2. Which statement best expresses the main ideas of the article? *

D. Phillis was motivated by literature to express herself, and she overcame challenges to become a poet.

A. Phillis memorized her poetry by copying it, and she was fully prepared to pass her exam.

B. Phillis was grateful to her new family, and she wrote poetry to describe her experiences with them.

C. Phillis enjoyed writing poetry, and she was encouraged to publish her work.

3. Which detail from the article helps the reader best understand the main idea?

C. "As she began to read poetry, glorious sonnets had inspired her to try her own hand at writing." (paragraph 10)

A. "She knew every line, every syllable, by heart." (paragraph 3)

B. "She survived only by the kindness of her masters, especially the Wheatley's twins..." (paragraph 6)

D. ""Over time she had come to appreciate her own time and place, her very own role in the chain of events..." (paragraph 10)

13. Below is the second paragraph from a five paragraph essay about sloths. Read the paragraph and choose the best topic sentence for it. Sloths have long claws that let them easily grip tree branches and hang upside down. In fact, sloths' claws make walking on the ground very difficult for them, and they're clumsy on land. Sloths can sleep upside-down for up to 18 hours at a time. Algae grows on sloths' fur, which camouflages the sloths and allows them to blend into the trees. Their diets include tree leaves, shoots and fruit.

Sloths are well-suited for their lives in the rainforest trees.

Sloths are very humorous creatures.

Sloths use camouflage to avoid predators.

Sloths can give birth to their young upside down.

14. Which would be the strongest thesis?

Eating breakfast is essential to being able to learn in school.

I will show that eating breakfast is essential to learning.

You should eat breakfast so it's easier for you to pay attention in school.

Rayella never eats breakfast, and she is hungry and distracted in school.

15. Which would be the strongest thesis?

Junk food should not be served in school cafeterias.

Candy bars and fries are examples of junk food.

Children often eat junk food while watching TV.

17. Read the two simple sentences below. Choose the compound sentence that joins them with the right punctuation. She’ll learn to play the piano. She’ll learn to play the trumpet.

She’ll learn to play the piano, or she’ll learn to play the trumpet.

She’ll learn to play the piano, she’ll learn to play the trumpet.

She’ll learn to play the piano she’ll learn to play the trumpet.

She’ll learn to play the piano or she’ll learn to play the trumpet.

18. Choose the sentence with the correct capitalization.

Ms. Cohen met each guest at the door.

mrs. mellody greeted all the guests.

marin and susan were invited to the party.

19. Choose the sentence with the correct capitalization.

He lived in Austin for seven years.

Now they are about to move to the state of washington.

Then his family moved to houston.

20. Which list shows the plot elements in the correct order?

rising action, climax, falling action, conclusion

falling action, climax, rising action, conclusion

falling action, rising action, climax, conclusion

rising action, falling action, climax, conclusion

22. Which sentence is written in second person point of view?

B. You did not want to go to the grocery store.

A. Erin did not want to go to the grocery store.

C. Mariah did not want to go to the grocery store.

D. I did not want to go to the grocery store.

22. Which sentence is written in second person point of view?

B. You did not want to go to the grocery store.

A. Erin did not want to go to the grocery store.

C. Mariah did not want to go to the grocery store.

D. I did not want to go to the grocery store.

24. Choose the clearest rephrasing of the following sentence: "I saw a boy riding his bike with a broken arm quickly."

I saw a boy with a broken arm riding his bike quickly.

The boy was riding his bike when I saw him quickly with a broken arm.

When I saw the boy quickly with a broken arm, he was riding his bike.

The boy was quickly riding his bike with a broken arm when I saw him.

The repetition of initial consonant sounds

A reference to a well-known person, place, event, literary work, or work of art

Techniques a writer uses to create and develop a character

Poetry that does not conform to a regular meter or rhyme scheme.

Techniques a writer uses to create and develop a character

Language that has meaning beyond the literal meaning

A technique that involves surprising, interesting, or amusing contradictions or contrasts.

Important hints that an author drops to prepare the reader for what is to come

The use of words that imitate sounds. Examples would be hiss, buzz, swish, and crunch.

Words or phrases that appeal to the reader’s senses.

Interruption of the chronological (time) order to present something that occurred before the beginning of the story

The repetition of initial consonant sounds

Language that has meaning beyond the literal meaning; also known as “figures of speech.”

Words or phrases that appeal to the reader’s senses.

Writing that comments humorously on human flaws, ideas, social customs, or institutions in order to change them.

Poetry that does not conform to a regular meter or rhyme scheme.

Perspective from which the story is told

A made-up story that is based on a real time and place in history, so fact is mixed with fiction.

A feeling of excitement, curiosity, or expectation about what will happen

Person, place, or thing that represents something beyond itself

narrator is a character in the story; uses “I,” “we,” etc.

narrator outside the story; uses “he,” “she,” “they”

narrator tells only what one character perceives

narrator can see into the minds of all characters.

Third-person limited:

narrator tells only what one character perceives

narrator is a character in the story; uses “I,” “we,” etc.

narrator outside the story; uses “he,” “she,” “they”

narrator can see into the minds of all characters.

Third-person omniscient:

narrator can see into the minds of all characters.

narrator is a character in the story; uses “I,” “we,” etc.

narrator outside the story; uses “he,” “she,” “they”

narrator tells only what one character perceives

Are You Ready for the SC Ready? 7th Grade ELA

Authored by Crystal Driggers

English

7th Grade

CCSS covered

Used 284+ times

Are You Ready for the SC Ready? 7th Grade ELA

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125 questions

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MULTIPLE CHOICE QUESTION

1 min • 1 pt

The main message or overall idea expressed by the poem/book

metaphor

simile

theme

none of the above

Tags

CCSS.RL.7.2

CCSS.RL.6.2

CCSS.RL.8.2

CCSS.RI. 9-10.9

CCSS.RL.5.2

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which is an example of a hyperbole?

I'm so hungry, I could eat a horse!

The wind howled in the night.

She was quiet as a mouse.

BOOM!

Tags

CCSS.L.11-12.5A

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A group of lines in a poem set off by blank lines

paragraph

stanza

block

Tags

CCSS.RI.7.4

CCSS.RI.6.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.5.10

MULTIPLE CHOICE QUESTION

1 min • 1 pt

"Sandy says Spongebob has the suds" is an example of...

onomatopoeia

simile

alliteration

hyperbole

Tags

CCSS.RL.7.4

CCSS.L.4.5

CCSS.L.5.5

CCSS.L.6.5

CCSS.RL.2.4

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Describing one thing as if it were another

simile

metaphor

imagery

allegory

Tags

CCSS.RL.5.4

CCSS.L.4.5A

CCSS.L.5.5A

CCSS.W.11-12.2D

MULTIPLE CHOICE QUESTION

1 min • 1 pt

"He's fast as lightening" is an example of...

metaphor

connotation

hyperbole

simile

Tags

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.6.5

CCSS.RI.5.5

CCSS.RI.9-10.5

MULTIPLE CHOICE QUESTION

1 min • 1 pt

"Jellyfish Fields smelled of fresh coral and was blanketed in bright green grass" is an example of...

personification

imagery

onomatopoeia

alliteration

Tags

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.6.5

CCSS.RI.5.5

CCSS.RI.9-10.5

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Are You Ready for the SC Ready? 7th Grade ELA

The main message or overall idea expressed by the poem/book

Which is an example of a hyperbole?

A group of lines in a poem set off by blank lines

"Sandy says Spongebob has the suds" is an example of...

Describing one thing as if it were another

"He's fast as lightening" is an example of...

"Jellyfish Fields smelled of fresh coral and was blanketed in bright green grass" is an example of...

A figure of speech in which an animal, object, or idea is given human characteristics

The use of words or phrases whose sounds suggest their meanings. (Ex: "squeak")

An exaggeration not meant to be taken literally

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