U1 (8)

(1) When I was a young girl, I learned many good habits at Aunt Agatha’s place, habits that served me well later in life. For example, one of my chores was to milk the cows first thing in the morning. Missed milkings weren’t going to make either my aunt or the cows too happy. If I overslept, I still had to do the milking—and then rush off to finish my other chores, such as weeding, clearing brush around the old mill, and repairing fences. For every minute I overslept, I found, there was a minute later on when I would have to rush. I learned the importance of getting up on time. The habit of early rising stuck, and ever since, I’ve never failed to get myself out of the house on time in the morning.

(2)Aunt Agatha fed all her workers, myself included, a good breakfast, but I was on my own for lunch. One day I went out with a crew to work on some fields a good drive away from the house. I had forgotten to pack my lunch, and although Tony and Bud shared some of theirs with me, I was famished when we got home. When I told Aunt Agatha what had happened, she sniffed and said, “Them that take care of themselves get well taken care of. The rest most likely go hungry.” Still, I noticed she dished me out an extra big helping at dinner. At dessert she asked me twice if I wanted an extra slice of pie.

Which choice provides the best evidence that this story is written from a first-person point of view?

• Pronouns such as he, she, and they are used.

• The story tells about something that happened in the past.

• The story includes a quotation from one of the characters.

• The narrator is a character in the story.

Tags

CCSS.RL.8.1

CCSS.RL.8.6

(1) When I was a young girl, I learned many good habits at Aunt Agatha’s place, habits that served me well later in life. For example, one of my chores was to milk the cows first thing in the morning. Missed milkings weren’t going to make either my aunt or the cows too happy. If I overslept, I still had to do the milking—and then rush off to finish my other chores, such as weeding, clearing brush around the old mill, and repairing fences. For every minute I overslept, I found, there was a minute later on when I would have to rush. I learned the importance of getting up on time. The habit of early rising stuck, and ever since, I’ve never failed to get myself out of the house on time in the morning.

(2) Aunt Agatha fed all her workers, myself included, a good breakfast, but I was on my own for lunch. One day I went out with a crew to work on some fields a good drive away from the house. I had forgotten to pack my lunch, and although Tony and Bud shared some of theirs with me, I was famished when we got home. When I told Aunt Agatha what had happened, she sniffed and said, “Them that take care of themselves get well taken care of. The rest most likely go hungry.” Still, I noticed she dished me out an extra big helping at dinner. At dessert she asked me twice if I wanted an extra slice of pie.

How would the story most likely be different if it were told from a third-person omniscient point of view? 

• It would be told from Aunt Agatha’s viewpoint.

• It would not describe the feelings of the girl.

• It would not include the quotation from Aunt Agatha.

• It would tell what Aunt Agatha thinks about the girl.

Tags

CCSS.RL.8.6

(1) When I was a young girl, I learned many good habits at Aunt Agatha’s place, habits that served me well later in life. For example, one of my chores was to milk the cows first thing in the morning. Missed milkings weren’t going to make either my aunt or the cows too happy. If I overslept, I still had to do the milking—and then rush off to finish my other chores, such as weeding, clearing brush around the old mill, and repairing fences. For every minute I overslept, I found, there was a minute later on when I would have to rush. I learned the importance of getting up on time. The habit of early rising stuck, and ever since, I’ve never failed to get myself out of the house on time in the morning.

(2) Aunt Agatha fed all her workers, myself included, a good breakfast, but I was on my own for lunch. One day I went out with a crew to work on some fields a good drive away from the house. I had forgotten to pack my lunch, and although Tony and Bud shared some of theirs with me, I was famished when we got home. When I told Aunt Agatha what had happened, she sniffed and said, “Them that take care of themselves get well taken care of. The rest most likely go hungry.” Still, I noticed she dished me out an extra big helping at dinner. At dessert she asked me twice if I wanted an extra slice of pie.

Which sentence best states a central theme of the passage?

• Hard work often will not be rewarded until much later in life.

• Good habits start with getting up early and getting to work on time.

• If one person is irresponsible, everyone ends up with less than he or she deserves.

• Strictness may conceal kindness, and both strictness and kindness can be ways of caring.

Tags

CCSS.RL.8.1

CCSS.RL.8.2

Which of the following sentences use verbs in the active voice? Choose all that apply.

• He begged her to accept the gift.

• The test was passed by most of the class.

• The lights were turned off before the movie.

• She didn’t think her day could get any worse.

• She rode as fast as she could so she wouldn’t be late.

Tags

CCSS.L.8.1C

CCSS.L.8.3A

Which of the following sentences use verbs in the passive voice? Choose all that apply.

• The rain damaged your books.

• The cake was baked by my grandmother.

• New maps will be presented at the end of the month.

• They are deciding whether or not to close the restaurant.

• I am certain that the pop quiz will be easy.

Tags

CCSS.L.8.1C

CCSS.L.8.3A

(1) Different people have different talents. Figuring out what those talents are and how to put them to use can make all the difference.

(2) Take my youngest brother, Bobby. Back when we were kids, my mom grew concerned about Bobby’s grades. She agreed to raise my allowance if I would help tutor Bobby in math. I like Bobby, I love math, and besides, I was saving for a new game controller. I agreed.

(3) Every day after school, Bobby and I worked together on geometry. Bobby definitely improved—but what I really noticed was not his math, but his drawings. Constantly doodling in his notebook, Bobby drew crisp triangles and perfect squares that morphed into spaceships, secret agents, rap stars—his imagination knew no limits.

(4) One day Bobby asked for my help with an English assignment he was having trouble with, an analysis of two characters. I asked him to tell me about them. He started, “Well, the first guy, he’s sort of, you know—here, like this.” Bobby proceeded to draw a character who, from the smallest gelled hair on his perfectly groomed head down to the sharply creased flares in his well-pressed pants, was clearly a vain egotist.

(5) Fortunately, I had a pretty good rapport with my English teacher, Mr. Mork, who also had Bobby. I showed him Bobby’s drawing. He instantly recognized the character, understood the idea I was fumbling to explain, and made a plan. For several assignments that semester, Bobby would submit drawings as part of the assignment, along with a comment explaining how they connected to the assignment.

(6) Boy, what a difference these assignments made to Bobby’s motivation and confidence. For the first time, I think he felt really great about school subjects. I felt good, too, because I had helped Bobby out. But I also saw forcefully how important and powerful a little insight into a person’s skills could be.

(7) Bobby never stopped drawing. Today, he makes feature films using computer animation software. And me? I am still trying to figure out what motivates learners. It’s my job—I’m a teacher!

Which of the following best describes the type of writing the author uses in this passage?

• autobiographical writing

• descriptive writing

• persuasive writing

• expository writing

(1) Different people have different talents. Figuring out what those talents are and how to put them to use can make all the difference.

(2) Take my youngest brother, Bobby. Back when we were kids, my mom grew concerned about Bobby’s grades. She agreed to raise my allowance if I would help tutor Bobby in math. I like Bobby, I love math, and besides, I was saving for a new game controller. I agreed.

(3) Every day after school, Bobby and I worked together on geometry. Bobby definitely improved—but what I really noticed was not his math, but his drawings. Constantly doodling in his notebook, Bobby drew crisp triangles and perfect squares that morphed into spaceships, secret agents, rap stars—his imagination knew no limits.

(4) One day Bobby asked for my help with an English assignment he was having trouble with, an analysis of two characters. I asked him to tell me about them. He started, “Well, the first guy, he’s sort of, you know—here, like this.” Bobby proceeded to draw a character who, from the smallest gelled hair on his perfectly groomed head down to the sharply creased flares in his well-pressed pants, was clearly a vain egotist.

(5) Fortunately, I had a pretty good rapport with my English teacher, Mr. Mork, who also had Bobby. I showed him Bobby’s drawing. He instantly recognized the character, understood the idea I was fumbling to explain, and made a plan. For several assignments that semester, Bobby would submit drawings as part of the assignment, along with a comment explaining how they connected to the assignment.

(6) Boy, what a difference these assignments made to Bobby’s motivation and confidence. For the first time, I think he felt really great about school subjects. I felt good, too, because I had helped Bobby out. But I also saw forcefully how important and powerful a little insight into a person’s skills could be.

(7) Bobby never stopped drawing. Today, he makes feature films using computer animation software. And me? I am still trying to figure out what motivates learners. It’s my job—I’m a teacher!

Which statement best explains why the passage is an example of reflective writing?

• It tells about events that happened years ago.

• It shares the author’s feelings about events.

• It describes a long period of the author’s life.  

   

• It focuses on a member of the author’s family.

What is the meaning of suboptimal? Base your answer on your knowledge of the Latin prefix sub- and the definition of the word optimal: “most favorable” or “ideal.”

• less than ideal

• more than ideal

• used to be ideal

• soon to be ideal

Tags

CCSS.L.8.4A

Using your knowledge of the base word continue, what can you most logically conclude about the meaning of the word discontinuous?

• It has to do with how constant something is.  

• It has to do with what something sounds like. 

• It has to do with what images are produced. 

• It has to do with the size of something.

Tags

CCSS.L.8.4A

CCSS.L.8.4B

CCSS.L.8.5B

CCSS.RI.8.4

(1) Jess was always thinking of ideas for new inventions. Among his ideas were a doggy door that responded to a dog’s bark and an alarm clock that turned on the bedroom lights. He was intently brainstorming his next invention on his bike one day, and he was so focused he didn’t notice the patch of sand as he turned a corner. The bike did its best to remain upright, but finally gave in and collapsed under his weight. Jess ended up with a bad scrape on his right knee.

(2) Fortunately Jess was close to home, and he limped into the kitchen, where his mother was just sitting down for lunch. 

(3) “Oh, Jess! You fell off your bike again!” she exclaimed when she saw him limping. She ushered Jess into the bathroom, where she washed the wound. Jess nearly cried out from the pain. “I’m going to put some ointment on your knee to prevent infection,” his mother told him. 

(4) Jess hesitated, imagining an even greater pain, and he muttered angrily, “Let’s get this over with—but be gentle!” 

(5) “I’ll do my best, sweetie,” she replied calmly. She applied the ointment while Jess looked away, and then she wrapped a bandage around his knee. Jess sighed from relief. He felt better. 

(6) “Thanks, Mom!” he said. “I’m sorry I was rude.” 

(7) “It’s okay, Jess,” she replied. “I know it hurt. We will need to replace the bandage on Tuesday. That sound okay?” Mom asked. 

(8) “Okay,” replied Jess with a sigh.

*

(9) “Come on Jess, let’s swap out that bandage,” called Jess’s dad on Tuesday. 

(10) Jess was in the midst of drawing up a diagram for his latest invention. Remembering how much it hurt when his mom applied the bandage the first time, Jess asked, “Can we do it later please Dad?” but his father insisted. Finally, Jess gave in and rolled up his pant leg, looking at his father suspiciously. “Be careful, please,” he told him. 

(11) After unraveling the bandage, his father got to the gauze piece covering the wound. He gave it a gentle pull, but it was firmly in place. It was stuck to Jess’s knee like gum to the bottom of a shoe. He ran water over the wound to loosen the gauze. “Okay, Jess, take a deep breath, buddy.” Jess gasped as the bandage tore his skin. 

As his father gave him his new bandage, Jess said to himself, “Can’t they make this any easier?” Suddenly the wheels in his mind started turning. “I know!” he cried. “We need to make bandages that won’t hurt when you take them off.” His father nodded in agreement as Jess reached for his notebook and added a new invention to his list. There were already 27 ideas in there, but he knew this one was a keeper.

What do the events in paragraph 1 most clearly suggest about Jess?

• He is strong and determined.

• He is stubborn and often disobedient.

• He is clever and sometimes distracted.

• He is selfish and frequently inconsiderate.

Tags

CCSS.RL.8.1

CCSS.RL.8.2

CCSS.RL.8.3

CCSS.W.8.9A