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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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2 © RALLY! EDUCATION. NO PART OF THIS DOCUMENT MAY BE REPRODUCED WITHOUT WRITTEN PERMISSION OF THE PUBLISHER.

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 978-1-4204-5547-2R 5547-2

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

RALLY! EDUCATION • 22 Railroad Avenue, Glen Head, NY 11545 • (888) 99-RALLY

Listening • Level D

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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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Listening Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13These pages contain note-taking pages and the multiple-choice andshort-response questions for each of the passages.

Passage 1: Nick’s Time Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Passage 2: Worth Every Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Passage 3: Morgan’s Sunflowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Passage 4: Margaret and Herbie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28


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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 literary passages that are read aloud and answeringmultiple-choice and short-response questions about the passages. This section provides four literarypassages. Each passage is followed by 5 multiple-choice questions and 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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Grade 4 NY Performance IndicatorsCorrelated to RALLY!’s Reading Comprehension Skills

Standard 1: Students will read, write, listen, and speak for information and understanding.

R4-1-a:Acquire information by locating and using library mediaresources, with some assistance

R4-1-b:Collect and interpret data, facts, and ideas fromunfamiliar texts

R4-1-c:Understand written directions and procedures

R4-1-d:Locate information in a text that is needed to solvea problem

R4-1-e:Identify a main idea and supporting details ininformational texts

R4-1-f:Recognize and use organizational features, such as tableof contents, indexes, page numbers, and chapterheadings/subheadings, to locate information

R4-1-g:Compare and contrast information on one topic fromtwo different sources

R4-1-h:Identify a conclusion that summarizes the main idea

R4-1-i:Select books independently to meet informational needs

R4-1-j:Make inferences and draw conclusions on the basis ofinformation from the text, with assistance

10 Draw Conclusions11 Make Inferences

Not Applicable

2 Main Idea10 Draw Conclusions11 Make Inferences

7 Compare and Contrast

1 Facts and Details10 Draw Conclusions11 Make Inferences

1 Facts and Details2 Main Idea

1 Facts and Details6 Cause and Effect10 Draw Conclusions11 Make Inferences

1 Facts and Details3 Sequence

1 Facts and Details3 Sequence6 Cause and Effect7 Compare and Contrast

Not Applicable


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R4-1-k:Use text features, such as captions, charts, tables, graphs,maps, notes, and other visuals, to understand andinterpret informational texts

R4-1-l:Use graphic organizers to record significant details frominformational texts

R4-1-m:Use text features, such as headings, captions, and titles,to understand and interpret informational texts,with assistance

R4-1-n:Distinguish between fact and opinion, with assistance

R4-1-o:Identify missing information and irrelevant information,with assistance

R4-1-p:Determine the meaning of unfamiliar words by usingcontext clues, dictionaries, and other classroom resources

Standard 2: Students will read, write, listen, and speak for literary response and expression.

R4-2-a:Select literature on the basis of personal needs andinterests from a variety of genres and by different authors

R4-2-b:Engage in purposeful oral reading in small andlarge groups

R4-2-c:Read print-based and electronic literary texts silently, ona daily basis, for enjoyment

R4-2-d:Relate the setting, plot, and characters in literature toown lives

5 Character, Plot, and Setting14 Apply Prior Knowledge

Not Applicable

Not Applicable

Not Applicable

4 Language and Vocabulary

7 Compare and Contrast10 Draw Conclusions11 Make Inferences14 Apply Prior Knowledge

8 Fact and Opinion


1 Facts and Details2 Main Idea3 Sequence6 Cause and Effect7 Compare and Contrast


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R4-2-e:Explain the difference between fact and fiction

R4-2-f:Make predictions, draw conclusions, and make inferencesabout events and characters

R4-2-g:Identify cultural influences in texts and performances

R4-2-h:Maintain a personal reading list to reflect readingaccomplishments

R4-2-i:Use specific evidence from stories to identify themes;describe characters, their actions, and their motivations;relate a sequence of events

R4-2-j:Use knowledge of story structure, story elements,and key vocabulary to interpret stories

R4-2-k:Read, view, and interpret literary texts from a varietyof genres, with assistance

1 Facts and Details2 Main Idea4 Language and Vocabulary5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast9 Prediction10 Draw Conclusions11 Make Inferences13 Literary Forms and Sources

2 Main Idea3 Sequence4 Language and Vocabulary5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast10 Draw Conclusions11 Make Inferences

1 Facts and Details3 Sequence5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast10 Draw Conclusions11 Make Inferences

Not Applicable

1 Facts and Details5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast10 Draw Conclusions11 Make Inferences12 Point of View and Purpose

9 Prediction10 Draw Conclusions11 Make Inferences

13 Literary Forms and Sources

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R4-2-l:Define the characteristics of different genres,with assistance

R4-2-m:Identify literary elements, such as setting, plot, andcharacter, of different genres, with assistance

R4-2-n:Recognize how the author uses literary devices, such assimile, metaphor, and personification, to create meaning,with assistance

R4-2-o:Recognize how different authors treat similar themes,with assistance

R4-2-p:Use graphic organizers to record significant details aboutcharacters and events in stories

R4-2-q:Determine the meaning of unfamiliar words by usingcontext clues, dictionaries, and other classroom resources


1 Facts and Details2 Main Idea3 Sequence5 Character, Plot, and Setting6 Cause and Effect7 Compare and Contrast

5 Character, Plot, and Setting7 Compare and Contrast10 Draw Conclusions11 Make Inferences12 Point of View and Purpose


5 Character, Plot, and Setting

13 Literary Forms and Sources

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Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

R4-3-a1:Evaluate the content by identifying the author’s purpose

R4-3-a2:Evaluate the content by identifying whether events,actions, characters, and/or settings are realistic

R4-3-a3:Evaluate the content by identifying important andunimportant details

R4-3-a4:Evaluate the content by identifying statements of fact,opinion, and exaggeration, with assistance

R4-3-a5:Evaluate the content by identifying recurring themesacross works in print and media

R4-3-b:Compare and contrast characters, plot, and setting inliterary works

R4-3-c:Analyze ideas and information on the basis of priorknowledge and personal experience

R4-3-d:Recognize how language and illustrations are used topersuade in printed and filmed advertisements and intexts, such as letters to the editor

R4-3-e:Judge accuracy of content to gather facts, with assistancefrom teachers and parents/caregivers

R4-3-f:Use opinions and reactions of teachers and classmatesto evaluate personal interpretation of ideas, information,and experience

1 Facts and Details2 Main Idea5 Character, Plot, and Setting10 Draw Conclusions11 Make Inferences

5 Character, Plot, and Setting10 Draw Conclusions11 Make Inferences14 Prior Knowledge

12 Point of View and Purpose

Not Applicable


4 Language and Vocabulary12 Point of View and Purpose

14 Prior Knowledge

5 Character, Plot, and Setting7 Compare and Contrast

5 Character, Plot, and Setting

8 Fact and Opinion

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R4-3-g1:Evaluate information, ideas, opinions, and themes intexts by identifying, with assistance, a central idea andsupporting details

R4-3-g2:Evaluate information, ideas, opinions, and themesin texts by identifying, with assistance, missing orunclear information

R4-3-h:Identify different perspectives, such as social, cultural,ethnic, and historical, on an issue presented in morethan one text, with assistance

12 Point of View and Purpose

1 Facts and Details5 Character, Plot, and Setting10 Draw Conclusions11 Make Inferences

1 Facts and Details2 Main Idea5 Character, Plot, and Setting


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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


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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


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Listening Practice

DirectionsIn this part of the test, you are going to listen to a story called “Nick’sTime Travel.” Then you will answer some questions about the story.

You will listen to the story twice. The first time you hear the story,listen carefully but do not take notes. As you listen to the story 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 story:

• Brachiosaurus – a type of dinosaur

Notes

PASSAGE 1: NICK’S TIME TRAVEL

Notes

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1 Why does Nick go with Martin in the time machine?

A To use the control panel

B To see if it really works

C To see a real dinosaur

D To go back many years

2 Why did Nick become nervous?

A He thought that he saw a Brachiosaurus.

B He thought that they were going to Pluto.

C He thought that Martin’s father would be angry.

D He thought that they might really travel back in time.

3 Which detail shows that the passage is fiction?

A It has two characters.

B It describes dinosaurs.

C It includes facts.

D It involves time travel.

4 How does Nick feel when he sees the dinosaur?

A Surprised

B Confused

C Lucky

D Scared

5 Which event in the story occurs last?

A Nick asks Martin to take him to see the dinosaurs.

B Nick sees a Brachiosaurus.

C Martin decides to go to the Jurassic Period.

D Martin tells Nick that he has traveled into the future.

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6 At first, why didn’t Nick believe that Martin had traveled through time?Use details from the story to support your answer.

7 The chart below shows part of what happens in the story. Complete the chartwith events from the story in the order in which they occur.

WHAT HAPPENS IN THE STORY

Nick believes that the time machine does work.

Nick does not believe that Martin can travel through time.

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8 What is the Jurassic Period, and why did Martin and Nick want to go there inthe time machine? Use details from the story in your answer.

STOP

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DirectionsIn this part of the test, you are going to listen to a story called“Worth Every Step.” Then you will answer some questions aboutthe story.


Here are words you will need to know as you listen to the story:

• trudged – walked slowly• regret – to feel sorry about

Notes

PASSAGE 2: WORTH EVERY STEP

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Notes

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1 Who is the narrator, or storyteller, in this story?

A Sylvia

B Counselor Rebecca

C Counselor Cindy

D Someone not in the story

2 In the story, what lesson does Sylvia learn?

A Hiking can be fun.

B It’s a good idea to try new things.

C Good things are worth working for.

D Your counselor knows best.

3 When the story begins, Sylvia’s least favorite camp activity is—

A hiking.

B swimming.

C arts and crafts.

D stories around the campfire.

4 The story is set—

A by a river.

B in the mountains.

C in a desert.

D at a beach.

5 Which detail from the story is a fact?

A The view from the top of the mountain was amazing.

B The hike up the mountain was difficult.

C Counselor Rebecca led the group up the mountain.

D Counselor Rebecca was kind to Sylvia.

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6 Give two reasons that Sylvia decided to hike up the mountain. Use details fromthe story in your answer.

1.

2.

7 The story says that Sylvia had "a bird’s-eye view." Explain what this phrasemeans. Use details from the story to support your answer.

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8 Why do you think the title of the passage is “Worth Every Step”? Use detailsfrom the story to support your answer.


STOP

DirectionsIn this part of the test, you are going to listen to a story called“Morgan’s Sunflowers.” Then you will answer some questions aboutthe story.


Notes

PASSAGE 3: MORGAN’S SUNFLOWERS

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Notes

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1 How are Morgan’s sunflowers different from the sunflowers on the seed packet?

A They are softer.

B They do not have seeds.

C They are not as tall.

D They do not bloom.

2 Why did Morgan want her flowers to bloom?

A So she could feed their seeds to the birds in winter

B So she could have a pretty garden

C So her friends could play with them

D So she could win a sunflower competition

3 Which sentence best states the lesson learned in this passage?

A Everybody loves sunflowers.

B Smaller can be just as good.

C Sunflowers are fun to grow.

D It’s okay to ask for help.

4 Which detail about the sunflowers is least important in the story?

A They do not bloom for a long time.

B They are shorter than expected.

C They are beautiful when they bloom.

D They have yellow flowers.

5 What is the most likely setting of the story?

A Morgan's backyard

B Morgan's school

C A park near Morgan's house

D A forest near Morgan's house

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6 Complete the chart below by describing how Morgan tries to help the sunflowerplants grow.

7 Why did Morgan choose one of the sunniest spots to plant the sunflowers?Use details from the story to support your answer.

What Morgan DoesThings that AffectHow Plants Grow

Sunlight

Water

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8 How do Morgan’s feelings about the sunflowers change throughout the story?Use details from the story in your answer.

STOP

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DirectionsIn this part of the test, you are going to listen to a story called“Margaret and Herbie.” Then you will answer some questions aboutthe story.


Here is a word you will need to know as you listen to the story:

• rinse – to wash

Notes

PASSAGE 4: MARGARET AND HERBIE

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Notes

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1 Which sentence best states the lesson Margaret learns in this story?

A Fathers know best.

B Washing a dog is hard work.

C Dogs can run very fast.

D Taking care of a dog is fun.

2 What does Herbie do when Margaret reaches for the hose to rinse him?

A Wags his tail

B Splashes her with water

C Licks shampoo from her hand

D Jumps out of the tub

3 Which word best describes Margaret?

A Lazy

B Eager

C Curious

D Careless

4 What is the setting of this story?

A A street

B A park

C A backyard

D A school

5 What does Margaret most likely do next?

A Take Herbie for a walk

B Call her father

C Hang up the sheets

D Wash Herbie again

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6 If Margaret wanted to wash Herbie again, what do you think she would dodifferently? Use details from the story to support your answer.

7 Describe how the sheets became muddy. Use details from the story to supportyour answer.

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8 Explain why Margaret’s mother didn’t want Margaret to give Herbie a bath.Was she right? Use details from the story to support your answer.

=

STOP

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ISBN 978-1-4204-5547-2

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