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NYS ELA Test Success Series, Listening, Level E, SAMPLETRANSCRIPT
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Focus on NY ELA Skills for Reading Comprehension, Grammar, Listening, & Writing
………….. NY ELA Test Success Series Grade Levels 3–8 The NY Test Success Series consist of 4 books to focus on specific skills on the NY ELA Test. Each title is purchased separately.
• NY Higher-Order Thinking and Reading Skills Long reading passages with higher-order thinking questions
• NY Listening Literary and informational listening passages (read by the teacher) with multiple-choice and extended-response questions
• NY Grammar, Punctuation, & Word Usage Skill review and multiple-choice practice assessments and extended-response questions
• NY Reading and Writing Reading passages with short- and extended-response questions
Price
30-pack: $208
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RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 888-99-RALLY Fax: 1-516-671-7900 www.RALLYEDUCATION.com [email protected]
NYC Contract NYSTL/FAMIS Approved
NYC Vendor #RAL-040000 NYC Contract #7000-617
Higher-Order NY NY Reading NY Thinking & Grammar & Writing Listening
Reading
ISBN prefix: 978-1-4204- $208 $208 $208 $208
Level C (Gr 3) 5521-2 5569-4 5593-9 5545-8 Level D (Gr 4) 5524-3 5572-4 5596-0 5548-9 Level E (Gr 5) 5527-4 5575-5 5599-1 5551-9 Level F (Gr 6) 5530-4 5578-6 5602-8 5554-0 Level G (Gr 7) 5533-5 5581-6 5605-9 5557-1 Level H (Gr 8) 5536-6 5584-7 5608-0 5560-1
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ACKNOWLEDGMENTS
Executive Editor: Amy CollinsDesign Director: Jean-Paul VestEditor: Shelley Wake
The New York State Education Department has neither endorsed nor authorized thispractice test booklet.
ISBN 978-1-4204-5550-2R 5550-2
Copyright ©2011 RALLY! EDUCATION. All rights reserved. No part of the material protectedby this copyright may be reproduced in any form by any means, electronic or mechanical,including photocopying, recording, or by any information storage and retrieval system,without permission in writing from the copyright owner. Printed in the U.S.A.
1210.MAQ
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Listening • Level E
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
The New York English Language Arts (ELA) Tests . . . . . . . . . . . . . . . . . . . 4
NY ELA Listening Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Listening Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
NY Performance Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Listening Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11These pages contain note-taking pages and the multiple-choice andshort-response questions for each of the passages.
Passage 1: Delicately Balanced Dinners: Nature’s Food Chain . . . . . . . . . .11
Passage 2: Mount Everest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Passage 3: Having Your Cake and Making Your Butter, Too . . . . . . . . . . . .21
Passage 4: The Power of Patrick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Listening • Level E
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Listening • Level E
Introduction
The New York English Language Arts (ELA) TestsNY ELA Test Success: Listening prepares students for the NY ELA Tests. The tests are used tomeasure how well students are learning the New York State Learning Standards. The ELA Testsassess standards for reading, listening, and writing.
NY ELA Listening TestsThe NY ELA Tests include a Listening section. In this section, students listen to a passage andanswer multiple-choice and short-response comprehension questions. Students listen to aliterary passage in grades 3, 4, and 6. Students listen to an informational passage in grades 5, 7,and 8. To answer the questions, students are required to use information from what they heard.This section assesses listening skills, retention of details, and how well students understand whatthey heard.
Listening PracticeThis section provides practice for listening to informational passages that are read aloud andanswering multiple-choice and short-response questions about the passages. This sectionprovides four informational passages. Each passage is followed by 5 multiple-choice questionsand 3 short-response questions.
DirectionsStudents will be read each passage twice. Students will be encouraged to take careful notesduring the second or both readings of the passage to assist them in answering the questionsthat follow. Students may refer to their notes while answering the questions.
The multiple-choice questions are worth 1 point each. Short-response questions are worth2 points each. A scoring rubric is provided for the short-response questions.
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Listening • Level E
Grade 5 NY Performance IndicatorsCorrelated to RALLY!’s Reading Comprehension Skills
Standard 1: Students will read, write, listen, and speak for information and understanding.
R5-1-a:Locate and use school and public library resources, withsome direction, to acquire information
R5-1-b:Use the table of contents and indexes to locateinformation
R5-1-c:Read to collect and interpret data, facts, and ideas frommultiple sources
R5-1-d:Read the steps in a procedure in order to accomplish atask, such as completing a science experiment
R5-1-e:Skim material to gain an overview of content or locatespecific information
R5-1-f:Use text features, such as headings, captions, and titles,to understand and interpret informational texts
R5-1-g:Recognize organizational formats to assist incomprehension of informational texts
R5-1-h:Identify missing information and irrelevant information
R5-1-i:Distinguish between fact and opinion
R5-1-j:Identify information that is implied rather than stated
10 Draw Conclusions11 Make Inferences
8 Distinguish Fact from Opinion
7 Compare and Contrast10 Draw Conclusions11 Make Inferences14 Prior Knowledge
3 Sequence10 Draw Conclusions13 Literary Forms and Sources
1 Facts and Details10 Draw Conclusions11 Make Inferences
1 Facts and Details2 Main Idea
1 Facts and Details3 Sequence
1 Facts and Details3 Sequence6 Cause and Effect7 Compare and Contrast
1 Facts and Details10 Draw Conclusions11 Make Inferences
Not Applicable
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Listening • Level E
R5-1-k:Compare and contrast information on one topic frommultiple sources
R5-1-l:Recognize how new information is related to priorknowledge or experience
R5-1-m:Identify main ideas and supporting details ininformational texts to distinguish relevant and irrelevantinformation
R5-1-n:Make inferences and draw conclusions, on the basis ofinformation from the text, with assistance
Standard 2: Students will read, write, listen, and speak for literary response and expression.
R5-2-a:Read, view, and interpret literary texts from a varietyof genres
R5-2-b:Define characteristics of different genres
R5-2-c:Select literary texts on the basis of personal needsand interests and read silently for enjoymentfor extended periods
R5-2-d:Read aloud from a variety of genres; for example, read thelines of a play or recite a poem
R5-2-d1:Use inflection and intonation appropriate to text readand audience
Not Applicable
Not Applicable
Not Applicable
13 Literary Forms and Sources
1 Facts and Details5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast9 Prediction10 Draw Conclusions11 Make Inferences13 Literary Forms and Sources
10 Draw Conclusions11 Make Inferences
1 Facts and Details2 Main Idea
1 Facts and Details7 Compare and Contrast14 Prior Knowledge
7 Compare and Contrast
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Listening • Level E
R5-2-e:Recognize that the same story can be told in differentgenres, such as novels, poems, or plays, with assistance
R5-2-f:Identify literary elements, such as setting, plot, andcharacter, of different genres
R5-2-g:Recognize how the author uses literary devices, such assimile, metaphor, and personification, to create meaning
R5-2-h:Recognize how different authors treat similar themes
R5-2-i:Identify the ways in which characters change anddevelop throughout a story
R5-2-j:Compare characters in literature to people in own lives
R5-2-k:Determine the meaning of unfamiliar words by usingcontext clues, a dictionary, or a glossary
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
R5-3-a1:Evaluate information, ideas, opinions, and themes intexts by identifying a central idea and supporting details
1 Facts and Details2 Main Idea5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast9 Prediction10 Draw Conclusions11 Make Inferences
4 Language and Vocabulary
5 Character, Plot, and Setting7 Compare and Contrast14 Prior Knowledge
5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast9 Prediction10 Draw Conclusions11 Make Inferences
5 Character, Plot, and Setting7 Compare and Contrast10 Draw Conclusions11 Make Inferences12 Point of View and Purpose
4 Language and Vocabulary7 Compare and Contrast
4 Language and Vocabulary5 Character, Plot, and Setting6 Cause and Effect10 Draw Conclusions
10 Draw Conclusions11 Make Inferences13 Literary Forms and Sources
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Listening • Level E
R5-3-a2:Evaluate information, ideas, opinions, and themes intexts by identifying details that are primary and thosethat are less important
R5-3-a3:Evaluate information, ideas, opinions, and themesin texts by identifying statements of fact, opinion,and exaggeration
R5-3-a4:Evaluate information, ideas, opinions, and themes intexts by identifying missing or unclear information
R5-3-b:Use established criteria to analyze the quality ofinformation in text
R5-3-c:Identify different perspectives, such as social, cultural,ethnic, and historical, on an issue presented in one ormore than one text
7 Compare and Contrast12 Point of View and Purpose
10 Draw Conclusions11 Make Inferences
10 Draw Conclusions11 Make Inferences14 Prior Knowledge
8 Distinguish Fact from Opinion10 Draw Conclusions11 Make Inferences12 Point of View and Purpose
1 Facts and Details10 Draw Conclusions11 Make Inferences
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Common Core StandardsCorrelated to RALLY!’s Reading Comprehension Skills
College and Career Readiness Anchor Standards for Reading
The standards on the following pages define what students should understand and be able to do by theend of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below bynumber. The CCR and grade-specific standards are necessary complements—the former providing broadstandards, the latter providing additional specificity—that together define the skills and understandings thatall students must demonstrate.
Key Ideas and Details
1.Read closely to determine what the text says explicitlyand to make logical inferences from it; cite specifictextual evidence when writing or speaking to supportconclusions drawn from the text.
2.Determine central ideas or themes of a text and analyzetheir development; summarize the key supporting detailsand ideas.
3.Analyze how and why individuals, events, and ideasdevelop and interact over the course of a text.
Craft and Structure
4.Interpret words and phrases as they are used in a text,including determining technical, connotative, andfigurative meanings, and analyze how specific word choices shape meaning or tone.
5.Analyze the structure of texts, including how specificsentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate toeach other and the whole.
6.Assess how point of view or purpose shapes the contentand style of a text.
Skill 12: Point of View and PurposeSkill 13: Literary Forms and Sources
Skill 3: Sequence
Skill 4: Language and VocabularySkill 14: Prior Knowledge
Skill 5: Character, Plot, and SettingSkill 6: Cause and EffectSkill 7: Compare and ContrastSkill 9: Prediction
Skill 1: Facts and DetailsSkill 2: Main IdeaSkill 4: Language and VocabularySkill 5: Character, Plot, and Setting
Skill 1: Facts and DetailsSkill 10: Draw ConclusionsSkill 11: Make Inferences
Listening • Level E
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Integration of Knowledge and Ideas
7.Integrate and evaluate content presented in diverse mediaand formats, including visually and quantitatively, as well as in words.
8.Delineate and evaluate the argument and specific claimsin a text, including the validity of the reasoning as wellas the relevance and sufficiency of the evidence.
9.Analyze how two or more texts address similar themesor topics in order to build knowledge or to compare theapproaches the authors take.
Range of Reading and Level of Text Complexity
10.Read and comprehend complex literary andinformational texts independently and proficiently.
Not Applicable
Skill 7: Compare and ContrastSkill 12: Point of View and Purpose
Skill 1: Facts and DetailsSkill 2: Main IdeaSkill 6: Cause and EffectSkill 7: Compare and ContrastSkill 8: Fact and Opinion
Not Applicable
Listening • Level E
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Listening Practice
DirectionsIn this part of the test, you are going to listen to an article called“Delicately Balanced Dinners: Nature’s Food Chain.” Then you willanswer some questions about the article.
You will listen to the article twice. The first time you hear the article,listen carefully but do not take notes. As you listen to the article thesecond time, you may want to take notes. Use the space below andon the next page for your notes. You may use these notes to answerthe questions that follow. Your notes on these pages will NOT counttoward your final score.
Here is a word you will need to know as you listen to the article:
• decompose – to decay
Notes
PASSAGE 1: DELICATELY BALANCED DINNERS: NATURE’S FOOD CHAIN
Notes
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1 Which statement from the article expresses an opinion?
A “They support the entire chain by creating their own food.”
B “It is interesting to think about how delicate food chains are.”
C “The food chain allows energy to move between living things.”
D “Living things that cannot make their own food belong on the second leveland above.”
2 The living things that sit at the very top of the food chain and break down deadanimals are called—
A plants.
B consumers.
C decomposers.
D producers.
3 According to the article, consumers are—
A living things that cannot make their own food.
B living things that make their own food.
C living things that break down dead animals.
D no longer living organisms.
4 What is the main purpose of the article?
A To compare plants and animals
B To explain what food chains are
C To describe what animals eat
D To show that food is important
5 Which statement from the article expresses the main idea of the article?
A "All people need energy to live."
B "The food chain allows energy to move between living things."
C "Most people think that humans are at the top of the chain."
D "There is a natural balance, which can sometimes be upset."
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6 Complete the chart below by describing how each type of organism getsits food.
7 What is energy? Use details from the article in your answer.
Type of Organism
producer
consumer
decomposer
How it Gets Food
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8 Explain why the food chain is so important. Use details from the article inyour answer.
STOP
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DirectionsIn this part of the test, you are going to listen to an article called“Mount Everest.” Then you will answer some questions about thearticle.
You will listen to the article twice. The first time you hear the article,listen carefully but do not take notes. As you listen to the article thesecond time, you may want to take notes. Use the space below andon the next page for your notes. You may use these notes to answerthe questions that follow. Your notes on these pages will NOT counttoward your final score.
Notes
PASSAGE 2: MOUNT EVEREST
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Notes
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1 Which description best explains how the name for Mount Everest in Tibet andthe name for Mount Everest in Nepal are alike?
A They both tell how high the mountain is.
B They both make Everest sound big and grand.
C They both have the same meaning.
D They both describe how dangerous Everest is.
2 Why are so many people interested in Mount Everest?
A It is climbed more than any other mountain.
B It is colder than any other place on Earth.
C It is the highest mountain in the world.
D It is on the border of two countries.
3 Which of these would most likely be a problem for climbers on Mount Everest?
A Frostbite
B Fever
C Flu
D Headache
4 Where is Mount Everest located?
A In Asia
B In Europe
C In North America
D In South America
5 Which statement from the article shows that climbing Mount Everest is dangerous?
A "Many people have tried to climb to the top of Mount Everest."
B "Most attempts are made during the months of April and May."
C "Some climbers have been successful in reaching the peak."
D "Some have died trying to conquer the mountain."
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6 Why is reaching the top of Mount Everest considered a “remarkableachievement”? Use details from the article to support your answer.
7 The author says that Mount Everest is more than 29,000 feet high. The authorthen says that this is "almost five and a half miles high!" Why do you think theauthor describes how high the mountain is in miles? Use details from the articleto support your answer.
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8 Describe the dangers of climbing Mount Everest. Use details from the article tosupport your answer.
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STOP
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DirectionsIn this part of the test, you are going to listen to an article called“Having Your Cake and Making Your Butter, Too.” Then you willanswer some questions about the article.
You will listen to the article twice. The first time you hear the article,listen carefully but do not take notes. As you listen to the article thesecond time, you may want to take notes. Use the space below andon the next page for your notes. You may use these notes to answerthe questions that follow. Your notes on these pages will NOT counttoward your final score.
Here are words you will need to know as you listen to the article:
• skim – to remove the top off of something
• churn – to mix
Notes
PASSAGE 3: HAVING YOUR CAKE AND MAKING YOUR BUTTER, TOO
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Notes
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1 What is this article mostly about?
A Different types of butter churns
B Cooking in early America
C Baking a cake
D How butter was made
2 What was a butter churn used for?
A Stirring cream to make butter
B Making frosting for a cake
C Milking cows
D Adding flavor to the butter
3 What was the first step in making butter?
A Putting cream in the butter churn
B Milking the cows
C Skimming cream off the top of the milk
D Washing the butter with cold water
4 In what order does the author present the information on how butter is made?
A From the most important step to the least important step
B From the easiest step to the hardest step
C From the most interesting step to the least interesting step
D From the first step to the last step
5 What is the author's main purpose in the article?
A To encourage people to make their own butter
B To explain to people how butter was made in the past
C To show that people should be thankful for what they have
D To teach people how to make their own butter
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6 Complete the chart with the missing steps in the process of making butter.
7 Do you think that making butter is difficult? Use details from the article tosupport your answer.
Fat from the cream collects to make butter.
Fresh milk is stored in a cool place.
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8 Imagine that you are going to bake a cake tonight. Would making your ownbutter be better or worse than buying it from the store? Use details from thearticle to support your answer.
STOP
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DirectionsIn this part of the test, you are going to listen to an article called“The Power of Patrick.” Then you will answer some questions aboutthe article.
You will listen to the article twice. The first time you hear the article,listen carefully but do not take notes. As you listen to the article thesecond time, you may want to take notes. Use the space below andon the next page for your notes. You may use these notes to answerthe questions that follow. Your notes on these pages will NOT counttoward your final score.
Here is a word you will need to know as you listen to the article:
• guardian – someone who protects you from harm
Notes
PASSAGE 4: THE POWER OF PATRICK
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Notes
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1 This article is mainly about—
A how Patrick was kidnapped and taken to Ireland.
B how Patrick got rid of all the snakes in Ireland.
C how Patrick ruled Ireland.
D how the people of Ireland admired Patrick.
2 Read this sentence from the passage: “When he was still a young boy, he was kidnappedand taken to Ireland.” What is the definition of “kidnapped” in this sentence?
A Tricked
B Chased
C Captured
D Harmed
3 Why was Patrick’s drum special?
A It made an ugly sound that drove all the snakes out of Ireland.
B It drew the snakes toward the people of Ireland.
C It entertained the country.
D It made a nice rhythm.
4 Which detail is least important in the article?
A Patrick was a leader in Ireland.
B Patrick once had a job herding pigs.
C Patrick is said to have driven the snakes out of Ireland.
D Patrick is remembered on Saint Patrick's Day.
5 Based on information in the article, which word best describes Patrick?
A Cheerful
B Lucky
C Clever
D Strong
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6 According to “The Power of Patrick,” what were two tools Patrick made to dealwith the snakes? Use details from the article to support your answer.
1.
2.
7 Describe how Patrick tricked the wicked old snake. Use details from the article inyour answer.
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8 Do you think the stories about Patrick are true? Use details from the article tosupport your answer.
STOP
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ISBN 978-1-4204-5550-2
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