practice - casamples.comcasamples.com/downloads/ny8ela-pt3-tg.pdf · 2 f eacher what is ready™...

8New York CCLSPractice

C o m m o n C o r e e d i t i o n

Teacher GuideEnglish Language Arts

Addresses latestNYS Test

updates from 11/20/12

Replaces Practice Test 3

©2013—Curriculum Associates, LLC North Billerica, MA 01862

Permission is granted for reproduction of this book for school/home use.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

©Curriculum Associates, LLC 1

For the Teacher 2Completed Answer Form 4

Answers to Short- and Extended-Response Questions 5

English Language Arts Rubrics for Scoring 7

Correlation Charts Common Core Learning Standards Coverage by the Ready™ Program 10

Ready™ New York CCLS Practice Answer Key and Correlations 12

Table of Contents

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy.


For the Teacher

What is Ready™ New York CCLS Practice?

Ready™ New York CCLS Practice is a review program for the Common Core Learning Standards for English Language Arts. By completing this book, students develop mastery of the Common Core Learning Standards for Reading, Writing, and Language. To develop this mastery, students read a variety of passages and answer comprehension questions that correlate to the Common Core Learning Standards.

How does Ready New York CCLS Practice correlate to the Common Core Learning Standards for English Language Arts?

The test has 73 questions (63 multiple choice, 8 short response, and 2 extended response) that address the Reading for Literature and Reading for Information standards, which comprise the Reading strand of the CCLS. Extended-response questions correlate to standards from the Reading, Writing, and Language strands of the CCLS.

Ready New York CCLS Practice includes stories and articles from well-known publications, distinguished passages from the public domain, and sharply crafted original works. Each passage in Ready New York CCLS Practice is consistent with the complexity and rigor that the CCLS requires of literary and informational texts. Ready New York CCLS Practice includes literary passages, informational passages, and paired passages.

How should I use Ready New York CCLS Practice?

This book can be used in various ways. To simulate the test-taking procedures of the New York State Testing Program, have students complete each part of the practice test in one sitting on three consecutive days. (See the timetable to the right.) After students have completed the entire practice test, correct and review answers with them. Prior to administration of the statewide English Language Arts assessment, use this test to evaluate progress and identify students’ areas of weakness.

How do I introduce my students to Ready New York CCLS Practice?

Provide each student with a student book and two sharpened No. 2 pencils with a good eraser. Have students read the introduction on the inside front cover of the student book. Tell students to pay particular attention to the tips for answering multiple-choice questions.

Before having students begin work, inform them of the amount of time they will have to complete each part of the practice test. You may choose either to follow or to adapt the following timetable for administering the practice test:

Day One Book 1 (questions 1–42) 70* minutes

Day TwoBooks 2 & 3

(questions 43–67)70* minutes

Day Three Book 4 (questions 68–73) 50* minutes

* Each Testing Day will be scheduled to allow 90 minutes for completion.

Where do students record their answers?

Students record their answers to the multiple-choice questions on the answer form at the back of the student book. Have students remove the answer form and fill in the personal information section. Ensure that each student knows how to fill in the answer bubbles. Remind students that if they change an answer, they should fully erase their first answer. A completed answer form is on page 4 of this teacher guide.

Students will complete the short- and extended-response questions in their student book.


What is the correction procedure?

Correct and review the answers to multiple-choice questions as soon as possible after students have completed the practice test. As you review the answers, explain concepts that students may not fully understand. Encourage students to discuss the thought process they used to answer the questions. When answers are incorrect, help students understand why their reasoning was faulty. Students sometimes answer incorrectly because of a range of misconceptions about the strategy required to answer the question. Discussing why the choices are incorrect will help students understand the correct answer.

Use the 2-Point Rubric—Short Response (page 7) to score the short-response questions. Use the New York State Grade 6–8 Expository Writing Evaluation Rubric (pages 8 and 9) to score the extended-response questions (questions 67 and 73).

If you wish to familiarize students with the use of a rubric, provide students with a copy. Discuss the criteria with them. Then show students some responses that you have evaluated using the rubric. Explain your evaluations.

How should I use the results of Ready New York CCLS Practice?

Ready New York CCLS Practice provides a quick review of a student’s understanding of the Common Core Learning Standards for English Language Arts. It can be a useful diagnostic tool to identify standards that need further study and reinforcement. Use the Ready™ New York CCLS Practice Answer Key and Correlations, beginning on page 12, to identify the standard that each question has been designed to evaluate. For students who answer a question incorrectly, provide additional instruction and practice through Ready New York CCLS Instruction. For a list of the Common Core Learning Standards that Ready New York CCLS Practice assesses, see the Common Core Learning Standards Coverage by the Ready™ Program chart beginning on page 10.


Ready™ New York CCLS ELA Practice, Grade 8 Answer Form

Name

Teacher Grade

School City

1. A ● C D 2. A B C ● 3. A B C ● 4. ● B C D 5. ● B C D 6. A B C ● 7. A B ● D 8. A ● C D 9. ● B C D 10. ● B C D 11. A B ● D 12. A ● C D 13. A B C ● 14. A ● C D 15. A B C ● 16. ● B C D 17. A ● C D 18. A ● C D 19. A B ● D 20. ● B C D 21. A B ● D 22. A B C ● 23. A ● C D 24. A B ● D 25. ● B C D 26. A B ● D 27. ● B C D 28. A B C ● 29. A B ● D 30. A B C ● 31. ● B C D 32. A ● C D 33. A B ● D 34. A ● C D 35. ● B C D 36. A B C ● 37. A B C ● 38. ● B C D 39. A B C ● 40. A ● C D 41. A B ● D 42. A ● C D

43. A B ● D

44. ● B C D

45. A ● C D

46. A B C ● 47. ● B C D

48. A B ● D

49. A B C ● 50. A B ● D 51. A B ● D 52. A ● C D 53. ● B C D 54. A B C ● 55. A B C ● 56. ● B C D 57. A B ● D 58. A ● C D 59. A B ● D 60. A ● C D 61. ● B C D 62. A B ● D 63. A ● C D

For numbers 64 through 67, write your answers in the book.

64. See page 5. 65. See page 5. 66. See page 5. 67. See page 5.

For numbers 68 through 73, write your answers in the book.

68. See page 6. 69. See page 6. 70. See page 6. 71. See page 6. 72. See page 6. 73. See page 6.

Book 1 Book 2 Book 4Book 3


Book 3 pages 38–46

Sample Short-Response Answers

64. Student book page 42

The line “a man is nothing but a man” suggests that John Henry realizes that one man might not be able to beat the new technology. That won’t stop him from trying, however, as he would rather die than be beaten by the steam drill, as emphasized in the lines, “I’d die with a hammer in my hand.”


Lucy’s worry helps create drama and tension by showing that Lucy is not in agreement with John Henry’s plan. This suggests that all might not go well. As the story continues, the reader finds that Lucy’s concerns were valid, as she tragically holds John Henry’s head in her lap, with “her tears falling like cool rain on his burning face” (paragraph 20), and then she watches him die (paragraph 21).


Like Beowulf, John Henry has a cause that he believes is worth fighting for; Beowulf fights to save people’s lives, and John Henry fights to save people’s jobs. If John Henry wins, the boss will “keep all the men working” (paragraph 9). Whereas Beowulf fights an actual dragon, John Henry’s dragon is new technology, in the form of the steam drill. John Henry does beat the steam drill, as Beowulf beats the dragon. But like Beowulf, John Henry dies in the process, “John Henry died that hot July day” (paragraph 22).

Sample Extended-Response Answer


The poem “The Ballad of John Henry” is organized by stanzas of relatively short lines. In each stanza, the last word in the second and final lines rhyme. Also, in each stanza, the fifth line repeats words from the fourth line, adding emphasis to the rhythm of the poem. Additionally, in each stanza, the words “Lord, Lord” end the fourth line, and these repeated words add a sense of exclamation or declaration to the poem. The effect on the reader of the line length, rhyme, repetition, and rhythm is that of movement, emphasis, and entertainment.

The story “John Henry: Man vs. Machine” is organized in chronological narrative style, beginning with John as a baby, then moving to important areas of John Henry’s life: his job, his wife, the threat to his job, the contest between him and the steam drill, and finally, his death. As a narrative, it includes characters, setting, and plot events; the plot includes a problem and a conclusion. All of these elements come together to present the story of John Henry. Unlike the poem, the longer and looser structure of the narrative allows for more specific details about John Henry’s life and traits, including the fact that although he is tough, he also has “a tender heart” (paragraph 5), for Lucy, who is not mentioned at all in the poem.

The compact structure of the poem focuses on one event in John Henry’s life, in quick and imagery-rich snapshots, represented by the stanzas. The language of the poem often has a lighthearted effect, as in “It’s nothing but my hammer catching wind” (fifth stanza). The story describes the same event in John Henry’s life, but the more lengthy narrative structure allows a more fleshed-out view of the man and his life, as in the description of what his job and his immediate task entail (paragraph 4). Although both passages deal with the same event and conclude with John Henry’s death and a mention of the legendary quality of his life, the narrative may leave the reader with a more complete sense of the man and his life.

In the poem “The Ballad of John Henry,” the reader learns about the most important event in John Henry’s life, battling the steam drill. The musical elements and word choice, such as “my steel-driving man” in the tenth stanza, lend a somewhat upbeat and celebratory tone to what the reader learns about John Henry. In “John Henry: Man vs. Machine,” the reader is presented with specifics about the event, but also about the man, his work, and his goals. The reader also learns that John Henry had several motives for beating the steam drill: he wanted to protect the dream he and Lucy had, he wanted to protect his and others’ jobs, and he wanted to prove the value of “a good, honest man’s work” (paragraph 8). The poem and the narrative present varying amounts of specific detail about various aspects of his life, but both present John Henry as a strong, courageous, and admirable man—a true hero.

ANSWERS TO SHORT- and EXTENDED-RESPONSE QUESTIONS


Book 4 pages 47–57

Sample Short-Response Answers 68. Student book page 49 In paragraph 2, John C. Calhoun says that the

progress of technology, including the development of steam, electricity, and magnetism, has helped make civilization prosperous. In paragraph 3, he says that two countries with this technology that fight each other can expect “miseries, not only to themselves, but to the world.” They put their prosperity at risk, and prosperity is a key to peace. War, therefore, can ruin prosperity.

69. Student book page 49 John C. Calhoun describes the great amount of

work Americans have yet to do. He talks about it in paragraph 6 when he mentions leveling forests, clearing swamps, filling the land with cities and towns, and other tasks. He goes on to say that if Americans are impatient in waiting for difficulties to work themselves out, and if they choose to go to war instead, this work will be delayed. In paragraph 7, he explains that America’s population is growing so rapidly that if Americans are patient enough, the country will eventually become so prosperous that no one “shall set bounds to our prosperity, or to our success.”

70. Student book page 53 Susan Baker is saying that inappropriate lyrics in

rock music are a significant problem that deserves public attention. She supports this idea by describing how often teens are exposed to the lyrics in rock music (as they get dressed for school, on the bus, in the cafeteria, while they do homework, etc.) and by suggesting that such exposure cannot help but influence them in their decision-making (paragraphs 3 and 4). On the contrary, John Denver explains that labeling songs is headed in the direction of a form of censorship, alluding to the philosophical framework of “Nazi Germany” as an example of how a government can slowly suppress people’s rights (paragraph 6).

71. Student book page 54 Originally the PMRC wanted a rating system for

lyrics that was similar to that used to rate movies. Its members spoke with leaders in the recording industry and decided that such a system would be too difficult to implement. It would involve sticky logistical and economic reasons (paragraph 9). The PMRC then adjusted its request to a simple generic warning label and an acceptance of responsibility by the industry to judge which music requires labeling (paragraphs 9 and 10).

72. Student book page 54 John Denver told the story of how some radio

stations refused to play his song “Rocky Mountain High,” which is about enjoying nature (paragraph 3). He was trying to show that banning his song was a form of censorship, and that people censored it because they misunderstood what the song was about (paragraph 4). They had never been to the Rocky Mountains. He said a panel appointed to oversee lyrics might be just as likely to misinterpret other people’s lyrics as well. To him, that would create a form of censorship.

Sample Extended-Response Answer 73. Student book page 56 A strength of the PMRC argument is that it is

asking merely for voluntary labeling. Tipper Gore is clear that they are not advocating legislation or government intervention. The PMRC clearly acknowledges the right to free access to music. They simply frame the issue in terms of “truth in packaging,” not in terms of restrictions. We already demand other products to be truthful about what is on the inside. So they are asking for similar requirements from the music industry.

A weakness of the PMRC argument is that it is asking merely for voluntary labeling. Does the PMRC really believe that the people responsible for the problem can be trusted to clean it up?

A strength of John Denver’s position is that he believes that lyrics are only a symptom of the real problem—the difficult realities that many people in society face. Labeling lyrics will not take away the problem. And the symptoms, as Denver points out, are everywhere. Should we label the content of TV programs? Newspaper ads? Graphic video games? Where do we stop?

A weakness of Denver’s position is that he doesn’t really address what the PMRC is advocating. The PMRC is not advocating censorship, so Denver’s talk about censorship doesn’t quite hit the target. In addition, Denver’s argument that radio programmers can show “discipline and self-restraint” is not too far from the PMRC suggestion of industry oversight. It is just oversight of a different form. The argument also seems to undercut his entire point about censorship of “Rocky Mountain High.” Concerning “Rocky Mountain High,” one might say that it was local radio programmers who showed restraint. Denver can’t have it both ways. When is it censorship and when is it restraint? He is inconsistent.


English Language Arts Rubrics for Scoring*

2-Point Rubric—Short Response

Score Response Features

2 Point The features of a 2-point response are• Valid inferences and/or claims from the text where required by the prompt • Evidence of analysis of the text where required by the prompt • Relevant facts, definitions, concrete details, and/or other information from the text to

develop response according to the requirements of the prompt • Sufficient number of facts, definitions, concrete details, and/or other information from

the text as required by the prompt • Complete sentences where errors do not impact readability

1 Point The features of a 1-point response are• A mostly literal recounting of events or details from the text as required by the prompt • Some relevant facts, definitions, concrete details, and/or other information from the

text to develop response according to the requirements of the prompt • Incomplete sentences or bullets

0 Point The features of a 0-point response are• A response that does not address any of the requirements of the prompt or is

totally inaccurate • No response (blank answer) • A response that is not written in English • A response that is unintelligible or indecipherable

*Reprinted courtesy of New York State Education Department.


New York State Grade 6–8 Expository Writing Evaluation Rubric*

Use the following rubric (beginning below and ending on page 9) to score students’ extended responses.

CriteriaScore

4 Essays at this level:


Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• clearly introduce a topic in a manner that is compelling and follows logically from the task and purpose

• demonstrate insightful analysis of the text(s)

• clearly introduce a topic in a manner that follows from the task and purpose

• demonstrate grade-appropriate analysis of the text(s)

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s)

• sustain the use of varied, relevant evidence

• develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s)

• sustain the use of relevant evidence, with some lack of variety

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• exhibit clear organization, with the skillful use of appropriate and varied transitions to create a unified whole and enhance meaning

• establish and maintain a formal style, using grade-appropriate, stylistically sophisticated language and domain-specific vocabulary with a notable sense of voice

• provide a concluding statement or section that is compelling and follows clearly from the topic and information presented

• exhibit clear organization, with the use of appropriate transitions to create a unified whole

• establish and maintain a formal style using precise language and domain-specific vocabulary

• provide a concluding statement or section that follows from the topic and information presented

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate grade-appropriate command of conventions, with few errors

• demonstrate emerging command of conventions, with some errors that may hinder comprehension



New York State Grade 6–8 Expository Writing Evaluation Rubric (continued)*

CriteriaScore




Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• introduce a topic in a manner that follows generally from the task and purpose

• demonstrate a literal comprehension of the text(s)

• introduce a topic in a manner that does not logically follow from the task and purpose

• demonstrate little understanding of the text(s)

• demonstrate a lack of comprehension of the text(s) or task

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant

• use relevant evidence inconsistently

• demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

• provide no evidence or provide evidence that is completely irrelevant

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• exhibit some attempt at organization, with inconsistent use of transitions

• establish but fail to maintain a formal style, with inconsistent use of language and domain-specific vocabulary

• provide a concluding statement or section that follows generally from the topic and information presented

• exhibit little attempt at organization, or attempts to organize are irrelevant to the task

• lack a formal style, using language that is imprecise or inappropriate for the text(s) and task

• provide a concluding statement or section that is illogical or unrelated to the topic and information presented

• exhibit no evidence of organization

• use language that is predominantly incoherent or copied directly from the text(s)

• do not provide a concluding statement or section

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate emerging command of conventions, with some errors that may hinder comprehension

• demonstrate a lack of command of conventions, with frequent errors that hinder comprehension

• are minimal, making assessment of conventions unreliable

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2.

• If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.

• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.

• A response totally copied from the text(s) with no original student writing should be scored a 0.



Correlation Charts

Common Core Learning Standards Coverage by the Ready™ ProgramThe chart below correlates each Common Core Learning Standard to the Ready™ New York CCLS Practice item(s) that assess it, and to the Instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard. (Note: An asterisk identifies items that are correlated to standards in multiple strands. Extended-response items correlate to standards in the Reading, Writing, and Language strands.)

Common Core Learning Standards for Grade 8— English Language Arts Standards

Ready New York CCLS Instruction and Practice

Practice Item Numbers

Instruction

Student Lesson(s)

Additional Coverage in

Teacher Resource Book Lesson(s)

Reading Standards for LiteratureKey Ideas and Details

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

7, 37, 40, 57 6 7–9, 15–18, 21

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

6, 8, 39, 58, 59, 64 8, 9 6, 7, 15–18, 21

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

3, 5, 38, 60 7 6, 8, 9, 16, 18, 21

Craft and Structure

RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

2, 4, 41, 61 15, 16 6–9, 17, 18, 21

RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

67* 17 9, 21

RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

1, 42, 62, 65 18 9

Integration of Knowledge and Ideas

RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

63, 66 21 —

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy.


Common Core Learning Standards for Grade 8— English Language Arts Standards

Ready New York CCLS Instruction and Practice

Practice Item Numbers

Instruction

Student Lesson(s)

Additional Coverage in

Teacher Resource Book Lesson(s)

Reading Standards for Informational TextKey Ideas and Details

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

14, 15, 21, 29, 48, 54, 71 3

1, 2, 4, 5, 10–13,19, 20

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

10, 16, 19, 23, 30, 31, 36, 45, 47, 52,

56, 681, 2 3–5, 10, 12–14,

19, 20

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

18, 20, 26, 27, 32, 46, 49, 55, 72 4, 5 1–3, 10–12, 14, 19

Craft and Structure

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

9, 11, 17, 25, 33, 34, 43, 51 10, 11 1–5, 12–14, 19, 20

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

12, 28, 35, 44, 53 12 3, 10, 13, 14, 19

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

13, 22, 24, 50 13, 14 10, 11, 19, 20

Integration of Knowledge and Ideas

RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

69, 73* 19 10

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

70 20 3

Writing StandardsProduction and Distribution of Writing

W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

67*, 73* 23 2–5, 12–15, 18

Research to Build and Present Knowledge

W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 67*, 73* 23

1, 2, 5, 6, 8, 9, 11,12, 15, 17–19, 21

Language StandardsConventions of Standard English

L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 67*, 73* 22 2–4, 6, 8, 9, 15, 21

L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

67*, 73* 22 —


Ready™ New York CCLS Practice Answer Key and CorrelationsThe chart below shows the answers to multiple-choice items, in the Ready™ New York CCLS Practice test, plus the depth-of-knowledge (DOK) index, standard, and corresponding Ready™ New York CCLS Instruction lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.

Practice Test

Question Key DOK Standard(s)Ready™ New York CCLS

Instruction Lesson(s)

Book 1

1 B 2 RL.8.6 18

2 D 2 RL.8.4 15

3 D 2 RL.8.3 7

4 A 3 RL.8.4 16

5 A 2 RL.8.3 7

6 D 3 RL.8.2 8

7 C 1 RL.8.1 6

8 B 2 RL.8.2 9

9 A 2 RI.8.4 10

10 A 3 RI.8.2 1

11 C 2 RI.8.4 11

12 B 2 RI.8.5 12

13 D 3 RI.8.6 13

14 B 2 RI.8.1 3

15 D 2 RI.8.1 3

16 A 2 RI.8.2 2

17 B 2 RI.8.4 10

18 B 2 RI.8.3 4

19 C 2 RI.8.2 1

20 A 2 RI.8.3 5

21 C 2 RI.8.1 3

22 D 2 RI.8.6 13

23 B 2 RI.8.2 2

24 C 2 RI.8.6 14

25 A 2 RI.8.4 10

26 C 2 RI.8.3 5

27 A 2 RI.8.3 4

28 D 2 RI.8.5 12

29 C 2 RI.8.1 3

30 D 2 RI.8.2 2

31 A 2 RI.8.2 1

32 B 3 RI.8.3 4

33 C 2 RI.8.4 10

34 B 2 RI.8.4 10

35 A 3 RI.8.5 12

36 D 2 RI.8.2 2

37 D 2 RL.8.1 6


Practice Test (continued)

Question Key DOK Standard(s)Ready™ New York CCLS

Instruction Lesson(s)

38 A 2 RL.8.3 7

39 D 3 RL.8.2 8

40 B 2 RL.8.1 6

41 C 2 RL.8.4 10

42 B 2 RL.8.6 10

Book 2

43 C 1 RI.8.4 10

44 A 2 RI.8.5 12

45 B 2 RI.8.2 1

46 D 2 RI.8.3 5

47 A 2 RI.8.2 2

48 C 2 RI.8.1 3

49 D 2 RI.8.3 4

50 C 3 RI.8.6 13

51 C 1 RI.8.4 11

52 B 2 RI.8.2 1

53 A 3 RI.8.5 12

54 D 2 RI.8.1 3

55 D 3 RI.8.3 5

56 A 2 RI.8.2 2

57 C 1 RL.8.1 6

58 B 2 RL.8.2 8

59 C 2 RL.8.2 9

60 B 2 RL.8.3 7

61 A 2 RL.8.4 16

62 C 1 RL.8.6 18

63 B 3 RL.8.9 21

Book 3

64 See page 5. 2 RL.8.2 8

65 See page 5. 3 RL.8.6 18

66 See page 5. 3 RL.8.9 21

67 See page 5. 3 RL.8.5, L.8.1, L.8.2, W.8.2, W.8.9 17, 22, 23

Book 4

68 See page 6. 2 RI.8.2 1

69 See page 6. 2 RI.8.8 19

70 See page 6. 3 RI.8.9 1

71 See page 6. 3 RI.8.1 3

72 See page 6. 3 RI.8.3 4

73 See page 6. 3 RI.8.8, L.8.1, L.8.2, W.8.2, W.8.9 19, 22, 23

Built for the Common CoreBrand-new, not repurposed content guarantees students get the most rigorous instruction and practice out there.

MathematicsInstruction & Practice

Grades 3–8

English Language ArtsInstruction & Practice

Grades 3–8

ToolboxOnline Instructional Resources

Grades 3–8

practice - casamples.comcasamples.com/downloads/ny8ela-pt3-tg.pdf · 2 f eacher what is ready™...

Documents