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EMCParadigm Publishing Saint Paul, Minnesota

PSSA PRACTICE

gr08-TestPrepBooklet-PSSA 12/15/03 12:13 PM Page i

Staff Credits

EditorialLaurie SkibaManaging Editor

Brenda OwensEditor

Nichola TorbettAssociate Editor

Becky PalmerAssociate Editor

Jennifer J. AndersonAssociate Editor

Blythe HowardEducational Writer

DesignShelley Clubb Production Manager

Lisa BellerElectronic Design andProduction Specialist

© 2003 EMC Corporation

All rights reserved. The assessment materials in this publication may be photocopied for class-room use only. No part of this publication may be adapted, reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic, mechanical, photocopying,recording, or otherwise without permission from the publisher.

Published by EMC/Paradigm Publishing875 Montreal WaySt. Paul, Minnesota 55102800-328-1452www.emcp.comE-mail: [email protected]

Printed in the United States of America.10 9 8 7 6 5 4 3 2 1 XXX 03 04 05 06 07 08 09 10 11

Cover CreditsCover Designer: C. Vern Johnson

Ubi Girl from Tai Region [Detail], 1972. Lois Mailou Jones.Untitled Collage [Detail], c. 1880. American artist.Paris, A Rainy Day [Detail], 1876–1877. Gustave Caillebotte.

ISBN 0-8219-2794-9

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© EMC R E S P O N D I N G T O L I T E R AT U R E P S S A P R A C T I C E 1

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Test-Taking Skills Practice Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Preparing for Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Answering Selected-Response Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Answering Questions about a Reading Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Making Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Distinguishing Fact from Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Using Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Responding to Performance Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Grade 8 PSSA Practice Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Unit 1 Test“Langston Hughes” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Unit 2 Test“The Rosebud Sioux” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Unit 3 Test“Road Trip: An American Quest” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Unit 4 Test“South Africa” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41Unit 5 Test“Gutenberg and the Age of the Printed Word” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48Unit 6 Test“Advertising Techniques” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56Unit 7 Test“The Battle of Rosebud Creek” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64Unit 8 Test“Public Art: Murals and Graffiti” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71Unit 9 Testfrom “Song of Myself” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78Unit 10 Test“The Holocaust” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86Unit 11 Test“Do not ask us to give up the buffalo for the sheep” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93Unit 12 Test“Orienteering: The Thinking Sport” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107

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Introduction

The EMC Masterpiece Series, Literature and the Language Arts textbook program has been designed toaddress the competencies assessed by the Pennsylvania System of School Assessment (PSSA) and Terra Novatests. Competencies are developed throughout the program, giving students the opportunity to internalizethem through multiple practice opportunities. The Test-Taking Skills Worksheets and PSSA Practice Testsin this book are only a small part of this practice.

AN INTEGRATED APPROACHCarefully constructed practice opportunities for reading, writing, speaking, listening, and research areintegrated throughout the Literature and the Language Arts textbook program. Development of these skills isoutlined in the Lesson Plans book, located in the Literacy Resource binder. There you will find acomprehensive list of integrated language arts activities. For a correlation of these activities to thePennsylvania academic standards for reading, writing, speaking, and listening, visit the state informationpage of our website at www.emcp.com.

The Reading Strategies Resource, also located in the Literacy Resource binder, is specifically designed tohelp Pennsylvania students internalize the reading strategies they need, not only to succeed on the PSSAand other standardized tests, but to become proficient, lifelong readers. The Reading Strategies Resourcecovers eight reading strategies that help students monitor their comprehension as they read the selectionsin the textbook and answer reading comprehension questions after reading.

Each Reading Strategy Mini-Lesson helps students work through a textbook selection by focusing on onespecific reading strategy that they learn to use before, during, and after reading. A fix-up strategy isprovided for students who need extra help. Work with the reading strategy culminates with a Test Practicepage in which students are asked to demonstrate their successful use of the reading strategy by answeringsample selected-response questions and performance tasks. The types of test questions directly address theskills tested on the PSSA. Questions focus on:

• Using context clues to analyze words and phrases• Making inferences• Drawing conclusions• Interpreting visual material• Finding the main idea• Analyzing a text’s organizational features• Understanding sequence• Evaluating the author’s purpose• Understanding point of view• Classifying and reorganizing information• Distinguishing fact from opinion• Comparing and contrasting• Determining cause and effect• Understanding literary devices



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The Teaching Notes for each Reading Strategy Mini-Lesson include sample think-aloud discussions thatmodel effective ways to approach each standardized test question.

Writing practice can be found in the Guided Writing lessons at the end of each unit, in the Writer’sJournal prompts following each selection, and on the Selection Tests and Unit Tests. Writing tasks stressthe importance of prewriting prior to drafting, even in timed writing situations.

PSSA PRACTICE BOOKIn addition to the assessment practice integrated throughout the core components of Literature and theLanguage Arts, test practice can be found in PSSA Practice books, available in print and downloadableonline (www.emcp.com) formats for grades eight and eleven reading and grades six and nine writing.

TEST-TAKING SKILLS WORKSHEETS. This book contains a set of test-taking skills worksheets that help studentsuse the strategies and skills they develop as they work through the Literature and the Language Arts programto succeed on standardized tests. These worksheets cover such topics as making inferences and usingcontext clues and give students tips on answering selected-response questions and responding toperformance tasks and writing prompts. Each worksheet contains instruction followed by multiple practiceopportunities.

SAMPLE PSSA TESTS. You will also find in this book twelve practice tests integrated with the twelve literatureunits in the textbook. Each practice test contains a reading passage related to the unit, followed by selected-response questions and a performance task.

PSSA PRACTICE ANSWER KEY. The answer key at the back of this book includes answers for all selected-response questions and rubrics for evaluating performance tasks. Each test item is also correlated toPennsylvania’s academic standards for reading, writing, speaking, and listening.



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Test–Taking Skills Practice WorksheetsPREPARING FOR TESTS

Standardized tests like the PSSA, the Terra Nova, and others are a common part of school life. Theseguidelines will help you prepare for a variety of tests.

TEST-TAKING TIPS

EXERCISE

Test-Taking Strategies

Write a brief response to each set of suggestions above. Do you use these strategies now? Which wouldhelp you most on your next test?

1. Preparing for a test

2. Taking a test

Preparing for a Test

• Pay attention in class. Exercises and activitiesthroughout the year help you practice skillsthat will benefit you on standardized tests.

• Know what to expect. Your teacher canprovide you with information about the testsyou will be taking.

• Get plenty of sleep the night before the testand eat a healthy breakfast in the morning.

• Arrive on time. Running late can raise yourstress level and hurt your performance.

Taking a Test

• Read directions and questions carefully.

• Consider every choice. Don’t be fooled bydistractors, or answers that are almost correct.

• Spend test time wisely. Within each section,answer the easiest questions first and comeback to the more difficult questions later.

• Make sure to record your answer on the correctline of the answer sheet. As you mark eachanswer, ask yourself “Am I on the rightquestion number in the right section of thetest?” and “Is this the answer I mean to mark?”

• Use any extra time to check your work.



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ANSWERING SELECTED-RESPONSE QUESTIONSOn standardized tests, including the PSSA and the Terra Nova, many questions are selected-response andhave a single correct answer. The guidelines below will help you answer these kinds of questions effectively.

TIPS FOR ANSWERING SELECTED-RESPONSE QUESTIONS

Read each question carefully. Pay special attention to any words that are bolded, italicized, written in all capital letters, or otherwise emphasized.

Read all choices before deciding on the answer.

Eliminate any answers that do not make sense, that disagree with what you remember from the passage, or that seem too extreme. Also, if two answers have the same meaning, you can eliminate both.

Beware of distractors. These are incorrect answers that look attractive because they are partially correct, they contain a common misconception, or they apply the right information in the wrong way. Distractors are based on common mistakes students make.

Rule out incorrect answers; then choose the answer that is most accurate or complete. Pay special attention to choices such as none of the above or all of the above.

If a question seems too difficult, skip it and come back to it later. Keep in mind, though, that most tests allow you to go back only to questions within a section.

To make sure your answers are scanned accurately, be sure to fill in all circles solidly.

EXERCISE

Answering Selected-Response Questions

Turn to pages 192–193 of your textbook and read the excerpt from Reluctant Witnesses: Children’s Voicesfrom the Civil War. Then answer the questions below.

1. Based on the title of this selection, you can guess that the book from which this excerpt istaken will contain

A. letters from adult Confederate soldiers

B. photos of children who served in the Civil War

C. firsthand accounts from children who saw Civil War battles

D. stories about children who lived during the Civil War

2. The attitude of the Twenty-Second Michigan Regiment toward Johnny Clem could BEST bedescribed as

F. hostile

G. amused

H. disappointed

I. supportive



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3. An important idea from this selection is that

A. boys as young as ten years old served in the Civil War

B. drummer boys called troops to breakfast

C. one out of four men who fought at Shiloh was killed

D. Albert Blocker served as a “boy bugler” in the Third Texas Calvary

4. In this selection, vantage point means

F. lookout station

G. point of view

H. advantage

I. location

5. According to this selection, young boys joined the army for all of the following reasonsEXCEPT:

A. adventure

B. money

C. glory

D. a desire to defend their homes



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ANSWERING QUESTIONS ABOUT A READING PASSAGEMany standardized tests, including the PSSA and the Terra Nova, ask you to read a short piece of writingand answer several questions about it. To answer these questions, follow these steps:

1. Read through all the questions quickly.

2. Read the passage with the questions in mind.

3. Reread the first question carefully. If you know the answer, select it and go to step 6.

4. Scan the passage to look for key words related to the question. When you find a key word, slowdown and read carefully.

5. Answer the question.

6. Repeat steps 3–5 to answer the rest of the questions.

EXERCISE

Answering Questions about a Reading Passage

Turn to page 349–351 in your textbook and read the story called “The Fun They Had” by Isaac Asimov.Then select the best answer to each of the questions that follow.

1. This story takes place in

A. 1984

B. 2157

C. an unspecified time in the future

D. an unspecified time in the past

2. The book Tommy finds is unusual MOSTLY because it

F. is the oldest book he and Margie have ever seen

G. is about school

H. is about the distant past

I. is printed on paper

3. What does Margie like BEST about the school in the book as compared to her school?

A. the other kids

B. the homework

C. having a human being for a teacher

D. going to a separate building



4. Which of the following statements BEST expresses Margie’s feelings about her teacher?

F. She admires the teacher for its great knowledge.

G. She wishes she could know as much as the teacher.

H. She dislikes the teacher for being impersonal and for grading her harshly.

I. She loves the teacher and fears that it will break down some day.

5. Which of the following statements BEST expresses the THEME of this story?

A. Technological advances that lead to isolation are not good.

B. The future will bring many positive technological advances that make life more convenient.

C. Books will someday exist only on computers.

D. The past always looks good in comparison to the present.

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MAKING INFERENCESSometimes the answers to reading comprehension questions can be found in the text you have read. Othertimes, however, you will need to make an inference in order to answer the question. Making an inferencemeans putting together the clues given in the text with your own prior knowledge to make an educatedguess. For example, read the following passage:

Corinne sits up in bed and looks around her, trying to catch her breath. No matter how manytimes the radio goes off in the middle of the night, it still scares her. She is shaky from wakingup so abruptly, but that’s okay. There will be no more sleeping tonight. In the distance, she canhear the sirens from the station. She jumps out of bed, throws on clothes, and jogs the fewblocks to the firehouse, where the sirens are going full blast and the others are alreadysquealing into the parking lot. She has just enough time to climb into her heavy, fireproofuniform and grab her helmet before she has to jump into the truck and ride off.

What does Corinne do for a living? The passage itself does not say, but it does give you clues: the radio, thesirens, the rush to get to work, and the reference to a fireproof uniform and helmet. By putting these cluestogether with your prior knowledge, you can be pretty certain that Corinne is a firefighter.

As you make inferences, remember that each inference needs to fit with all of the clues in the passage andwith your prior knowledge. You can eliminate answers that contradict the text and those for which there isno evidence. Then, from the remaining answers, choose the one that seems most logical.

EXERCISE

Making Inferences

Read the poem “A short long story” by Julia Cunningham on pages 657–658 of your textbook. Then useclues from the poem and your prior knowledge to answer the inference questions that follow.

1. Why do people think school will help the boy?

A He will learn that bears don’t have wings.

B. It will make him more practical.

C. It will teach him not to lie.

D. It will break his spirit.

2. When the boy mentions the color of his mother’s eyes, the listeners

F. don’t believe that he remembers his mother’s eyes

G. tell him not to be silly

H. realize that he might still miss his mother

I. suggest that his father get him help



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3. Why does the boy’s father say that he saw the bear?

A. because he now understands his son’s grief

B. because there is a bear loose on the beach

C. because he wants his son to stop believing in bears with wings

D. because he misses the boy’s mother

4. Place the events you know about from this boy’s life in order along the time line below.

5. Did the boy really see a bear with wings? If not, what did he mean by what he said? Use evidencefrom the poem to support your answer.



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DISTINGUISHING FACT FROM OPINIONSome questions on the PSSA will ask you to identify facts or opinions from texts that you have just read.

A fact is a statement that can be proven true. For example, you could prove the following fact byconsulting a reference work: President Thomas Jefferson organized the Corps of Discovery, Lewis and Clark’sexpedition party, for the purpose of exploring the West.

An opinion is a statement that expresses an attitude or desire. Opinions can be supported by facts butcannot be proven. Three kinds of opinions are value statements, policy statements, and predictions.

A value statement is an opinion that expresses an attitude toward something. Such statements ofteninclude judgment words such as good, important, worthless, valuable, ugly, excellent, or ethical.

A policy statement is an opinion that expresses not what is, but what someone believes should be. Itusually includes words such as should, ought, had to, or must.

A prediction says something about the future. Since the future is uncertain, most predictions can beconsidered opinions.

EXAMPLES

One of Thomas Jefferson’s most significant acts as president was to organize the Corps of Discovery.

Similarly, space exploration should be a significant priority for current presidents.

In the future, space exploration will be easier and safer.

To tell whether a statement is a fact or an opinion, ask yourself whether the statement can be proventhrough direct observation or by checking a reliable source such as a reference work or an unbiased expert.If it can, it is a fact. If it can’t, it is an opinion.

EXERCISE

Identifying Facts and Opinions

Identify each statement as a fact or an opinion. For each fact, explain how the statement could be proven.For each opinion, identify the type of opinion and list the words that tell you the statement is an opinion.

1. An orphan is a child whose parents have died.

______________________________________________________________________________________

2. Funding for orphanages should be ended; instead, that money should go to support the foster care system.

______________________________________________________________________________________



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3. By the year 2025, orphanages will no longer exist.

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4. “A Mother in Mannville” is a story about the relationship between a writer and an orphanwho lives nearby.

______________________________________________________________________________________

5. Jerry, the orphan in the story, is an appealing character.

______________________________________________________________________________________



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USING CONTEXT CLUESSome standardized test questions will ask you to choose the best definition for a word that might beunfamiliar to you. You can often figure out the meaning of this word by using context clues. Context cluesfrequently can be found in nearby words and phrases that provide hints about the word.

EXAMPLES

comparison clue Gradually, the liquid coagulated like gravy left too long on a plate.

Gravy that sits too long becomes thick, sticky, and nearly solid, so coagulate must mean “turn into asemisolid mass.”

contrast clue Although Jeffrey is diffident, his twin brother Jeremiah is friendly and outgoing.

The word although signals a contrast between Jeffrey and Jeremiah. If Jeremiah is friendly and outgoing, histwin brother must be quiet and reserved. Diffident must mean “shy or lacking self-confidence.”

restatement clue I’ve always found Mr. Coleman a little brusque. He states what he is thinking bluntlyand without concern for other people’s feelings.

As the second sentence suggests, brusque means “abrupt or blunt in manner or speech.”

apposition clue Hot and thirsty from the long run, Rachel feared that the water fountain she saw aheadwas just a mirage, a vision made up of wishful thinking, not steel and porcelain.

By restating the word mirage in different terms, the apposition indicates that mirage means “illusion;something that falsely appears to be real.”

examples clue I dislike pandemonium in general, whether it is made up of swarming fans at aprofessional sports event, servers in a busy restaurant kitchen, or eager crowds at a department store sale.

If you know enough about the scenes listed, you can guess that pandemonium refers to hectic, wildsituations.

cause and effect clue Because the charges were proven to be groundless, the woman was released fromprison.

If the woman was released from prison, the authorities must have realized that she didn’t do anythingwrong. If the charges were groundless, groundless must mean “having no basis in fact or reason.”

The following table shows words that signal each type of context clue. Look for these words in thesentences around an unfamiliar word to see if they signal a context clue.



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comparison and, like, as, just as, as if, as though

contrast but, nevertheless, on the other hand, however, although, though, in spite of

restatement that is, in other words, or

examples including, such as, for example, for instance, especially, particularly

cause and effect if/then, when/then, thus, therefore, because, so, as a result of, consequently

EXERCISE

Using Context Clues

Read the following sentences. Then choose the best definitions for the underlined words.

1. Jessica defended her friend with the ferocity of a mother bear guarding her cubs.

A. fearfulness

B. hatred

C. fierceness

D. commitment

2. Sooner or later, every human being has to accept that he or she is mortal. We all die eventually.

F. bound to die

G. mistaken

H. imperfect

I. exhausted

3. While some changes in the landscape happen suddenly and all at once, as a result of volcaniceruptions or earthquakes, for example, other changes are more incremental.

A. dramatic

B. permanent

C. gradual

D. temporary



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4. Bethany has a meaningful collection of family heirlooms, including her great-grandfather’spocket watch, her great aunt’s wedding ring, and an old typewriter used by her great-grandmother, who was a writer.

F. inherited valuables

G antiques

H. prized possessions

I. useless junk

5. Timmy was afraid of the school bully’s brawn, his sheer muscular power.

A. taunting comments

B strength

C. size

D. threatening behavior



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RESPONDING TO PERFORMANCE TASKSIn addition to selected-response questions, many standardized tests, including the PSSA, include exercisescalled performance tasks. These tasks require you to write an answer within the space provided in the testbooklet.

Performance tasks on the PSSA ask you to combine information from the text you have just read with yourown ideas. Each performance task is preceded by a copy of the Pennsylvania Reading Assessment Rubric,which shows you how your answer will be evaluated by the test scorers. Essentially, you must do thefollowing to score well:

• demonstrate a thorough understanding of the text you have just read• avoid errors in the facts you cite from the text• answer the question by doing more than just summarizing or paraphrasing what you have read • make connections between the text and other experiences, texts, ideas, issues, or situations

EXAMPLE

Performance Task: The year is 1862, you are fourteen years old, and you are serving in the CivilWar. Write a letter to your family describing your experiences as a teenaged soldier.

Top-score response: Dear Mom and Dad,

I am sending you my first paycheck. I hope that the money will help you with the farm. As adrummer boy, I make thirteen dollars a month, just like the other soldiers.

Since I enlisted, I have been tired all the time. My first job is to wake the soldiers at five in themorning. This is called reveille. I play again to call them to breakfast, and then throughout the dayfor marching drills and meals. When I’m not drumming, I’m busy with the other small jobs thatkeep the regiment running: I take care of the horses, help with the cooking, and fetch supplieswhenever they are needed. This makes my chores at home seem simple in comparison!

Some days I wish I hadn’t signed up. The worst time yet was near Shiloh. While I didn’t actuallyfight, I helped the medics treat the wounded soldiers. This experience has really changed how Ithink about war. I used to think it was glorious and heroic—and yes, there are those moments—butit is also wretched and terrifying. To see bodies ripped apart like that…I can’t even describe what itis like. We lost twenty-two men that day—good people who were always kind to me—and otherregiments lost even more.

In general, the soldiers are nice men. They tease me some, but I know they appreciate what Ido, which makes me feel useful.

I hope all is well at home. I think of you often and wonder how you are doing.

Much love, Johnny

This response scores well because the writer weaves accurate facts from the passage—the drummer boy’sduties, the Battle of Shiloh, the amount of pay—into an account of how he thinks a drummer boy mightfeel about his experiences. He mentions that his chores at home didn’t measure up to his duties in the war.He discusses how his feelings about war have changed since seeing the Battle of Shiloh. He says that theother soldiers are kind to him. These details are not included in the text; they come from the writer’simagination. In short, this writer uses facts from the text, but goes beyond the text to explore his own ideas.



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The following tips will help you respond to performance tasks effectively.

TIPS FOR RESPONDING TO PERFORMANCE TASKS

After reading the performance task, skim the passage again.

As you skim, underline any information that relates to the task. After you have finished skimming, you can decide which of the underlined details to use in your answers.

Put yourself in the situation described in the performance task. On thescratch paper your teacher has given you, make notes about how you feel, what interests you, what you are thinking about.

On the scratch paper, list the most important points to include in your response. Include information from the text as well as your own ideas. Then number your points to show the order in which they should be included. Finally, draft your answer.

If you have extra time, use it to revise and proofread your answers. Check the facts you included from the passage to make sure they are correct.

EXERCISE

Turn to page 818 and read the excerpt from Soul of a Citizen: Living with Conviction in a Cynical Time. Thenanswer the performance tasks below.

1. You are recruiting volunteers to work for a cause you care about. Someone replies, “Oh, thoseactivists are all saints. I’m just not the type.” How would you respond?



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2. What cause do you care about enough to work for? What qualities do you have that would make youa good spokesperson for this cause?



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PSSA Practice, Grade 8UNIT 1 TEST

READING

THE ARTICLE YOU ARE ABOUT TO READ is about a well-known writer. Below are twostatements that will provide background knowledge prior to reading this article.

• Langston Hughes was born in 1902.• At this time, segregation, or the policy of treating blacks and whites differently, was legal, and

opportunities for African Americans were limited.

GO ON TO THE NEXT PAGE AND READ THE ARTICLE.



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In this article, you will read about a man who faced obstacles to achieving his dream. Read thearticle and answer the questions that follow.

“Langston Hughes”Langston Hughes was born in Joplin, Missouri, and spent most of his childhood in Lawrence, Kansas,with his maternal grandmother, who loved to tell him stories about the past. Hughes was thirteenwhen she died, at which time he went to live with his mother. He graduated from high school inCleveland, Ohio, and then spent more than a year with his father in Mexico. During this time, hisfather discouraged him from writing. Still, Hughes persisted,and it was in Mexico that he wrote the poem, “The NegroSpeaks of Rivers,” which would later gain him recognition as awriter.

Hughes again disappointed his father by leaving ColumbiaUniversity in 1920, after only one year of study. For the nextseveral years he traveled, taking whatever jobs he could find.He continued to write, and his work began to appear inimportant African-American periodicals like Opportunity andThe Crisis. He accepted a scholarship from Lincoln Universityin Pennsylvania and graduated in 1929. While there, he wrotehis first novel, Not Without Laughter.

Langston Hughes became recognized as one of the majorpoets of the Harlem Renaissance, a movement that began in the1920s and brought many African-American poets, playwrights,and authors into national fame. Led by a diverse group of people, including scholar W. E. B. Du Bois,philosopher Alain Locke, and writer James Weldon Johnson, this explosion of thought and art broughtnewfound respect to the black community. The movement also drew greater attention to the problemsthat existed for African Americans and set the stage for the Civil Rights movement of the 1960s.

Hughes wrote a lot of material crossing all genres. His works include The Weary Blues, The NegroArtist and the Racial Mountain, The Ways of White Folks, Shakespeare in Harlem, Simple Speaks His Mind,and Simple Stakes a Claim.

Hughes’s themes most often include racial issues. He is known for bringing together ideas of what itwas to be black and American at a time when most people thought of those identities as separate. Hegained particular fame for his famous fictional character Jesse B. Semple, or “Simple,” the maincharacter in his long-running newspaper column. Critics praised Hughes’s characterization of Simplebecause the character seems both universal and shaped by his experience as an African American.

Langston Hughes was a great believer in the power of dreams, and many of his poems include thesubject of pursuing one’s dreams. In the times before the Civil Rights movement, the only things someAfrican Americans had were their dreams. Hughes knew that people’s dreams are a source of hope andthat to deny them their dreams is to deny them hope for a better future. Before there was any sign thatthere would be equal rights for all in the United States, many African Americans kept hope alive onlyby never giving up their dreams of freedom, equality, and a better life.

Langston Hughes



Now read each question and mark the BEST answer.

1. Which BEST defines recognition as it is used in this selection?A. reactionB. supportC. respectD. criticism

2. Which of the following statements best expresses Langston Hughes’s accomplishments?F. Hughes is primarily known as a storyteller who conveyed the unique experiences of African-

American men.G. In poetry, fiction, and nonfiction, Hughes revealed that the African-American experience is also the

American experience.H. Writing in all genres, Hughes expressed controversial ideas about black power.I. Hughes was a celebrated writer who carefully avoided addressing racial issues in his work.

3. An important idea from this article is thatA. Hughes received a scholarship from Lincoln UniversityB. Hughes left Columbia University in 1920C. Hughes often wrote about racial issuesD. Hughes spent more than a year with his father in Mexico

4. A supporting detail or nonessential piece of information from the article is thatF. Hughes wrote in many different formsG. Hughes wrote about African-American identityH. Hughes’s work appeared in important journals like Opportunity and CrisisI. Dreams were an important theme for Hughes

5. This article as a work ofA. fictionB. poetryC. nonfictionD. genre

6. An example of an OPINION from this article isF. Hughes’s resolve may even have been strengthened by his father’s opposition.G. Langston Hughes became recognized as one of the major poets of the Harlem Renaissance.H. Hughes is known for bringing together ideas of what it was to be black and American.I. Hughes wrote a lot of material crossing all genres.


Name________________________________________ Class_____________________ Date____________________



Name________________________________________ Class_____________________ Date____________________

7. Which of the following MOST LIKELY contributed to Langston Hughes’s emphasis on following one’sdreams?A. the death of his grandmotherB. graduating from high school in Cleveland, OhioC. arguing with his father about wanting to be a writerD. attending Lincoln University in Pennsylvania

8. The expression “gain him recognition as a writer” is an example ofF. formal EnglishG. dialectH. jargonI. informal English

9. As a reader of this article, a person canA. find out about the Harlem RenaissanceB. learn about a famous African-American poetC. be entertained by a fictional account of an African-American characterD. discover ways to publish

10. The word renaissance comes from the French word naissance, which meansF. newnessG. birthH. foolishnessI. end

11. Someone using this article for research would MOST LIKELY be researchingA. the Harlem RenaissanceB. twentieth-century American historyC. important writers of the mid-twentieth centuryD. W. E. B. Du Bois

12. This article should be recommended to someone whoF. needs inspiration to follow a dreamG. is considering moving to MissouriH. has a father in MexicoI. is interested in art

13. The author is MOST focused on Hughes’sA. personalityB. interestsC. writing achievementsD. family life



Name________________________________________ Class_____________________ Date____________________

14. The word discourage comes from the Old French dis- + corage meaningF. not + braveG. not + give courage toH. after + praiseI. after + scold

15. To write a paper about the Harlem Renaissance, the BEST source would beA. an article on James Weldon JohnsonB. an almanac with a map of HarlemC. an Internet version of the periodical called CrisisD. a book on African-American history

16. By using context clues, the reader can determine that the word resolve, as in “his resolve may havebeen strengthened by opposition,” meansF. solutionG. disappearanceH. angerI. determination

17. Langston Hughes’s character Simple is considered important becauseA. he is a fictional characterB. he is an African American with concerns similar to those of other peopleC. he is an African American who goes to a universityD. he is an African American who acts as if he is not black



Name________________________________________ Class_____________________ Date____________________

Use the table of contents below to answer question 18.

Table of Contents

Chapter Page

1. Childhood in Kansas .............................................................................................. 5

2. From Cleveland to Mexico...................................................................................... 20

3. A Year at Columbia ................................................................................................ 28

4. The Wandering Years.............................................................................................. 36

5. Lincoln University .................................................................................................. 62

6. The Blossoming of a Writer .................................................................................... 81

7. The Civil Rights Movement .................................................................................... 111

8. The Chicago Defender Column................................................................................ 124

9. Lasting Legacy........................................................................................................ 158

10. The Final Years........................................................................................................ 173

18. In which chapter would you look for more information on Hughes’s character Jesse B. Semple?A. Chapter 3B. Chapter 5C. Chapter 7D. Chapter 8



Name________________________________________ Class_____________________ Date____________________

PENNSYLVANIA READING ASSESSMENT RUBRIC

LEVEL 4• Demonstrates a thorough understanding of the complexity of the text through detailed elabora-

tion and extensions of text with sophisticated ideas, insights, and reflections. There are no errorsin text-based facts.

• Exhibits a level of comprehension that extends beyond the literal, to the personal, critical,and/or evaluative responses.

• Cites evidence, makes a variety of strong connections to other experiences, texts, concepts,issues, and/or cultural settings.

LEVEL 3*• Demonstrates confident, coherent, and adequate understanding and interpretation of the text

through some elaboration ad extension.

• There are no major errors in text-based facts.

• Exhibits a level of comprehension that reflects extensions that are more literal or personal.

• Makes connections to personal experiences, other texts, and/or background knowledge.

LEVEL 2• Demonstrates a limited understanding and/or interpretation of the text. There may be errors in

text-based facts.

• Exhibits a level of comprehension that consists primarily of literal responses to the text.

• Makes connections between other experiences and text that are disjointed, fragmented, limited,and not integral to the text.

LEVEL 1• Demonstrates an attempt to respond with very limited evidence of understanding the text.

• There may be errors in text-based facts.

• Exhibits a level of comprehension that consists of disjointed, incomplete, or irrelevant responses.

• Might use relevant copied text.

• Makes only distant connections to the text, using sketchy details.

LEVEL 0—Consists of 3 types of responses:• Non-Scorable (NS) papers are blank.

• Off-Task (OT) papers show no relationship to task and text, are illegible, irrelevant copied text,or written in a language other than English.

• Intentionally Off-Task (IO) papers are ones that have unrelenting profanity, are a refusal to per-form, state a baseless charge of too personal, or are drawings, scribbling, etc.

UNIT 1 TEST

READING, ContinuedThis Pennsylvania Reading Assessment Rubric was designed by the Reading Assessment AdvisoryCommittee. Your written responses to the Reading Performance Tasks will be scored using this rubric.

*Note: Level 3 (or higher) is to be viewed as the performance standard for all students.



Name________________________________________ Class_____________________ Date____________________

UNIT 1 TEST

READING, Continued

The task below requires that you provide a written response. Use the scratch paper yourteacher gave you to help you develop your answer. Write your answer in the space below thetask. Remember, you may go back to the article, and you may use a dictionary or thesaurus tohelp you with your writing.

19. A new time travel machine has been developed. As a result, you have the opportunity to havedinner with Langston Hughes on an evening in 1960. What would you discuss with Hughes atdinner? Use information from the passage to explain the topics you would want to discusswith this writer.As you write, be sure to:• Identify topics of conversation for your dinner with Langston Hughes.• Use the author’s information to support your reasoning.• Include your own ideas.• Write neatly and clearly.• Use only the space provided.



Name________________________________________ Class_____________________ Date____________________

PSSA Practice, Grade 8UNIT 2 TEST

READING

THE ARTICLE YOU ARE ABOUT TO READ is about the culture of a particular Native Americantribe. Below are two statements that will provide background knowledge prior to reading thisarticle.

• Until the twentieth century, the Rosebud Sioux had an oral culture.• An oral culture is one in which history, beliefs, and values are passed down through oral storytelling

rather than through written texts.

GO ON TO THE NEXT PAGE AND READ THE ARTICLE.



Name________________________________________ Class_____________________ Date____________________

In this article, you will read about the ways one Native American tribe preserves its history. Readthe article and answer the questions that follow.

“The Rosebud Sioux”To understand the Rosebud Sioux culture in the present, one has to look at the tribe’s past. TheRosebud Sioux belong to the Great Sioux Nation. The Great Sioux Nation originated as an alliance ofseven bands—the Oceti Sakowin, or “Seven Council Fires” that spoke three different dialects: Dakota,Nakota, and Lakota. The name Sioux, which means “little snakes,” came from the Ojibwa, a nationthat historically was at odds with the seven bands. The people of the Great Sioux Nation prefer to becalled Dakota, Nakota, or Lakota, according to their language group. They share similar languages,histories, and cultures. They live mostly in the northern plains of the United States in and aroundSouth Dakota. There are a total of about 113,500 people in the Oceti Sakowin today.

The Rosebud Sioux are from the Teton Lakota band of the Oceti Sakowin. They are members of theSicangu “Burnt Thigh” tribe. The tribe’s homeland is the 950,000-acre Rosebud Indian Reservation insouth-central South Dakota. The name Rosebud was linked with the tribe because of the abundance ofwild rose bushes that grew in the area that became the reservation. The name Sicangu originated whena prairie fire destroyed a village. Many people saved themselves by running to a nearby lake, but evensurvivors suffered bad burns on their upper thighs from the flames that engulfed the tops of the longprairie grasses.

Many Rosebud Sioux today leave their reservation to go to college or to find work in large cities. Asa result, many Rosebud Sioux children grow up off the reservation. Most people who leave, however,return to the reservation during the summer months. They attend cultural events and visit family andfriends. Following retirement, almost all the Rosebud Sioux who have left the reservation in search ofwork return.

The Rosebud Sioux, like all Lakota people, come from an oral culture. They pass their history andbeliefs from one generation to the next through stories and myths. Grandmothers, grandfathers, aunts,uncles, brothers, and sisters—any person who has learned abouttraditional ways through experience or storytelling—can passthat along to the next generation. The Sioux have many storiesthat explain natural phenomena: “How the Rainbow Came toBe” and “How Ducks Got Their Colors,” for example.Embedded in these stories are the values, beliefs, and history ofthe tribe.

In addition to cultivating these traditional ways of preservingtheir culture, today some American Indians are sharing theirknowledge through books. In this way, both reservation andnon-reservation children alike can learn about their culture andtraditions through native writers such as Virginia DrivingHawk Sneve. Books are an important way to document what, inthe past, has only been shared by word of mouth.

You can even find information about Lakota culture in thatmost modern of mediums: the Internet. More informationabout Rosebud Sioux folklore can be found by visiting thereservation website at www.littlesioux.org and clicking on “OurLakota Culture.”

Virginia Driving Hawk Sneve: Writer with Sioux ancestry



Name________________________________________ Class_____________________ Date____________________

Now read each question and mark the BEST answer.

1. This article is a work ofA. mythologyB. nonfictionC. fictionD. poetry

2. An example of an OPINION related to the selection isF. Books are the most important way to document what, in the past, has only been shared by word

of mouth.G. The Sioux have many stories that explain natural phenomena.H. The Rosebud Sioux, like all Lakota people, come from an oral culture.I. Most people who leave, however, return to the reservation during the summer months.

3. Which of the following would be the BEST alternative title for this selection?A. The World of Virginia Driving Hawk Sneve B. Sicangu Survive Blazing Prairie Fire!C. The Importance of EducationD. A Culture with Deep Roots is Preserved in New Ways

4. The author would MOST LIKELY agree thatF. if you move off the reservation, you will never fully be considered a Rosebud SiouxG. most people love living in South DakotaH. modern Rosebud Sioux people have an easier life than traditional Rosebud Sioux people hadI. knowing some form of history is essential to understanding a culture

5. Which of these is the BEST summary of the passage?A. The Seven Council Fires spoke three different dialects: Dakota, Nakota, and Lakota.B. The name Sioux means “little snakes,” a name given to them by the Chippewa.C. The Rosebud Sioux have a reservation in South Dakota and place great importance on preserving

their culture and history.D. The Rosebud Sioux live in South Dakota and got their name from a prairie fire that destroyed their

village.

6. A key idea from this selection is thatF. the Rosebud Sioux have a 950,000-acre reservation in South DakotaG. the name Sioux means “little snakes”H. the present-day culture of the Rosebud Sioux is shaped by the history of the tribeI. Virginia Driving Hawk Sneve is a native writer

7. A supporting detail from this selection isA. oral cultureB. Rosebud SiouxC. returning to the reservationD. “How the Rainbow Came to Be”



Name________________________________________ Class_____________________ Date____________________

8. This article would be MOST useful to someone researchingF. South DakotaG. rose bushesH. Native American cultureI. the history of the Dakota band of the Oceti Sakowin

9. In this selection, the word embedded meansA. lying downB. pointedC. containedD. grown

10. Jeremy reads this article and comments, “Those Rosebud Sioux are really tight, man.” Jeremy is usingF. formal EnglishG. informal EnglishH. slangI. dialect

11. You might pass this article along to someone whoA. likes to read folkloreB. is planning a trip to South DakotaC. is exploring his or her Sioux ancestryD. grows roses

12. This article lists several groups and subgroups of people. From LARGEST to SMALLEST, these groupsareF. Oceti Sakowin, Teton Lakota band, Sicangu tribe, Rosebud SiouxG. Sicangu tribe, Oceti Sakowin, Teton Lakota band, Rosebud SiouxH. Rosebud Sioux, Sicangu tribe, Teton Lakota band, Oceti SakowinI. Teton Lakota band, Rosebud Sioux, Oceti Sakowin, Sicangu tribe

13. From this article, a reader could conclude thatA. the Rosebud Sioux are mostly illiterateB. most Rosebud Sioux consider their heritage to be very importantC. the Rosebud Sioux do not get along with the Nakota peopleD. many Rosebud Sioux have burn scars

14. The word originated in this article comes from the Middle English word origine, meaningF. to be uniqueG. to carry outH. to move away fromI. to rise from



Name________________________________________ Class_____________________ Date____________________

15. The word engulfed in this article comes from the prefix en-, the root gulf, and the suffix -ed, meaningA. cover with + blanket + in the pastB. cover with + water + one who does thisC. into + wide hole + in the pastD. into + water + one who does this

16. The first sentence of this article could BEST be described as a(n)F. thesis statementG. argumentH. introductionI. transition

17. The BEST source for more information on the Rosebud Sioux would beA. a pamphlet available directly from the tribeB. an encyclopedia entry on the Battle of Rosebud CreekC. an almanac with maps of South DakotaD. a website created by an eighth-grade student

18. The QUICKEST way to see whether a book on the Oceti Sakowin mentions the Rosebud Sioux wouldbe to look in the F. table of contentsG. card catalogH. indexI. appendix



Name________________________________________ Class_____________________ Date____________________

UNIT 2 TEST

READING, ContinuedThis Pennsylvania Reading Assessment Rubric was designed by the Reading Assessment AdvisoryCommittee. Your written responses to the Reading Performance Tasks will be scored using this rubric.

PENNSYLVANIA READING ASSESSMENT RUBRIC

LEVEL 4• Demonstrates a thorough understanding of the complexity of the text through detailed elabora-

tion and extensions of text with sophisticated ideas, insights, and reflections. There are no errorsin text-based facts.

• Exhibits a level of comprehension that extends beyond the literal, to the personal, critical,and/or evaluative responses.

• Cites evidence, makes a variety of strong connections to other experiences, texts, concepts,issues, and/or cultural settings.

LEVEL 3*• Demonstrates confident, coherent, and adequate understanding and interpretation of the text

through some elaboration ad extension.

• There are no major errors in text-based facts.

• Exhibits a level of comprehension that reflects extensions that are more literal or personal.

• Makes connections to personal experiences, other texts, and/or background knowledge.

LEVEL 2• Demonstrates a limited understanding and/or interpretation of the text. There may be errors in

text-based facts.

• Exhibits a level of comprehension that consists primarily of literal responses to the text.

• Makes connections between other experiences and text that are disjointed, fragmented, limited,and not integral to the text.

LEVEL 1• Demonstrates an attempt to respond with very limited evidence of understanding the text.

• There may be errors in text-based facts.

• Exhibits a level of comprehension that consists of disjointed, incomplete, or irrelevant responses.

• Might use relevant copied text.

• Makes only distant connections to the text, using sketchy details.

LEVEL 0—Consists of 3 types of responses:• Non-Scorable (NS) papers are blank.

• Off-Task (OT) papers show no relationship to task and text, are illegible, irrelevant copied text,or written in a language other than English.

• Intentionally Off-Task (IO) papers are ones that have unrelenting profanity, are a refusal to per-form, state a baseless charge of too personal, or are drawings, scribbling, etc.

*Note: Level 3 (or higher) is to be viewed as the performance standard for all students.



Name________________________________________ Class_____________________ Date____________________

UNIT 2 TEST

READING, Continued

The task below requires that you provide a written response. Use the scratch paper yourteacher gave you to help you develop your answer. Write your answer in the space below thetask. Remember, you may go back to the article, and you may use a dictionary or thesaurus tohelp you with your writing.

19. In this article, you learned about how the Rosebud Sioux preserve their values, beliefs, andhistory. How is your family or community’s way of preserving culture similar to or differentfrom the Rosebud Sioux’s way?As you write, be sure to:• Discuss ways that your family or social group differs from or is similar to the Rosebud Sioux

in terms of preserving culture.• Use the author’s information to explain how the Rosebud Sioux preserve their culture.• Include your own ideas about how your family or community preserves its culture.• Write neatly and clearly.• Use only the space provided.


© EMC EXPERIENCING LITERATURE PSSA PRACTICE 107

Answer Key Test-Taking Skills PracticeWorksheets

PREPARING FOR TESTS1. Responses will vary.2. Responses will vary.

ANSWERING SELECTED-RESPONSEQUESTIONS

1. Answer: C; Standard: 1.1.8B2. Answer: I; Standard: 1.1.8G13. Answer: A; Standard: 1.2.8A24. Answer: G; Standard: 1.1.8E5. Answer: B; Standard: 1.2.8A3

ANSWERING QUESTIONS ABOUT A READING PASSAGE

1. Answer: B; Standard 1.3.8B2. Answer: I; Standard: 1.1.8G13. Answer: A; Standard: 1.1.8G14. Answer: H; Standard: 1.3.8E5. Answer: A; Standard: 1.3.8B

MAKING INFERENCES1. Answer: B; Standard: 1.3.8C2. Answer: H; Standard: 1.1.8D3. Answer: A; Standard: 1.3.8E4. Standard: 1.2.8A2.

Students should list most of these events in thisorder: birth, the death of his mother, his reportof seeing the bear with wings, the ridicule ofother people, sharing the vision and the griefwith his father.

5. Standard: 1.3.8F.Responses will vary. Students should useevidence from the poem to support theiropinion about whether or not the boy reallysaw the bear. Some might say that he believeshe did see it, citing the fact that the boyinsisted multiple times that he was telling thetruth. Others might say that he didn’t really seea bear with wings but that he misses hismother and wishes to see her again.

DISTINGUISHING FACT FROMOPINION

1. Fact. The meaning of orphan could be checkedin a dictionary. Standard: 1.2.8A1

2. Opinion. The word should, which appearstwice, suggests that this is a policy statement.Standard: 1.2.8A1

3. Opinion. The word will and the reference to theyear 2025 indicate that this is a prediction.Standard: 1.2.8A1

4. Fact. This statement could be verified byreading the story. Standard: 1.2.8A1

5. Opinion. The word appealing makes this a valuestatement. Standard: 1.2.8A1

USING CONTEXT CLUES1. Answer: C; Standard: 1.1.8C2. Answer: F; Standard: 1.1.8C3. Answer: C; Standard: 1.1.8C4. Answer: F; Standard: 1.1.8C5. Answer: B; Standard: 1.1.8C

RESPONDING TO PERFORMANCETASKS

1. Standard: 1.3.8F. Responses will vary. Studentsshould explain how this statement makes itseem like only a certain kind of person can actfor social change. Use the Pennsylvania ReadingAssessment Rubric on page 111 to evaluateresponses. For sample responses reflecting eachscoring level, please consult the Practice Test forthe PSSA Reading Grade 8 Administrative Guide,which is available on the PennsylvaniaDepartment of Education’s Assessment andTesting website.

2. Standard: 1.3.8F. Responses will vary. Use thePennsylvania Reading Assessment Rubric onpage 111 to evaluate responses. For sampleresponses reflecting each scoring level, pleaseconsult the Practice Test for the PSSA ReadingGrade 8 Administrative Guide, which is availableon the Pennsylvania Department of Education’sAssessment and Testing website.

Grade 8 PSSA Practice Tests

UNIT 1 TESTREADING

1. Answer: C; Standard: 1.1.8C2. Answer: G; Standard: 1.8.8C3. Answer: C; Standard: 1.2.8A24. Answer: H; Standard: 1.2.8A25. Answer: C; Standard: 1.3.8A6. Answer: F; Standard: 1.2.8A17. Answer: C; Standard: 1.3.8E8. Answer: F; Standard: 1.7.8B9. Answer: B; Standard: 1.3.8B

10. Answer: G; Standard 1.7.8A11. Answer: C; Standard: 1.8.8A12. Answer: F; Standard: 1.1.8A13. Answer: C; Standard: 1.1.8G1


14. Answer: G; Standard: 1.7.8A15. Answer: D; Standard: 1.8.8B216. Answer: I; Standard: 1.1.8C17. Answer: B; Standard: 1.2.8A318. Answer: D; Standard: 1.8.8B419. Standard: 1.3.8F. Responses will vary. Students

should identify topics that are related to whatthey have learned from the article. Use thePennsylvania Reading Assessment Rubric onpage 111 to evaluate responses. For sampleresponses reflecting each scoring level, pleaseconsult the Practice Test for the PSSA ReadingGrade 8 Administrative Guide, which is availableon the Pennsylvania Department of Education’sAssessment and Testing website.

UNIT 2 TESTREADING

1. Answer: B; Standard: 1.3.8A2. Answer: F; Standard: 1.2.8A13. Answer: D; Standard: 1.1.8B4. Answer: I; Standard: 1.2.8A35. Answer: C; Standard: 1.8.8C6. Answer: H; Standard: 1.2.8A27. Answer: D; Standard: 1.2.8A28. Answer: H; Standard: 1.8.8A9. Answer: C; Standard: 1.1.8C

10. Answer: H; Standard: 1.7.8B11. Answer: C; Standard: 1.1.8A12. Answer: F; Standard: 1.1.8D13. Answer: B; Standard: 1.1.8G114. Answer: I; Standard: 1.7.8A15. Answer: C; Standard: 1.1.8C16. Answer: F; Standard: 1.1.8B17. Answer: A; Standard: 1.8.8B218. Answer: H; Standard: 1.8.8B419. Standard: 1.3.8F. Responses will vary. Students

should accurately compare and/or contrastcultural preservation in their community withcultural preservation among the RosebudSioux. Use the Pennsylvania ReadingAssessment Rubric on page 111 to evaluateresponses. For sample responses reflecting eachscoring level, please consult the Practice Test forthe PSSA Reading Grade 8 Administrative Guide,which is available on the PennsylvaniaDepartment of Education’s Assessment andTesting website.

UNIT 3 TESTREADING

1. Answer: C ; Standard: 1.3.8.A2. Answer: G ; Standard: 1.7.8A

3. Answer: C ; Standard: 1.2.8A14. Answer: I ; Standard: 1.1.8B5. Answer: C ; Standard: 1.3.8A6. Answer: G ; Standard: 1.2.8A27. Answer: A ; Standard: 1.8.8A28. Answer: H ; Standard: 1.1.8C9. Answer: B ; Standard: 1.2.8A1

10. Answer: G; Standard: 1.7.8A11. Answer: D ; Standard: 1.2.8A312. Answer: G ; Standard: 1.8.8A13. Answer: H ; Standard: 1.1.8D14. Answer: C ; Standard: 1.3.8E15. Answer: G ; Standard: 1.3.8B16. Answer: B ; Standard: 1.1.8D17. Answer: H ; Standard: 1.8.8B218. Answer: C; Standard 1.8.8.B119. Standard: 1.3.8F. Responses will vary. Students

should elaborate on a trip that gave them ameans for self-reflection. Students should alsoaccurately compare and/or contrast theirreflections with those of the authors in thearticle. Use the Pennsylvania ReadingAssessment Rubric on page 111 to evaluateresponses. For sample responses reflecting eachscoring level, please consult the Practice Test forthe PSSA Reading Grade 8 Administrative Guide,which is available on the PennsylvaniaDepartment of Education’s Assessment andTesting website.

UNIT 4 TESTREADING

1. Answer: C; Standard 1.1.8E2. Answer: H; Standard 1.1.8D3. Answer: D; Standard 1.1.8C4. Answer: G; Standard 1.1.8G15. Answer: D; Standard 1.1.8D6. Answer: G; Standard 1.2.8A17. Answer: D; Standard 1.2.8A48. Answer: F; Standard 1.2.8A29. Answer: C; Standard 1.2.8A2

10. Answer: F; Standard 1.3.8A11. Answer: C; Standard 1.3.8B12. Answer: F; Standard 1.3.8C13. Answer: A; Standard 1.7.8A14. Answer: H; Standard 1.7.8B15. Answer: D; Standard 1.8.8B216. Answer: G; Standard 1.8.8A17. Answer: D; Standard 1.8.8A418. Answer: G; Standard 1.2.8A319. Standard: 1.3.8F. Responses will vary. Students

should elaborate on what a typical day is likefor them in terms of the challenges they face asblack South Africans. Students should also

108 PSSA PRACTICE EXPERIENCING LITERATURE © EMC


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