, supplies cannot be replaced quickly.

2 Scientists have found a way to change radiant energy from the Sun directly into electricity. That’s right—electricity can be made from sunlight. This electricity can then be used to light cities and power cars.

3 All of this is possible because of solar cells. You have probably seen solar cells on calculators. They are also used to supply electricity to spacecraft and to devices found where no source of electricity exists. Solar cells do not get used up as batteries do. Instead, they keep on supplying electricity as long as there is light energy for the cells to absorb.

4 A group of solar cells placed together is a solar panel. Solar panels are placed on the roofs of buildings. They can also be attached to satellites and space stations. A solar-powered car is covered with solar panels. All these panels produce enough electricity to run a special motor in a solar car, light homes, and supply a space station with all its energy. And all of this energy comes without releasing pollutants into the air.

5 So why aren’t we powering all of our cars with solar cells, you may ask? The first reason is the cost of manufacturing solar cells. Scientists have not found a way to inexpensively manufacture solar cells that can produce adequate amounts of electricity. So while sunlight as a fuel is free, the cost of manufacturing the solar cells to convert this free energy to electricity offsets the savings.

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6 Energy output is another issue. While newer solar cells produce far more energy than the first models did, they still cannot equal the energy produced by burning gasoline in an engine. The top speed of a typical solar-powered car is about 60 mph (96.6 kph). Even then, it takes hundreds of solar cells to generate enough electrical power to reach this speed.

7 Then, of course, there is the issue of night driving and low-sunlight days. For cars to operate around the clock, there has to be a way of storing the energy produced during daylight hours for use when there is no sunlight. Or there has to be a backup power supply.

8 In time, all these problems may be solved, and with oil supplies diminishing, you can safely bet that an army of scientists is working on solving these problems. In fact, every year, teams of students from colleges in the United States and Canada compete in a North American race of solar-powered cars. It is events like these that continue to push advances in solar-cell technology.

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1. How does this feature help readers better understand the text? Choose the best two reasons.

A It shows the distance traveled by some solar cars.

B It proves that solar cars can go faster than regular cars.

C It describes the route of the race mentioned in the text.

D It tells an interesting story about the American Solar Challenge.

E It supports the idea that people all over the country are now driving solar cars.

2. Look at this picture of a solar car.

Part A On the basis of what you read in the text, what are the dark-colored items on the front and top of the car?

A batteries

B solar cells

C calculators

D extra supplies of gasoline

Part B What additional information about solar-powered cars does this picture provide that is not in the text?

A They use sunlight instead of fuel.

B They can only be driven during the day.

C They look very different from regular cars.

D They are more expensive than regular cars.

M i s s o u r i

K e n t u c k y

Virginia

MD

DEW e s tV i r g i n i a

I o w a

M i n n e s o t a

W i s c o n s i n

Michigan

I l l i n o i sI n d i a n a

O h i o

Pennsylvania

NJ

N e wY o r k

CT

V T

N H

RochesterLa Crosse

United States

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3. Part A Which of the following sentences states the main idea of paragraph 1?

A Gasoline can be made from oil.

B The big star in the sky is our Sun.

C Most of the energy we use comes from the Sun.

D It took millions of years for coal and oil to form.

Part B Which detail best supports the correct answer to Part A?

A Electricity can be used to light cities and power cars.

B Once coal and oil are used up, supplies cannot be replaced quickly

C Energy can be stored in coal, oil, and gasoline made from oil for long periods of time.

D When we burn coal, oil, and gasoline made from oil, we are actually releasing energy from the Sun.

4. What is the meaning of radiant energy as it is used in paragraph 2 of the text?

A electricity

B sunlight

C cities

D cars

5. According to the text, how are newer solar cells different from the first models?

A They are free.

B They work at night.

C They produce more energy.

D They have a backup power supply.

6. Read this sentence from the text: It is events like these that continue to push advances in solar-cell technology.

Which of the following three events best tell what the author uses as evidence to support this sentence?

A night driving

B low-sunlight days

C diminishing oil supplies

D solar-powered car races

E scientists working with solar-powered cars

F storing the energy produced

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7. What are three reasons from the text that explain why people are not powering more cars with solar cells?

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Excerpt from Electric Cars: History and Future by Steven Accardi

What is an Electric Car?

1 Electric cars began their life in the 1830s with a man named Robert Anderson of Scotland. He invented the first electric carriage. A fellow Scotsman, Robert Davidson, and an American, Thomas Davenport, created electric vehicles in 1842 that used electric cells as a power source. These cells could not be recharged, which meant the power source had to be replaced often. Two Frenchmen, Gaston Planté in 1865 and Camille Faure in 1881, created and improved upon a power source that had better storage capacity and was rechargeable—the lead-acid battery.

2 The lead-acid battery was a huge breakthrough and is still used in electric vehicles today. Lead-acid batteries are made using sulfuric acid and lead. When the acid eats away at the lead, a chemical reaction occurs and an electric charge is created. This charge powers the motor until the battery needs to be recharged. With the invention of the lead-acid battery, the popularity of electric cars increased.

Early Electric Cars

3 For several years, France and Great Britain led the world in the development of electric vehicles. The United States did not join in until 1891 when A. L. Ryker built an electric tricycle and William Morrison built a six-passenger electric wagon. Suddenly, America was hooked. Many early electric prototypes were created. In 1897, the city of New York bought a fleet of electric taxis from the Electric Carriage and Wagon Company of Philadelphia. The taxis looked almost like horse carriages, without the horse, and cost nearly $2,000 each, which would be at least $50,000 today.

By Steam, Electricity, or Gas

4 By the beginning of the twentieth century, the popularity of cars in America had increased greatly. More and more people were moving to cities and wanted greater mobility. Ambitious and competitive inventors responded quickly to the demand by embracing different technology and devising many new and original ways of powering vehicles. This led to the invention of cars powered by steam and gasoline, in addition to electricity.

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5 Sales of electric cars soared in 1899 and 1900 mainly because their competitors lacked what electric cars offered. Electric cars did not shake like gasoline cars, and their motors did not produce the pungent smell and loud noise that gasoline cars did. Changing gears on gasoline cars also proved to be a nuisance, and drivers were often seen wrestling with the gear shifter. Electric and steam vehicles did not require gears to be shifted. Steam cars, however, took a long time to start, sometimes as much as forty-five minutes, especially on colder mornings. Gasoline cars also took time to start and required drivers to turn a hand crank.

6 Range, or the distance traveled, was a problem with these early cars—steam cars could only travel a short distance before needing more water. Electric cars had the advantage because they could travel farther than steam cars on a single charge. At that time, the best roads were in cities, which meant that most travel was local. This situation made electric cars popular because they were able to ride smoothly and quietly for short distances.

7 Standard electric cars cost slightly less than $1,000. Electric-vehicle manufacturers, however, wanted to reach more prosperous consumers and had designers create massive, ornate carriages with flamboyant interiors made from expensive materials, which bumped up the price to almost $3,000 by 1910. This decision on affordability would haunt the electric car for years to come.

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8. Part A Which two events happened before 1850?

A The electric carriage was invented.

B The lead-acid battery was created and improved.

C Sales of electric cars increased tremendously.

D Robert Davidson and Thomas Davenport created vehicles that used electric cells as a power source.

E New York City bought a fleet of electric taxis.

F Inventors built an electric tricycle and a six-passenger electric wagon.

Part B Which three events happened after 1890?

A The electric carriage was invented.

B The lead-acid battery was created and improved.

C Sales of electric cars increased tremendously.

D Robert Davidson and Thomas Davenport created vehicles that used electric cells as a power source.

E New York City bought a fleet of electric taxis.

F Inventors built an electric tricycle and a six-passenger electric wagon.

9. Which of the following three reasons does the author use to support the point that the lead-acid battery was a better power source than electric cells?

A They could be recharged.

B They had better storage capacity.

C They were the original power source.

D They needed to be replaced less often.

E They were available in France and Scotland.

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10. Think about the information you read about electric cars, steam cars, and gasoline cars. Then, answer the following questions. All of the questions have more than one answer.

Part A Which statements describe an electric car?

A did not shake

B required changing gears

C took a long time to start

D had to be cranked by hand

E could only travel a short distance

F rode smoothly and quietly for short distances

Part B Which statements describe a steam car?

A did not shake

B were smelly and noisy

C took a long time to start

D had to be cranked by hand

E could only travel a short distance

F rode smoothly and quietly for short distances

Part C Which statements describe a gasoline car?

A did not shake

B were smelly and noisy

C required changing gears

D took a long time to start

E had to be cranked by hand

F could only travel a short distance

11. Part A What does the word local mean as it is used in paragraph 6?

A busy

B nearby

C expensive

D dangerous

Part B Which phrase from the text helps readers understand the meaning of local?

A best roads

B travel farther

C short distances

D smoothly and quietly

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12. Part A According to the text in paragraph 7, why did the price of electric cars go up to almost $3,000 by 1910?

A Electric cars weighed more.

B The insides of the cars changed.

C Demand for electric cars increased.

D The car companies were going out of business.

Part B Which sentence from the text describes an effect of this price change?

A Electric and steam vehicles did not require gears to be shifted.

B This decision on affordability would haunt the electric car for years to come.

C This situation made electric cars popular because they were able to ride smoothly and quietly for short distances.

D Sales of electric cars soared in 1899 and 1900 mainly because their competitors lacked what electric cars offered.

13. Part A Which invention increased the popularity of electric cars?

A solar cells

B solar panels

C the hand crank

D the lead-acid battery

Part B When did this invention become available?

A before 1850

B the late 1800s

C the 1950s

D after 2001

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14. You have read two texts about cars. Write an essay that compares and contrasts solar-powered cars with electric cars on the basis of the information in the two texts.

• Explain at least one way the two types of cars are alike.

• Explain at least one way the two types of cars are different.

Use details from both texts to support your answer.

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Practice Test



12 of 12


Copy / Paste in Place from "Key":• Locate the Indd Key of this title on the

server and drag to your hard drive.• Navigate to the last page-Answer Key page.

Using the solid arrow selection tool, select the text box and COPY. Close Indd Key.

• Return to this page and PASTE in PLACE. • Using text tool, select all text in box.

Choose "None" in the Character Styles; removing all Correct Answers off this student test form.

1. A B C D

2. Part A A B C D

Part B A B C D

3. Part A A B C D

Part B A B C D

4. A B C D

5. A B C D


7. A B C D E F


Part B A B C D E F

9. A B C D E


Part B A B C D E F

Part C A B C D E F

11. Part A A B C D

Part B A B C D

12. Part A A B C D

Part B A B C D

13. Part A A B C D

Part B A B C D


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Name Date





Practice Test(batch 1, 4, 5) TWO passages(batch 2, 3) ONE passage


• Zoos: Pro Points of View• Zoos: Con Points of View

Grade 5

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(^\d)(\])

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Placeholder Title

Excerpt from the text by Jane Doe

Subtitle

1 Text passage.

2 Text passage.

Passage Sub Title

3 Text passage.

4 Text passage.

5 Text passage.


Measuring the Wind• We measure the wind with an instrument called an anemometer. People

measure the wind for many reasons.

• Information about wind speeds helps scientists predict the weather.

• Airplane pilots cannot take off or land if the wind is blowing too hard.

• Ship captains require safe wind speeds to enter harbors.

• Machines called wind turbines convert fast-moving wind into electricity. In some locations, the wind is too calm to use wind turbines.

Today you will read two passages. Read these sources carefully


(Batch 1, 4, 5) TWO passages in manuscript: Today you will read two passages. Read these sources carefully to gather information to answer questions and write an essay.

(Batch 2, 3) ONE passage in manuscript: Today you will read the following passage. Read this passage carefully to gather information to answer questions and write an essay.


Excerpt from Zoos: Pro or Con? by Kira Freed

Zoos: Pro Points of ViewResponsibility to our fellow creatures: A letter from Suzanne McCoy, wildlife biologist

1 I strongly support the growth of the Springfield Zoo. In recent decades, people have become more aware of the dangers facing Earth’s environment. People are changing the natural world in ways that threaten many animal species. Many kinds of animals that have lived in balance on our planet for millions of years are now in danger of becoming extinct. It is up to us to fix the problems we have caused. We can clean up the environment and shift to “greener” lifestyles. We can make every effort to save species whose lives are threatened by our activities.

2 As people use more wild land, the natural habitats of animals are broken into smaller, disconnected areas. This process separates animals from others of their kind and makes it more difficult for them to find mates.

3 My hope is that the Springfield Zoo will join efforts to breed endangered animals. Without zoos, these animals would run the risk of dying out completely in a short time. Zoo professionals work very hard to help these species survive. In some cases, they are even able to return animals born in zoos to the wild.

4 Many zoos work closely with individuals and organizations in the animals’ native regions to establish wildlife refuges. They also help educate local people about farming methods that are less damaging to the environment. Some zoos also conduct programs that support keeping wild animals in their native habitats so they don’t need to be moved to refuges.

5 What kind of world do we want to leave to our children and grandchildren? If we want people who come after us to experience the incredible variety and beauty of nature, we will need to work to preserve wild animals.

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6 The expansion of the Springfield Zoo will allow our community to take a more active role in spreading the message of conservation. It will also allow our zoo to join efforts to save many species from extinction.

Zoos provide priceless education: A letter from Roy Chen, retired teacher

7 Zoos are important centers of education. Zoos give millions of people the chance to see wildlife in person. Visitors leave with a greater understanding of the variety of life on Earth. They also gain a sense of responsibility as stewards of the environment.

8 In 2007, the Association of Zoos and Aquariums (AZA) published the results of a three-year study titled “Why Zoos and Aquariums Matter.” This study showed that visiting a zoo or aquarium makes a real difference in the conservation attitudes of visitors. Viewing wildlife face-to-face caused more than half of those surveyed to want to become more involved in conservation efforts. More than half also reported that their visit gave them a greater sense of connection to nature.

9 Research has shown that young people need to spend time in nature to develop a sense of values about the environment. Visiting a zoo or aquarium might be the best chance for city dwellers to learn about life outside of the city. While books and online resources can provide facts about animals, there is no substitute for direct experience with the natural world.

bk As young people learn about the natural world, they understand and respect how a change in a single element has consequences throughout an ecosystem. They can also see how a change in a single ecosystem has consequences for the entire planet. Our planet is in trouble. We need every one of its citizens to feel a sense of personal responsibility for the well-being of all life forms. Zoos play an important part in helping people develop that sense of responsibility toward the natural world.

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1. Part A Read this paragraph from “Responsibility to our fellow creatures”: I strongly support the growth of the Springfield Zoo. In recent decades, people have become more aware of the dangers facing Earth’s environment. People are changing the natural world in ways that threaten many animal species. Many kinds of animals that have lived in balance on our planet for millions of years are now in danger of becoming extinct. It is up to us to fix the problems we have caused. We can clean up the environment and shift to ‘greener’ lifestyles. We can make every effort to save species whose lives are threatened by our activities.

Which of the following three reasons tell why the author of this letter chose to begin the letter with this paragraph?

A to state her opinion on the topic

B to share facts about zoos and animals

C to persuade other people to help save animals

D to compare the Springfield Zoo with other zoos

E to explain a problem people should try to solve

F to give specific examples of how zoos can save animals

Part B Which of the following are the two strongest statements from the paragraph that the author used to persuade other people to help save animals?

A I strongly support the growth of the Springfield Zoo.

B People are changing the natural world in ways that threaten many animal species.

C Many kinds of animals that have lived in balance on our planet for millions of years are now in danger of becoming extinct.

D We can clean up the environment and shift to “greener” lifestyles.

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2. Part A Which of the following is a main idea from the letter “Responsibility to our fellow creatures”?

A Zoo professionals work very hard to help endangered species survive.

B In recent decades, people have become more aware of the dangers facing Earth’s environment.

C Zoos can help us save endangered animals.

D We can clean up the environment and switch to a “greener environment."

Part B Which two details support the correct main idea from Part A?

A Zoos can breed endangered animals.

B Many animals are in danger of dying out.

C The expansion of the Springfield Zoo will allow our community to take a more active role in spreading the message of conservation.

D Zoos help educate local people about farming methods that are less dangerous to the environment.

Part C Which of the following is a main idea from the letter “Zoos provide priceless education”?

A Zoos can help young people learn more about the natural world.

B Zoos are important centers of education.

C There is no substitute for direct experience with the natural world.

D Our planet is in trouble.

Part D Which two details support the correct main idea from Part C?

A In 2007 the AZA published the results of a three-year study.

B Zoos help people in cities appreciate the natural world.

C People can watch wild animals face-to-face at zoos.

D Young people need to spend more time in nature to develop a sense of values about the environment.

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3. What does the author of the letter “Zoos provide priceless education” argue happens when people “see and appreciate wildlife firsthand” at a zoo? Pick three choices.

A They also visit an aquarium.

B They feel more connected to nature.

C They can identify different ecosystems.

D They become more interested in protecting animals.

E They develop a sense of responsibility toward the natural world.

F They look at books and go online to learn more facts about animals.

4. Part A What is the meaning of the word stewards as it is used in paragraph 7?

A caretakers

B observers

C students

D users

Part B Which phrase from the text is most helpful to understanding the meaning of stewards?

A life on Earth

B millions of people

C variety of life on Earth

D a sense of responsibility

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Excerpt from Zoos: Pro or Con? by Kira Freed

Zoos: Con Points of ViewZoos send the wrong message: A letter from Jose Gonzales, animal rights activist

1 People have no right to capture wild animals or to lock them in cages. Wild animals have as much right to freedom as humans do. Zoos send a message to the public that keeping wild animals for our own entertainment is acceptable.

2 The conditions in which some zoo animals live are a serious problem. As private businesses, zoos are under pressure to make a profit. As a result, some zoos attempt to reduce their expenses by cutting corners and not giving animals the proper care.

3 The 2007 escape of a Siberian tiger from its enclosure at the San Francisco Zoo is a case in point. The tiger, likely teased by visitors, climbed a wall, killed one person, and injured two others before being shot. The wall climbed by the tiger was four feet lower than recommended standards. Some workers at the zoo were slow to respond to the emergency. A tiger and a zoo visitor both lost their lives because the zoo did not follow industry guidelines. They did not ensure the safety of both its animals and visitors.

4 Even when zookeepers want to help, animals can suffer when they are not free. A long-term study of bears and big cats found that these animals are among the most affected by captivity. In the wild, they roam over such large distances that living in small spaces causes them great stress. When kept in zoos, they develop many unnatural behaviors. They pace, sway, roll their heads, and walk in tight circles. Similar repetitive movements have been observed in mentally ill people. Some zoo animals have such serious problems that they must regularly be given drugs to keep them calm.

5 The focus of some zoos is on entertaining people. It is not on meeting the full range of needs of the animals. The life spans of some captive wild animals are shortened, and many of them can develop long-term health problems. For example, captive elephants suffer from a variety of physical conditions. These include arthritis and foot diseases, as well as psychological problems.

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6 Herd animals that live in large groups in the wild are often kept alone or with just one other member of their species in zoos. They often lack the exercise needed to keep their bodies healthy. Birds’ wings are clipped to prevent them from flying. Aquatic animals have access to a much smaller amount of water than they need.

7 Zoos claim to educate the public. But most visitors spend just a few minutes at each exhibit and tend to view the animals as entertainment. A curator at the National Zoo observed the habits of more than seven hundred zoo visitors and concluded that “. . . officials should stop kidding themselves about the tremendous educational value of showing an animal behind a glass wall.” The only way to learn about an animal properly is to view it in its natural habitat.

Captured by aliens: A letter from Tamyra Green, concerned citizen

8 Imagine that you’re going about your daily life when a spaceship lands nearby. Aliens with advanced weapons tranquilize you. They shove you in a tiny metal crate and transport you back to their home planet. You are permanently separated from your town, neighborhood, parents, and friends.

9 During the long trip, you’re not allowed to move around. Your requests to stretch your legs are ignored. The aliens don’t understand a word of your language. Even if they did, they wouldn’t be concerned about your needs or desires. They only care about their wish to have a human for their collection.

bk When the spaceship lands on their planet, you’re placed in a small, barred cage. It has only a bed, a chair, two books, and a large painting of a television on the back wall. Your captors want visitors to their zoo to be able to imagine you in your natural environment. You are fed meat loaf and carrots once a day.

bl How would you feel if this happened to you? It’s no different for the animals we capture and force to live in zoos.

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5. Part A Which statement best explains why the author of “Zoos send the wrong message” chose to include the first two paragraphs?

A to define animal rights

B to state facts about animal rights

C to state an opinion about animal rights

D to explain why more people should visit zoos

Part B Which statement from the first two paragraphs most clearly expresses the author’s point of view?

A People have no right to capture wild animals or to lock them in cages.

B Zoos send a message to the public that keeping wild animals for our own entertainment is acceptable.

C As private businesses, zoos are under pressure to make a profit.

D As a result, some zoos attempt to reduce their expenses by cutting corners and not giving animals the proper care.

6. Part A What is the meaning of the word enclosure as it is used in paragraph 3?

A a pack of tigers

B a place in Siberia

C where the tiger lived in the zoo

D someone who took care of the tiger

Part B Which detail from the text is most helpful to understanding the meaning of enclosure?

A Siberian tiger

B climbed a wall

C case in point

D workers at the zoo

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7. Part A Which of the following three reasons tell why the author of “Captured by aliens” chose to write a letter in the form of science fiction?

A to make readers afraid of aliens

B to make readers feel sorry for animals in zoos

C to entertain readers with an interesting, scary fantasy

D to compare readers of her letter to the animals in zoos

E to compare the aliens to people who put animals in zoos

F to tell readers about something that might really happen to them

Part B How does the last paragraph support the main idea of this letter?

A It tells how animals end up in zoos.

B It puts the reader in place of a zoo animal.

C It proves that people and animals think alike.

D It is an exciting end to the science fiction story.

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8. Read these excerpts from the two texts. From “Zoos provide priceless education” in the first text: As young people learn about the natural world, they understand and respect how a change in a single element has consequences throughout an ecosystem. They can also see how a change in a single ecosystem has consequences for the entire planet. Our planet is in trouble. We need every one of its citizens to feel a sense of personal responsibility for the well-being of all life forms. Zoos play an important part in helping people develop that sense of responsibility toward the natural world. From “Zoos send the wrong message” in the second text: Zoos claim to educate the public. But most visitors spend just a few minutes at each exhibit and tend to view the animals as entertainment. A curator at the National Zoo observed the habits of more than seven hundred zoo visitors and concluded that ". . . officials should stop kidding themselves about the tremendous educational value of showing an animal behind a glass wall." The only way to learn about an animal properly is to view it in its natural habitat. Describe one important similarity and one important difference in the points of view each represents.

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9. Part A Which of the following is an opinion of the letter “Responsibility to our fellow creatures”? Choose all that apply.

A Zoos have little education value.

B Zoos are valuable and should be supported.

C Zoos are more concerned with making money than caring for animals.

D Animals should be treated fairly.

Part B Which of the following is an opinion of the letter “Zoos provide priceless education”? Choose all that apply.





Part C Which of the following is an opinion of the letter “Zoos send the wrong message”? Choose all that apply.





Part D Which of the following is an opinion of the letter “Captured by aliens”? Choose all that apply.





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10. You have read two texts that include facts and opinions for (pro) and against (con) zoos. Write an essay that summarizes the pros and cons of zoos presented in all four letters. Conclude your essay with evidence from the text that supports your position on whether there should be more or fewer zoos. Include supporting details from both texts to support all your ideas.

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Practice Test



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Copy / Paste in Place from "Key":• Locate the Indd Key of this title on the

server and drag to your hard drive.• Navigate to the last page-Answer Key page.

Using the solid arrow selection tool, select the text box and COPY. Close Indd Key.

• Return to this page and PASTE in PLACE. • Using text tool, select all text in box.

Choose "None" in the Character Styles; removing all Correct Answers off this student test form.

1. Part A ABCDEF

Part B ABCD

2. Part A ABCD

Part B ABCD

Part C ABCD

Part D ABCD

3. ABCDEF

4. Part A ABCD

Part B ABCD

5. Part A ABCD

Part B ABCD

6. Part A ABCD

Part B ABCD

7. Part A ABCDEF

Part B ABCD


9. Part A ABCD

Part B ABCD

Part C ABCD

Part D ABCD


Sample Test-Taking LessonReadyTest A-Z includes a collection of 20 Test-Taking Skill & Strategy Lessons that model specific reading skills and strategies designed to

help students be more successful on high-stakes assessments.

www.readytesta-z.com1© Learning A–Z All rights reserved.

Test-Taking Skills and Strategies

Lesson Background & PurposeThe purpose of this lesson is to teach students

that a test is a “booklet” of different kinds of

text selections. In order to read each selection

successfully, readers apply different strategies.

Each text has a structure that is written in

a specific way. Therefore, readers need to

recognize the text type quickly and determine

what reading strategies to apply to efficiently

and effectively comprehend what they read.

In other words, in this lesson students will not

read passages or answer questions. Instead,

they will learn to recognize types of writing so

they know how best to read them.

The strategies commonly applied to reading

different types of text are listed for the teacher

on the chart, Reading Different Types of Text

on a Test.

To begin this lesson, students will review five

types of text they will likely encounter on a

test. Test selections are classified under two

broad categories: literature selections and

informational selections. Literature selections

include such text types as poetry, plays,

and fictional stories. Informational selections

includes such text types as biographies and

procedural items.

Prior to the lesson, teachers will need to cut

out and staple together a Mini Test Booklet for

each student.

During this lesson, students will practice

identifying each text type in the Mini Test

Booklet quickly and describe the strategies

they would use to read the different types of

text. Students will be guided to recognize that

different texts require different amounts of time

to read. Some texts, such as recipes, can be

read more quickly, even skimmed. Others, such

as plays, need to be read slowly in order to

consider more details and text elements, such

as stage direction and dialogue.

Lesson Materials

❑ Notebook Paper and Pencil for each student

❑ A familiar fiction book

❑ Mini Test Booklet, one cut and stapled for each student (Handout)

❑ Reading Different Types of Text on a Test (Handout and Projectable)

❑ Key: Reading Different Types of Text on a Test (Handout and Projectable)

Identify Text TypesC L O S E R E A D I N G

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C LO S E R E A D I N G

Identify Text Types

Step 1: Introduction

Show students an example of a fictional book that

the have already read and are familiar with. Ask

students how reading a test passage is different

from reading a book. Encourage students to

discuss their ideas with a partner. Ask volunteers

to explain their ideas to the class.

Lead students to understand that the biggest

difference between reading a book and reading a

test passage is that the text type generally stays

the same all the way through a book. However, on

a test, readers switch back and forth frequently

between different text types, such as recipes,

poetry, directions, biographies, and so on. Explain

that because the text types change, it is important

for readers to have the ability to identify the text

type they are reading so that they know how to

read it effectively.

Step 2: Model and Teach

Say: You can be more successful at taking tests

if you can quickly recognize which type of text

you are reading. Then, you can to decide which

reading strategy to use to best approach each type

of text. Our goal today is to match text types and the

strategies to read them.

Project Reading Different Types of Text on a Test

Say: We’ll start by looking at a chart that lists

different text types you may encounter on a test.

Take a couple minutes to look over the chart.

Encourage students to discuss their ideas with a

partner. Then, call on volunteers to share their ideas.

Say: You will notice that the chart is divided into

two columns. The heading above the left side

of the chart is, “What text type is it?” Under that

heading, you will notice two general categories:

literature and informational texts. Each of those

categories are broken down even further.

Call on volunteers to read all of the categories

aloud to the class.

Say: The heading above the right side of the chart

is, “How do you read this text type on the test?”

That’s where I’ll make some notes today so we

remember how to read the different text types.

Discuss with your partner how you might read

each of the different text types to ensure that you

understand what you read and use your time wisely.

Hand out a Mini Test Booklet to each student.

Project page 1 of the Mini Test Booklet.

Say: First, I am going to determine the text type of

the passage I will read. Follow along with me as I

read the passage.

Read aloud “How to Make Lemonade.”

Say: I notice the title begins with “How to” and is

then followed by a list of ingredients. Below the text

is in short sentences and in a certain order. I know

this is a recipe. Let’s see which text type this is.

Project Reading Different Types of Text on a Test.

Say: I don’t think this is an example of literature. I

think it is a form of informational text.

Read the definitions of Nonfictional stories and

Procedural items aloud.

Say: Recipes are listed under procedural items.

Now I will determine how to read this type of text.

The ingredients are not written in sentences—just

a list. And, the directions are brief. I know I can

skim this and go back and look for answers later. I

also do not need to read every word to understand

this text.

Model recording information on the Reading

Different Types of Text on a Test chart. Write Read

by skimming and I do not need to read every word

Continue, and follow the I Do, We Do, You Do

script on the next page.

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Identify Text Types

I DOHand out a copy of Reading Different Types of Text on a Test to each student.

Say: Turn to the second passage of the Mini Test Booklet. This is an interesting passage. It has numbers beside every second line along the left side. Most of the sentences end with question marks. The main idea of the passage is the impact of pollution on oceanlife. Some of the lines even rhyme. This must be a poem. The numbered lines must be stanzas. I will read the description of poetry on the chart, Reading Different Types of Text on a Test.

Read the definition aloud. Ask students to discuss if “Pollution” is in fact an example of poetry. Guide students to conclude that it is.

Display Reading Different Types of Text on a Test.

Say: Now I will determine how I need to read poetry, such as “Pollution” to understand it and help me answer questions about it. I caught myself starting to read it quickly because it rhymed, but I knew I might skip information if I read it quickly. I made sure to read it slowly so I would not miss anything. I am going to write that on the chart. Write Read slowly even if rhyming or short. I also know that I had to read the poem a couple of times to be certain that I understood it. Write Read a couple of times, to be sure I understand. I wondered about why the author wrote this poem and I know questions about the author’s purpose are common on tests. Write consider author’s purpose.

WE DOHave students turn to the third page of their Mini Test Booklets. Ask students to discuss with their partner what text type this passage is and how they know. Call on volunteers to share their thoughts.

Say: As soon as I turned to the next page, I saw the list of characters. I knew it was probably a play. I also noticed there were no quotation marks when someone spoke. Then, I looked at the definition of play on the chart, Reading Different Types of Text on a Test.

Ask partners to discuss the speed at which they would read the text and what reading strategies they would use to understand what they read. Call on volunteers to share their ideas and record them in the first row of the displayed chart.

YOU DO

Say: Now, it’s your turn to try identifying the text type of the next passage and to determine which reading strategies would be useful. After you are certain of the text type, write strategies you used to read this text on the basis of what you read and the definition on the chart—just as we did with the first and second passages.

Provide guidance, as needed. Use the notes section of this lesson to keep track of how students are performing. When students are finished, have them discuss what type of text the passage is and which strategies they used to read it. Add to Reading Different Types of Text on a Test. Refer to the Key: Reading Different Types of Text on a Test to be sure that all strategies are listed.SAMPLE



Identify Text Types

Step 3: Wrap-up

Reinforce that today’s lesson was about practicing

identifying some text types students will find on

tests and what reading strategies they should

use to best understand the content and answer

questions about the text.

Handout a copy of Key: Reading Test Genres

to each student. Explain that students can add

additional strategies on the backside, if needed.

Encourage students to regularly use the chart

when reading to become comfortable with the

reading strategies for each text type. With practice,

employing the strategies will become more

automatic and students will need the chart less.

Discuss how identifying the text type and

appropriate reading strategies will help students

quickly find information to effectively answer

test questions.

Provide positive reinforcement of what you

observed students doing. Examples include:

• You were doing a good job of identifying the

different text types today.

• I noticed that you paid attention to the speed at

which you should read each text. That will be

very helpful when completing tests.

• I see you paid close attention to the text types

when you listed reading strategies for each type.

Notes

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