Released Annotated Test Items 2014-Organized by Standard & Grade Level

Grades 3-8 & Regents (June 2014)

Reading Standards 1-3-Key Ideas and DetailsReading Standards 4-6-Craft and StructureReading Standards 7-9-Integration of Knowledge and IdeasReading Standard 10-Range of Reading and Level of Text ComplexityRL-Reading Standards for LiteratureRI-Reading Standards for Informational TextColor code: Multiple Choice, Short Response (2 pt. rubric), Essay (4 pt. rubric)

Reading Standard 1: CCSS.ELA-Literacy.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.RL.1 Questions Academic Language

(Tier II & III Words)Grade 3 -RL.3.1-Which sentence best states what the reader learns in

paragraph 8?-RL.3.1-What do paragraphs 16 and 17 show about otters and gulls?-RL.3.1-What do paragraphs 4 and 7 show about David? Use two details from the story to support your response.-RL.3.1-Why is the setting of the story important? Use two details from the story to support your response.

Grade 4 -RL.4.1-Pecos Bill most likely thinks he needs to have the very best horse because-RL.4.1-Why does Pecos Bill take a saddle and bridle to go catch Lightning?-RL.4.1-What is the most likely reason the narrator is pushing the lawn mower in paragraph 2?

Grade 5 -RL.5.1-Which words from the story best show Grandma Talley’s sense of humor?-RL.5-1-What does the narrator’s description in paragraph 18 most likely suggest about Anna?

Grade 6 -RL.6.1-In line 7, why don’t the ponies “understand the grass”?-RL.6.1-Why must the crew of the Endurance work through the night? Use two details from the story to support your response.

Grade 7 -RL.7.1-Why does wordless communication work in baseball but not in Molly’s home?-RL.7.1-Which statement best shows a main concern of Molly’s?

Grade 8 -RL.8.1-Read the lines 2 and 3 from the story. I had the feeling that a bright neon sign on my forehead was flashing the message “New Employee.” These words best demonstrate the narrator’s feelings of-RL.8.1-Read lines 66 and 67 from the story. I could almost see drops of irritation flying off him. (Did he want me to clean those up, too?) These lines reveal the narrator’s

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Grade 8RL.1

-RL.8.1-What character traits of the grandfather are revealed through his use of the hammer? Use two details from the article to support your response.

RegentsRI.1 Questions Academic Language

(Tier II & III Words)Grade 3 -RI.3.1-According to the Filtering section, why do syrup makers remove

minerals from maple syrup?-RI.3.1-Which paragraph explains how snowshoeing affects the body?-RI.3.1-Why does the information in paragraph 5 belong under the heading “Suited for the Sea”? Use two details from the story to support your response.

Grade 4 -RI.4.1-According to the article, why might an elephant rise in the middle of sleeping?-RI.4.1-What detail from the article explains why grazing animals sleep for short periods of time?-RI.4.1-What do fruit bats and horses have in common?

Grade 5 -RI.5.1-Read these sentences from paragraphs 2 and 11. You have to be an outstanding rider for BMX racing. If you want to race, a good rule is to buy the best bike you can afford. What can the reader conclude from these sentences?

Grade 6 -RI.6.1-Why do loggerhead hatchlings have to learn differently from the way many other animals learn?-RI.6.1-According to the article, how might humans threaten loggerhead turtles’ survival in the wild?-RI.6.1-Which phrase best explains why people first created carousels?-RI.6.1-What made more elaborate carousels possible?-RI.6.1- What is the author’s central claim about the windblown dust moving from continent to continent? Use two details from the story to support your response.

Grade 7 -RI.7.1-Which sentences from the article best explain why Tibet is call “the roof of the world”?-RI.7.1-Which sentence from the article best supports the conclusion that traditional nomadic customs can be as good as modern conveniences?-RI.7.1-Based on the information in lines 6 through 13, which statement is the most likely conclusion?

Grade 8 -RI.8.1-According to information in “The Summer of 2012-Too Hot to Handle?” what is the effect of increased CO2 emissions? Use two details from the article to support your response.

Regents

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Reading Anchor Standard 2: CCSS.ELA-Literacy.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.RL.2 Questions Academic Language

(Tier II & III Words)Grade 3 -RL.3.2-Which sentence best describes a main idea of the story?Grade 4 -RL.4.2-Read these sentences from paragraph 7 of the story. He ran

ten miles in twenty seconds! Next he jumped a mile forward and two miles backward. Why are these details regarding Lightning important to the theme of the story?-RL.4.2-Which sentence best describes the theme of the story?-RL.4.2-What has Manuelo’s gift taught Carla about discovering new things? Use two details from the story to support your response. Use two details from the story to support your response.

Grade 5 -RL.5.2-Which paragraph best expresses a theme of the story?-RL.5.2-Which word best describes how Supphatra is feeling in paragraph 12?-RL.5.2-Which sentence best supports the theme of the story?

Grade 6 -RL.6.2-Why are the ponies scared in line 3?-RL.6.2-What is the central theme of the poem?-RL.6.2-What is the central idea of lines 1 through 27 of “Shackleton’s Stowaway”? Use two details from the story to support your response.-RL.6.2-Compare the theme of “Shackleton’s Stowaway” to the theme of “Excerpt from In Caverns of Blue Ice.” How do the settings affect the way the authors develop each theme? Use details from both stories to support your response. In your response, be sure to: compare the theme of “Shackleton’s Stowaway” to the theme of “Excerpt from In Caverns of Blue Ice”, -explain how the settings affect the way the authors develop each theme, -use details from both stories to support your response

Grade 7 -RL.7.2-Which important idea does the author develop by repeating the line, “A touch of forearm meant steal” (lines 21 and 22 and lines 26 and 27)?

Grade 8 -RL.8.2-Which excerpt confirms the theme of Cassie as a reluctant hero?-RL.8.2-Which incident most helps develop the theme that even a frightened person can be brave when necessary?-RL.8.2-The author mainly increases tension in the passage by-RL.8.2-Identify the theme shared by “The Inheritance of Tools” and “Margaret’s Story.” Explain how each passage develops this theme. Use details from both passages to support your response. In your response, but sure to: -identify a theme shared by both passages, -explain how each passage develops this theme, -use details from both passages to support your response

Regents -RL.11-12.2-Which quotation best reflects a central theme in the text?

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RI.2 Questions Academic Language (Tier II & III Words)

Grade 3 -RI.3.2-How do the details in paragraph 18 support a main idea of the passage?

Grade 4 -RI.4.2-What sentence best states a main idea of this article?Grade 5 -RI.5.2-According to the article, what is the value of being a smart risk-

taker? Use two details from the story to support your response.-RI.5.2-In “The Young Man and the Sea,” what lesson can be learned from the author’s trip around the world? Use two details from the story to support your response.

Grade 6 -RI.6.2-Which detail is most helpful for understanding the central idea of the article?-RI.6.2-Which statement from the article best represents a central idea?

Grade 7 -RI.7.2-Which of these is the best summary of this article?-RI.7.2-Which sentence best states the main idea of the text box about Edmond Halley?-RI.7.2-What is a central idea in “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party”? Use two details from the story to support your response.

Grade 8 -RI.8.2-What quotation expresses the central idea of the section, “Keeping Track”?-RI.8.2-Read the sentence from lines 39 through 41 of the article. Using apples and melons as bait, members of the Bigfoot Field Researchers Organization claim to have captured the first partial body cast of a Washington State Sasquatch. The authors’ use of the phrase “claim to be captured” reveals a central idea of the article by suggesting thatRI.8.2-The authors develop the central idea in the article by

Regents -RI.11-12.2-The central idea of the first paragraph focuses on the-RI.11-12.2-Which statement from the text best summarizes the central idea of paragraph 2?-RI.11-12.2-Which statement best summarizes the central claim made in lines 27 through 39?-RI.11-12.2-The description of salt in lines 41 and 47 emphasizes the idea of-RI.11-12.2-With which statement would the author of this text most likely agree?

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Reading Anchor Standard 3: CCSS.ELA-Literacy.CCRA.R.3Analyze how and why individuals, events, or ideas develop and interact over the course of a text.RL.3 Questions Academic Language

(Tier II & III Words)Grade 3 -RL.3.3-Which detail from the story best shows why Maggie believes

the otter trusts her?-RL.3.3-How does David feel when he sees the mountain for the first time? Use two details from the story to support your response.-RL.3.3-How does George behave as a member of the group? Use two details from the story to support your response.

Grade 4 -RL.4.3-Why is Pecos Bill’s conversation with the cowboys important to the story?-RL.4.3-In paragraph 5, the narrator remembers a story his grandmother told him about his grandfather. The effect this story has on the narrator is to-RL.4.3-Which phrase best describes how the narrator changes from the beginning of the story to the end?-RL.4.3-Why is the setting of “The Cave of the Oilbird” important? Use two details from the story to support your response.

Grade 5 -RL.5.3-Which detail best shows what Grandma Talley thinks about change?

Grade 6Grade 7 -RL.7.3-Morales’s coaching style affects Molly byGrade 8 -RL.8.3-Read the sentence from lines 23 and 24. I leaned out and

hooked the gate closed behind us, something Rowdy and I had been working on. What does this sentence reveal about Cassie?-RL.8.3-Read lines 20 through 22 from the story. Grabbing a bus and rag, I followed Aaron out to table twenty-two. As we made our way through the restaurant, Aaron said something about rags, but I didn’t hear over the din of seventeen other conversations going on around us. Which statement best explains how these lines affect the plot of the story?-RL.8.3-Lines 84 through 87 reveal

Regents -RL.11-12.3-In this passage, the conversation between Holmes and the narrator (lines 23 through 38) serves to-RL.11-12.3-Which analysis is best supported by the details in lines 43 through 55 of the text?-RL.11-12.3-The author’s description of the conversation between the narrator and the retired sergeant in lines 88 through 92 serves mostly to-RL.11-12.3-The conversation with the retired sergeant (lines 89 through 91) leaves the narrator with a sense of-RL.11-12.3-The military references throughout the poem serve to

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RI.3 Questions Academic Language (Tier II & III Words)

Grade 3 -RI.3.3-What statement best completes the chart?-RI.3.3.-The author provides many details about how sea turtles are similar to and different from each other. How is a leatherback sea turtle similar to a green sea turtle? How are they different from each other? Use details from the passage to support your response. In your response, but sure to : -explain how a leatherback sea turtle is similar to a green sea turtle, -explain how a leatherback sea turtle is different from a green sea turtle, -use details from the passage to support your response.

Grade 4 -RI.4.3-Why are there challenges to caring for zoo animals in the winter? Use two details from the story to support your response.

Grade 5 -RL.5.3-Based on paragraphs 12 through 19, which sentence best explains the difference in the characters’ reactions to the objects in the trunk?-RI.5.3-Which of these is more important to BMX racing than to freestyle BMX?-RI.5.3-Based on the information in the passage, how would freestyle BMX best prepare a rider for BMX racing?-RI.5.3-How did the author’s reasons for making the voyage change over the course of his adventure? Use two details from the story to support your response.

Grade 6 -RI.6.3-Scientists conducted experiments to track the movements of baby turtles because they-RI.6.3-What does the history of the word “carousel” reveal about the modern-day carousel?-RI.6.3-How does the information in lines 1 through 6 relate to the information in lines 7 through 15? Use two details from the story to support your response.

Grade 7 -RI.7.3-Why did the author and his friends choose to travel to Dudjom Dorjee?-RI.7.3-Why does the author include the story about his trouble setting up a tent?-RI.7.3-According to the article, what is the one difference between asteroids and comets?

Grade 8Regents -RI.11-12.3-The examples presented in lines 27 through 31 help the

reader understand

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Reading Anchor Standard 4: CCSS.ELA-Literacy.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.RL.4 Questions Academic Language

(Tier II & III Words)Grade 3 -RL.3.4-Read paragraph 3 from the passage. Teachers say snowshoes

are improving their students’: -heart and lungs, -muscles, -and spirits. What does “improving their students…spirits” most likely mean?

Grade 4 -RL.4.4-What does the narrator most likely mean when he says he is “not machine oriented”? (paragraph 1)-RL.4.4-In paragraph 8, when the narrator says that the mower spoke to him, he most likely meant that he suddenly

Grade 5 -RL.5.4-In paragraph 19, what does the narrator mean when she says, “her laughter floated through the house sweet as the taste of jellybeans”?-RL.5.4-Read Grandma Talley’s words from paragraph 26 of the story. “Remember, Kincaid, we take our loved ones in our hearts wherever we go. I won’t be more than a heartbeat away.” When Grandma Talley says she “won’t be more than a heartbeat away,” she means she won’t seem far because-RL.5.4-In paragraph 7, what does the author’s use of the phrase “picked up the pace and flashed me a playful smile” indicate?-RL.5.4-Read this sentence from paragraph 15 of the story. Timidly, I scooped a little onto my plate, followed by some curried meats and vegetables. What does the word “timidly” suggest?

Grade 6 -RL.6.4-In line 1, what does the simile “like the ghosts of horses” suggest?-RL.6.4-In line 26, what is the “happy thunder”?

Grade 7Grade 8 -RL.8.4-What does the simile in line 17 help the reader understand

about the setting of the passage?-RL.8.4-In lines 39 and 40, what mood is created by the use of words and phrases such as “screech,” “snapped,” “rearing up,” and “high alarm”?-RL.8.4-Read this sentence from line 26 of the story Sure, the table was clean; it was the lake beneath that was the problem. The author refers to the puddle as a lake to-RL.8.4-What does the phrase “private university” (line 55) reveal about the narrator and her father? Use two details from the article to support your response.

Regents -RL.11-12.4-The phrase “with the unreasonable petulance of mankind” (line 4) emphasizes the narrator’s-RL.11-12.4-How do the words “logician” (line 9), “deduction” (lines 12, 36, and 59), and “analysis” (line 12) advance the author’s purpose?-RL.11-12.4-The narrator views the arrival of the messenger as “an opportunity of taking the conceit out of him” (line 87) because the

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RegentsRL.4

narrator wishes to-RL.11-12.4-The prevailing tone of the poem is

RI.4 Questions Academic Language (Tier II & III Words)

Grade 3Grade 4 -RI.4.4-Read the sentences from paragraph 11 of the article. A hippo

can doze nearly totally submerged but still be on the alert. That’s because its eyes, ears, and nostrils are on top of its head. What is the meaning of “submerged” as it is used here?

Grade 5 -RI.5.4-The word “collide” comes from a Latin word meaning “strike together.” Based on this information, what is the meaning of “collide” in paragraph 2?-RI.5.4-As they are used in paragraph 10, what do the words “trick out” mean?

Grade 6 -RI.6.4-Based on the entire article, the word “lavishly” in line 31 shows that the carousels were-RI.6.4- In lines 38 and 39, the author states, “Anna Green Winslow got an education, all right—just not the one her father intended.” Explain what the author means by this statement. Use two details from the story to support your response.

Grade 7 -RI.7.4-What does the author mean by describing yaks as “true all-terrain travelers”?-RI.7.4-What is the impact of the phrase “planetary leftovers” in lines 29 and 30?

Grade 8 -RI.8.4-What does the phrase “elaborate hoax” mean as it is used in line 22?

Regents -RI.11-12.4-According to the text, the “main trick” (line 13) of science is to-RI.11-12.4-What effect is created by the use of irony in line 47 and lines 53 through 55?

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Reading Anchor Standard 5: CCSS.ELA-Literacy.CCRA.R.5Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.RL.5 Questions Academic Language

(Tier II & III Words)Grade 3 -RL.3.5-Read Paragraphs 27 and 27 from the story. When Friday

afternoon came, she burst into the house and grabbed her fishing pole. “What a girl for fishing!” her mother said. Which sentence best explains what causes Maggie’s mother to say this?

Grade 4Grade 5 -RL.5.5-How does paragraph 14 fit into the structure of the story?

-RL.5.5-Why does the author most likely include both paragraphs 16 and 17?-RL.5.5-How does paragraph 1 prepare the reader for the rest of the story? Use two details from the story to support your response.

Grade 6 -RL.6.5-What is the importance of lines 19-24?-RL.6.5- In “Excerpt from In Caverns of Blue Ice,” how do lines 8 through 15 change the mood of the story? Use two details from the story to support your response.

Grade 7 -RL.7.5-What effect does the author achieve by including the imagined scene in lines 29 through 36?-RL.7.5-What is the effect of lines 33 through 35 on the mood of the story? Use two details from the story to support your response.RL.7.5-Why does the author of “Excerpt from Mr. Revere and I” develop parts of the story around meals? Use two details from the story to support your response.

Grade 8Regents -RL.11-12.5-What is the effect of withholding the identity of Sherlock

Holmes as the author of the article (lines 9 through 34)?-RL.11-12.5-What is most likely not a purpose of the repetition of the phrase “Give us a peace” throughout the poem?

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RI.5 Questions Academic Language (Tier II & III Words)

Grade 3 -RI. 3.5-The first illustration best helps the reader understand the information in which paragraph?-RI. 3.5-Which section of the article contains information about the process of turning sap into syrup?-RI.3.5-How does the information in the section titled “Snowshoe Smarts” add to the information in the rest of the passage?-RI.3.5-Why does the information in the paragraph 5 belong under the heading “Suited for the Sea”? Use two details from the story to support your response.

Grade 4 -RI.4.5-Why is paragraph 1 of “Elephants Don’t Wear Boots” an effective introduction? Use two details from the story to support your response.

Grade 5

Grade 6 -RI.6.5-Why are lines 9-13 important to the article?-RI.6.5-How do the details about the Great Depression in lines 40-43 contribute to the development of the article?-RI.6.5-Explain why the author uses the term “Hitchhikers” as the title for lines 31-42. Use two details from the story to support your response.*This question’s standard was not identified by the state

Grade 7 -RI.7.5-How is the article mainly structured?-RI.7.5-The purpose of the article’s structure is to-RI.7.5-How do lines 1 through 12 of “Bringing Solar Power to Indian Country” contribute to the understanding of the rest of the article? Use two details from the article to support your response.-RI.7.5-How do lines 34 through 39 of “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party” relate to the rest of the article? Use two details from the story to support your response.

Grade 8 RI.8.5-How do lines 1 through 3 help to develop a key concept of the article?

Regents

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Reading Anchor Standard 6: CCSS.ELA-Literacy.CCRA.R.6Assess how point of view or purpose shapes the content and style of a text.RL.6 Questions Academic Language

(Tier II & III Words)Grade 3Grade 4Grade 5 -RL.5.6-How does the narrator’s point of view contribute to the mood

of the story? Use two details from the story to support your response.Grade 6Grade 7 *This essay question assesses both standards RL.7.6 & RL.7.9

The Story “Excerpt from Mr. Revere and I” and the article “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party” are written from different points of view. How do the different points of view affect the understanding of the events surrounding the Boston Tea Party? Use details from both passages to support your response. In your response, but sure to: -explain the point of view presented in “Excerpt from Mr. Revere and I”, -explain the point of view presented in “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party”, -explain how the different points of view affect the understanding of the events surrounding the Boston Tea Party, -use details from both passages to support your response

Grade 8 -RL.8.6-Fran’s behavior toward Cassie adds suspense to the passage by-RL.8.6-Read this sentence from lines 73 and 74 of the story. The man, his eyes almost laughing behind his bifocals, stated that he didn’t mind the wait. These lines most impact the narrator’s point of view by-RL.8.6-What effect does the author create through the description of the bookstore? Use two details from the article to support your response.

Regents -RL.11-12.6-The poet’s purpose in the poem can best be described asRI.6 Questions Academic Language

(Tier II & III Words)Grade 3Grade 4Grade 5Grade 6 -RI.6.6-What is the author’s main purpose for including Dr. Lohmann’s

work in the article?-RI.6.6-Which statement best expresses the author’s point of view in the article?

Grade 7Grade 8 -RI.8.6-Why does the author of “The Summer of 2012—Too Hot to

Handle?” include information from both Bill Patzert and John Christy? Use two details from the article to support your response.

Regents

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Reading Anchor Standard 7: CCSS.ELA-Literacy.CCRA.R.7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1

RL.7 Questions Academic Language (Tier II & III Words)

Grade 3Grade 4 -RL.4.7-The illustration best helps the reader to understandGrade 5Grade 6Grade 7Grade 8RegentsRI.7 Questions Academic Language

(Tier II & III Words)Grade 3 -RI.3.7-Which statement about snowshoes is made clearer by the

photograph at the end of the passage?Grade 4Grade 5 -RI.5.7-Which paragraph does the photograph of the racers best help

the reader understand?Grade 6Grade 7Grade 8Regents

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Reading Anchor Standard 8: CCSS.ELA-Literacy.CCRA.R.8Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.RL.8 Questions Academic Language

(Tier II & III Words)Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8RegentsRI.8 Questions Academic Language

(Tier II & III Words)Grade 3 -RI.3.8-Which statement from the passage is explained by the

information in paragraph 17?Grade 4 -RI.4.8-Which sentence supports the idea that scientists are not certain

that all animals sleep?-RI.4.8-How do the zookeepers use food to improve the lives of animals? Use two details from the story to support your response.

Grade 5 -RI.5.8-The information in paragraphs 7 and 8 best supports the idea that manufacturers develop

Grade 6Grade 7 -RI.7.8-The information in the text box on Edmond Halley offers

support for which claim made by the author?-RI.7.8-Read this sentence from the text box on comets. Ancient people believed the unannounced visitors were warnings of something unusual and terrible—war, flood, death, sickness, or earthquake. Which section of the article supports this claim?-RI.7.8-How does the author of “Bringing Solar Power to Indian Country” support the claim, “with solar energy, we can be independent” (line 74)? Use two details from the story to support your response.

Grade 8 -RI.8.8-Which detail from the article best supports the claim that Bigfoot exists?

Regents

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Reading Anchor Standard 9: CCSS.ELA-Literacy.CCRA.R.9Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.RL.9 Questions Academic Language

(Tier II & III Words)Grade 3Grade 4Grade 5Grade 6Grade 7 *This essay question assesses both standards RL.7.6 & RL.7.9

The Story “Excerpt from Mr. Revere and I” and the article “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party” are written from different points of view. How do the different points of view affect the understanding of the events surrounding the Boston Tea Party? Use details from both passages to support your response. In your response, but sure to: -explain the point of view presented in “Excerpt from Mr. Revere and I”, -explain the point of view presented in “Excerpt from The Many Rides of Paul Revere: The Boston Tea Party”, -explain how the different points of view affect the understanding of the events surrounding the Boston Tea Party, -use details from both passages to support your response

Grade 8RegentsRI.9 Questions Academic Language

(Tier II & III Words)Grade 3Grade 4 -RI.4.9-How are the topics of “Call of the Wild” and “Elephants Don’t

Wear Boot” similar? How are the topics of both articles different? Use details from both articles to support your response. In your response, be sure to: -explain how the topics of “Call of the Wild” and “Elephants Don’t Wear Boots” are similar, -explain how the topics of both articles are different, -use details from both articles to support your response

Grade 5 -RI.5.9-How does Zac Sunderland from “The Young Man and the Sea” demonstrate the ideas described in “How to be a Smart Risk-Taker”? Use details from both articles to support your response. In your response, be sure to: -explain how Zac Sunderland from “The Young Man and the Sea” demonstrates the ideas described in “How to be a Smart Risk-Taker”, -use details from both articles to support your response

Grade 6Grade 7Grade 8Regents

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Reading Anchor Standard 10: CCSS.ELA-Literacy.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.RL.10 Questions Academic Language

(Tier II & III Words)Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8RegentsRI.10 Questions Academic Language

(Tier II & III Words)Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8Regents

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Language Anchor Standards

Conventions of Standard English:CCSS.ELA-Literacy.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-Literacy.CCRA.L.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language:CCSS.ELA-Literacy.CCRA.L.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use:CCSS.ELA-Literacy.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.CCSS.ELA-Literacy.CCRA.L.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CCSS.ELA-Literacy.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Language Standards

Questions Language (Tier II & III)

Grade 3 -L.3.4-In paragraph 15, the word “hike” most closely meansGrade 4Grade 5 -L.5.4a-Which information helps the readers understand the meaning

of “cherish” in paragraph 6?Grade 6Grade 7Grade 8 -L.8.4a-Read this sentence from lines 55 through 57. “While not

definitely proving the existence of a species of North American ape,” Dr. Meldrum said in the release, “the cast constitutes significant and compelling new evidence that will hopefully stimulate further serious research and investigation.” Which of these is closest to the meaning of “stimulate” in this sentence?-L.8.4a-Read lines 93 through 95 of the story. In the context of this paragraph, which phrase is closest in the meaning to “worm”?

Regents -L.11-12.4.a-As used in line 37, the word “chimerical” most nearly means-L.11-12.4.a-Which phrase from the text clarifies the meaning of “dogma” as used in line 11?-L.11-12.5-The purpose of the figurative language in lines 38 and 39 is to

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June Regents 2014Part 2-Argument (Essay-6 pt. argument rubric)

CCSS Alignment: RI.11-12.1-6, 10; W.11-12.1,4,9; L.11-12.1-6

Directions: Closely read each of the four texts provided on pages 12 through 17 and write a source-based argument on the topic below. You may use the margins to take notes as you read and scrap paper to plan your response. Write your argument beginning on page 1 of your essay booklet.

Topic: Should companies be allowed to track consumers’ shopping or other preferences without their permission?

Your Task: Carefully read each of the four texts provided. Then, using evidence from at least three of the texts, write a well-developed argument regarding companies being allowed to track consumers’ shopping or other preferences without their permission. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument. Do not simply summarize each text.

Guidelines: Be sure to

Establish your claim regarding companies being allowed to track consumers’ shopping or other preferences without their permission

Distinguish your claim from alternate or opposing claims Use specific, relevant, and sufficient evidence from at least three of the texts to

develop your argument Identify each source that you reference by text number and line number(s) or

graphic (for example: Text 1, line 4, or Text 2, graphic) Organize your ideas in a cohesive and coherent manner Maintain a formal style of writing Follow the conventions of standard written English

Texts:

Text 1-Cell Phone Carrier Marketing Techniques An Invasion of Privacy?Text 2-Eye See You and the Internet of Things: Watching You While You ShopText 3-Where will Consumers Find Privacy Protection from RFIDs?: A Case for Federal LegislationText 4-RFID Consumer Applications and Benefits

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June Regents 2014Part 3-Text Analysis Response (4 pt. rubric-2-3 paragraph response)

CCSS Alignment: RI. 11-12.1-6, 10; W.11-12.2, 4, 9; L.11-12.1-6

Your Task: Closely read the text provided on pages 19 and 20 and write a well-developed, text-based response of two to three paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops the central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text. You may use the margins to take notes as you read and scrap paper to plan your response. Write your response in the spaces provided on pages 7 through 9 of your essay booklet.

Guidelines:

Be sure to

Identify a central idea in the text Analyze how the author’s use of one writing strategy (literary element or literary

technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.

Use strong and thorough evidence from the text to support your analysis Organize your ideas in a cohesive and coherent manner Maintain a formal style or writing Follow the conventions of standard written English

Text:

Excerpt from a speech delivered by suffragette Anna Howard Shaw in 1915. “The Fundamental Principle of a Republic”, delivered at Ogdensburg, NY, June 21, 1915

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