GLENCOE LANGUAGE ARTS RADE 8 - McGraw-Hill

ARMT AND SAT-10PREPARATION AND PRACTICE WORKBOOK

TEACHER’S ANNOTATED EDITION

GLENCOE LANGUAGE ARTSGRADE 8

Aligned with the Alabama English Language ArtsCourse of Study Content Standards

This helpful workbook provides• Test-taking strategies for

Alabama Reading and Mathematics Test Reading Test Stanford Achievement Test, 10th Edition

• A full-length ARMT reading practice test with multiple-choice and open-ended items

• A SAT-10 practice test covering Reading Vocabulary, Reading Comprehension, Spelling, Language, and Listening

ARMT AND SAT-10PREPARATION AND PRACTICE WORKBOOK

TEACHER’S ANNOTATED EDITION

GLENCOE LANGUAGE ARTSGRADE 8

Copyright ©

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AcknowledgmentsThe use of Alabama Department of Education content, including content standards, rubrics, and writing prompts, in this publication does not constitute any endorsement of this publication by the Alabama Department of Education.

Every effort has been made to determine copyright owners. In case of any omissions, the publisher will be pleased to make suitable acknowledgments in future editions.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with Glencoe Literature: Reading with Purpose. Any other reproduction, for use or sale, is prohibited without written permission from the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

ISBN: 978-0-07-878774-4MHID: 0-07-878774-2

Printed in the United States of America

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c.Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1

The ARMT Practice Test

Administering the Practice Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2

Scoring the Practice Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2

Using the Diagnostic Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T3

Diagnostic Charts for ARMT Practice Test . . . . . . . . . . . . . . . . . . . . . . . . T4

ARMT Practice Test Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6

Correlation of ARMT Practice Test to Alabama Course of Study Reading Standards . . . . . . . . . . . . . . . . . . . T9

ARMT Practice Test Answer Document . . . . . . . . . . . . . . . . . . . . . . . . . T10

The SAT-10 Practice Test

Administering the Practice Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T12

SAT-10 Practice Test Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T13

Answer Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T13

Reading Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T13

Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T14

Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T15

Answer Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T16

Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T16

Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T18

Scoring the Practice Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T22

Using the Diagnostic Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T22

Diagnostic Chart for SAT 10 Practice Test . . . . . . . . . . . . . . . . . . . . . . T23

SAT-10 Practice Test Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T25

Correlation of SAT-10 Practice Test to SAT Standards, Advanced 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T26

SAT-10 Practice Test Answer Document . . . . . . . . . . . . . . . . . . . . . . . . T29

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ARMT T1

Introduction

The ARMT and SAT-10 Preparation and Practice Workbook was developed to help students prepare for• the reading portion of the Alabama Reading and Mathematics Test, or ARMT, and• the language arts subtests of the Stanford Achievement Test, 10th Edition (also

known as SAT-10, Stan 10, and Stanford 10)

By helping students become familiar with these tests, this workbook can boost their confidence, put them at ease on testing days, and—ultimately—enhance their performance.

The student workbook offers test-taking strategies, an ARMT practice test with items correlated to the Alabama Course of Study for Grade 8, and a SAT-10 practice test correlated to the “national” standards used by SAT. This Teacher’s Annotated Edition provides diagnostic charts to help you identify students’ strengths and weaknesses in reading.

Test-Taking Strategies

The strategies and tips in the workbook provide practical ways students can prepare to succeed on the tests. We teach three main strategies and ask students to apply them in example test items. We also offer general tips on preparing for the test and specific tips for dealing with test-taking anxiety.

Practice Tests

Encourage students to take the practice tests seriously, explaining that they will provide valuable experience for the real tests. After students complete each practice test, gather feedback. Ask which parts they found challenging and discuss which test-taking strategies and tips they used.

Ideally, students would take the practice test about two weeks before the actual test; however, you will probably have to stretch that time frame since both ARMT and SAT-10 are administered in early April. To help students acclimate to the testing environment, simulate that environment to the degree that schedules and other circumstances allow.

Specific guidelines for each practice test appear in the following pages, along with standards and correlations, answer keys, student and class diagnostic charts, and answer documents.

T2 ARMT and SAT-10 Preparation and Practice Workbook

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panies, Inc.The ARMT Practice Test

Administering the Practice Test

Answer documents for the ARMT practice test appear on pages T10–T11. Each student will need four copies of Document B for open-ended items, and you will probably want extra copies available of both sheets.

On Answer Document A, a row of blank boxes is provided if you wish to have students record some identifier (such as your name, a class name, or the date) in addition to their last and first names.

Give students the following specific instructions:

• Use a No. 2 pencil.

• In the upper right corner of each page are boxes labeled “Last Name” and “First Name.” Fill in these boxes, putting just one letter in each box. If your name does not fit, write as many letters of it as there are boxes.

• Use Document A for multiple-choice items. Mark each answer by filling in the circle.

• Use a separate Document B for each open-ended item. Write the item number on the blank in the sentence that says, “Answer question __ in this box.”

Scoring the Practice Test

The practice test should be scored in the same way that the ARMT Reading Test is scored. A correct multiple-choice answer is worth 1 point; a missing or incorrect answer is worth 0. An open-ended item is worth up to 3 points.

Multiple-choice answers are keyed in three places:

• page T4, in the Student Diagnostic Chart

• page T6, in a separate Answer Key

• pages 22–37, in the annotated student pages

Rubrics for open-ended items appear on pages T7–T8 in the key.

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c.Using the Diagnostic Charts

Student and class diagnostic charts are included to help you monitor students’ progress in preparation for the ARMT Reading Test.

The Student Diagnostic Chart can give you an accurate account of each student’s strengths and weaknesses based on the ARMT practice test. After grading the tests, photocopy the chart for each student and mark it as follows:

• For multiple-choice items: In the first blank (unshaded) box to the right of each answer, enter 1 for a correct answer or 0 for an incorrect answer. (Answers appear both in the chart’s “Answer” column and on page T6 in the key.)

• For open-ended items: In the first blank box to the right of “pts,” enter the number of points earned. (Rubrics for open-ended items appear on page T7–T8 in the key.)

• Tally the scores in the “Totals” column and row. Translate the totals into percent scores by dividing each total by the highest score possible (labeled “High Score”) and multiply by 100. Record the percent scores in the bottom row.

Photocopy and distribute completed charts to students.

Use the Class Diagnostic Chart to help you determine how your class performed as a whole. Copy each student’s name and percent scores from his or her Student Diagnostic Chart. At the bottom of the class chart, you can calculate and record class averages. Skimming the chart will give you an excellent overview of which areas require additional preparation for the ARMT Reading Test.

ARMT T3


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Student Diagnostic Chart for ARMT Practice Test

Item

An

sw

er

COS/ARMT

Standards

To

tals

1 2 3 4

“Breaking the Silence”

1. A

2. A

3. A

4. D

5. A

6. B

7. D

8. A

9. C

10. C

11. B

12. D

13. C

14. C

15. C

16. D

17. A

18. pts.“Sympathy”

19. C

20. A

21. A

22. C

23. A

24. D

25. C

26. C

27. A

28. C

29. B

30. D

31. C

32. B

33. C

34. pts.

Item

An

sw

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COS/ARMT

Standards

To

tals

1 2 3 4

“White Pines Adventure”

35. A

36. A

37. D

38. D

39. C

40. C

“Apitherapy”

41. A

42. C

43. B

44. B

45. D

46. A

47. pts.“The Floor of the Sea”

48. C

49. B

50. B

51. B

52. pts.Items Not Associated with a

Passage

53. D

54. A

55. C

56. A

57. D

58. C

Totals

High Score /21 /18 /5 /22 /66Percent Score % % % % %

Student Date

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Class Diagnostic Chart for ARMT Practice Test

COS/ARMT Standards Practice

TestStudent Name 1 2 3 4

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

Total

Class Average

ARMT T5

Class Date


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panies, Inc.ARMT Practice Test Answer Key

Note: Due to space limitations, only the standard numbers are listed here; for the standards text, see page T9.

Answers for Multiple Choice Items

COS/ARMT COS/ARMT COS/ARMT Answer Standard Answer Standard Answer Standard

“Breaking the Silence” “Sympathy” “Apitherapy”

1. A 1 19. C 1 41. A 4

2. A 2 20. A 1 42. C 4

3. A 1 21. A 1 43. B 4

4. D 1.1 22. C 2 44. B 4

5. A 2 23. A 2 45. D 4.4

6. B 2 24. D 2 46. A 4.3

7. D 2 25. C 1 47. [T8] 4

8. A 2 26. C 2 “The Floor of the Sea”

9. C 1 27. A 2 48. C 4.5

10. C 2.1 28. C 1 49. B 4.5

11. B 2.1 29. B 1 50. B 4

12. D 1.3 30. D 1 51. B 4.1

13. C 1 31. C 2 52. [T8] 4

14. C 2 32. B 3.1 “Item with No Passage”

15. C 1 33. C 3.1 53. D 3

16. D 2 34. [T7] 1 54. A 3

17. A 1.2 “White Pines Adventure” 55. C 1.1

18. [T7] 2.1 35. A 4 56. A 1.2

36. A 4 57. D 1.2

37. D 4.3 58. C 3

38. D 4

39. C 4.5

40. C 4.1

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c.Rubrics for Open-Ended Items

“Breaking the Silence”

18. Briefly describe the main conflict in the story and explain how it is resolved. Use

evidence from the story to support your answer.

Pts The response demonstrates

3 thorough understanding that the main conflict is between Lisa and her mother. Examples may include, but are not limited to, the following:• Lisa wants to go on her annual summer vacation, but her mother has canceled

the trip.• Lisa doesn’t know that her mother canceled the trip because she needs a

serious operation.• Lisa reads an e-mail in which her mother’s secret is revealed.• The possibility of losing her mother makes Lisa see the unimportance of the

vacation.2 general understanding that Lisa’s mother canceled a planned vacation and cites

the reason for the canceled trip. The response is not as complete or organized as a 3-point response.

1 limited understanding that Lisa’s mother has a secret, but the response provides little or no support.

0 no attempt to address the prompt.

“Sympathy”

34. Summarize the theme of the poem and explain how its title helps express this theme.

Use details from the poem to support your response.


3 thorough understanding that the poem is about the speaker’s being or feeling trapped. The speaker sees his or her own situation and feelings in the bird’s situation and actions. Examples may include, but are not limited to, the following:• The speaker expresses sympathy for a distressed bird in a cage.• In the first stanza, the speaker describes an early spring scene and imagines

that the bird wants to be part of that scene.• In the second stanza, the speaker claims to understand why the bird beats

against the cage because it wants its freedom.• In the last stanza, the speaker says that the bird sings a prayer for freedom.

2 general understanding that the poem is more about the speaker than about the bird, but the response is not as complete or organized as a 3-point response.

1 limited understanding that the speaker has sympathy for a caged bird, but the response provides little or no support.


ARMT T7


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panies, Inc.“Apitherapy”

47. Summarize the author’s view of honeybees and their significance in roles other than

making honey. Use specific details from the article to support your response.


3 thorough understanding that the author’s opinion of honeybees is extremely favorable. Examples may include, but are not limited to, the author’s• description of the bees’ honey as sweet and valuable, but his real interest

seems to be in their potential as “insect doctors!”• explanation of honey in the treatment of wounds and burns.• discussion of bee venom as a potential medicine for people suffering from

arthritis, multiple sclerosis, and neck and back pain.2 general understanding that the author clearly thinks honeybees are important

and valuable creatures and that honey has the potential to heal and cure humans. The response is not as complete or organized as a 3-point response.

1 limited understanding that the author’s opinion of honeybees is favorable, but the response provides little or no support.


“The Floor of the Sea”

52. Compare and contrast scientists’ understanding of the ocean floor in the past and

in the present. Use specific details from the article to support your response.


3 thorough understanding that scientists’ understanding of the ocean floor has grown more complex over time. Examples may include, but are not limited to, the following:

• Before the nineteenth century, scientists thought the ocean floor was a flat, muddy, uninteresting wasteland with no living creatures.

• In the nineteenth century, these simple ideas were put to rest when scientists began using depth-sounding technology to explore the ocean floor.

• The discovery of basalt suggested that the ocean floor had volcanic activity.

• The ocean floor is full of rich minerals, including iron, copper, zinc, silver, and gold.

2 general understanding that in the late twentieth century, new technology allowed scientists to learn new information about the ocean floor. The response includes specific examples from the text but is not as complete or organized as a 3-point response.

1 limited understanding of exploration of the ocean floor in the past or present and provides little or no support.


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c.Correlation of ARMT Practice Test to Alabama Course

of Study Reading Standards, Grade 8

Like the current ARMT Reading Test, the workbook practice test assesses the reading standards from the Alabama English Language Arts Course of Study. Only those standards, adopted in February 2007, are printed here.

Note: For correlation purposes, bullet points have been assigned numbers. The numbers are used for easy reference and are not intended to indicate any order of importance or other significance.

Practice Test Items

1 Students will:Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighth-grade recreational reading materials.

1, 3, 9, 13, 15, 19, 20, 21, 25, 28, 29, 30, 34

1.1 • Applying self-monitoring strategies for text understanding 4, 551.2 • Distinguishing fact from fiction to enhance understanding 17, 56, 571.3 • Determining sequence in recreational reading materials 122 Students will:

Evaluate the impact of setting, mood, and characterization on theme in specific literary selections

2, 5, 6, 7, 8, 14, 16, 22, 23, 24, 26, 27, 31

2.1 • Identifying components of plot 10, 11, 183 Students will:

Distinguish among the sub-categories of poetry, such as ballads, lyric poems, epics, haiku, and limericks, based on their characteristics.

53, 54, 58

3.1 • Identifying rhythm and rhyme scheme 32, 334 Students will:

Apply strategies appropriate to the type of reading material, including making inferences to determine bias or theme and using specific context clues, to comprehend eighth-grade informational and functional reading materials.

35, 36, 38, 41, 42, 43, 44, 47, 50, 52

4.1 • Applying self-monitoring strategies for text understanding 40, 514.2 • Comparing predicted with actual content in informational

and functional reading materials4.3 • Distinguishing fact from opinion informational reading

materials37, 46

4.4 • Confirming author’s credentials 454.5 • Determining sequence of steps, events, or information 39, 48, 49

ARMT T9


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“Breaking the

Silence”

Page 23

1 A B C D2 A B C D

Page 24

3 A B C D

4 A B C D5 A B C D6 A B C D7 A B C D

Page 25

8 A B C D

9 A B C D

10 A B C D

11 A B C D

12 A B C D

Page 26

13 A B C D14 A B C D15 A B C D16 A B C D17 A B C D

“Sympathy”

Page 27

19 A B C D

20 A B C D

Page 28

21 A B C D22 A B C D23 A B C D24 A B C D25 A B C D26 A B C D27 A B C D28 A B C D

“Sympathy”

(continued)Page 33

29 A B C D


“White Pines

Adventure”

Page 30

35 A B C D

36 A B C D

Page 31

37 A B C D

38 A B C D39 A B C D40 A B C D

“Apitherapy: The

Uses of Honeybees

in Healing”

Page 33

41 A B C D


Page 34

46 A B C D

“The Floor of the

Sea”

Page 35

48 A B C D

49 A B C D50 A B C D51 A B C D

LAST NAME

FIRST NAME

Items Not

Associated with a

Passage

Page 36


Page 37

57 A B C D

58 A B C D

ARMT Practice Test

Answer Document A: Multiple-Choice

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ARMT Practice Test T11

ARMT Practice Test

Answer Document B: Open-Ended

DO NOT WRITE OUTSIDE THE BOX.

Answer question____in this box.

DO

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DO NOT WRITE OUTSIDE THE BOX.

LAST NAME

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panies, Inc.The SAT-10 Practice Test

Administering the Practice Test

Answer documents for the SAT-10 practice test appear on pages T29–T30. Each student will need only one copy, but you might want extras available. Students will also need scratch paper for the Listening subtest.

SAT-10 is an untimed test, but Stanford provides suggested times for planning purposes only. The directions for administering SAT-10 say to “allow any student to have as much time as he or she needs to complete the test while working productively.” At 100 items, the practice test is approximately half the length of SAT-10’s combined Language Arts tests. The table below shows the number of items and suggested times for each section of the practice test and of SAT-10.

Practice Test SAT-10

Test Section Items Min. Items Min.

Reading Vocabulary 15 10 30 20

Reading Comprehension 24 24 54 50

Spelling 20 17 40 35

Language 23 22 48 45

Listening 18 15 40 30

Totals 100 88 212 180

These suggested times do not include time required for preparation (such as distribution and collection of answer documents and other materials) or working through the sample questions at the beginning of each subtest.

Materials Needed

• a supply of No. 2 pencils

• student test preparation workbooks

• a supply of SAT-10 answer documents (pages T29–T30)

• scratch paper for the Listening subtest

Special Note: As you are probably aware, the SAT-10 answer document includes a complex information section that students must fill in. The practice test answer document requires only last and first names. A third row of blank boxes is provided if you wish to have students record some additional identifier, such as your name, a class name, or the date.

SAT T13

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SAT-10 Practice Test Script

This script for the practice test is adapted from the directions for administering SAT-10. All directions that you are to read to students are printed in a serif (Times Roman) typeface. Text inside a box is material that appears in the student booklet.

Answer Document

I will give you an answer document. Do not write on it until I tell you what to do. Do not open your test booklet until I tell you.

Distribute Answer Document Part 1, and see that each student has a No. 2 pencil and an eraser.

In the upper right corner of the page are boxes labeled “Last Name” and “First Name.” Fill in these boxes, putting just one letter in each box. If your name does not fit, write as many letters of it as there are boxes.

Reading Vocabulary

Open your test booklet to page 40. Fold the booklet back so that only page 40 shows. Look at the directions at the top. Read them to yourself while I read them out loud.

Directions: Choose the word or words that mean the same, or about the same, as the underlined word. Mark the space for the answer you choose.

Look at Sample A. Read it to yourself as I read it out loud.

To plead is to — A fold … B walk … C beg … D pull.

Which word correctly completes the sentence? (Pause for responses.)

Beg is the correct answer. Plead means “beg.”

Now find the Reading Vocabulary section on your answer document. Look at the box marked Sample A. The space for the letter “C” has been marked because “C” is the letter of the correct answer, beg.

You will do all five questions on this page in the same way we did Sample A. Does everyone understand? (Answer any questions.)

After you finish Question 5, you will find different kinds of questions. On page 41 you will see directions, followed by Sample B. On page 43 you will see another set of directions, followed by Sample C.

As you come to each section, read the directions, study the sample, and then answer each question by marking the space on your answer document. Do not mark your answers in your booklet.


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panies, Inc.Keep working on pages 41 through 43 until you come to where it says “Stop” at the bottom of page 43. If you finish early, you may check your work on pages 40 through 43. Do not go on to any other pages. Does everyone understand? (Answer any questions.)

You will have at least 10 minutes to work on this Reading Vocabulary subtest. If you’re not sure about the answer to a question, do your best. Don’t spend too much time on one question. You may start now.

Allow at least 10 minutes for students to finish.

Stop.

If you are continuing directly to Reading Comprehension, skip below.

If you are not continuing directly to the next section, say

Put your pencil down and close your booklet. Put your answer document inside the front cover of the booklet.

When you are ready to begin the next section:

I am going to give you your booklet and answer document. Do not open the booklet or take out your answer document until I tell you what to do.

Make sure each student has his or her own booklet and answer document, a No. 2 pencil, and an eraser.

Reading Comprehension

Open your booklet to the Reading Comprehension subtest on page 44. Do not fold your booklet back for this subtest. Read the directions at the top of the page to yourself while I read them out loud.

Directions: Read each passage and each question about the passage. Choose the best answer for each question. Mark the space for the answer you choose.

Now read the sample passage to yourself.

Pause about 2 minutes while students read the sample story.

Now read the first sample question, Sample A, to yourself as I read it out loud.

Before you can participate in the scuba diving class, you must — A call to register for the class … B read a book about diving basics … C purchase all your scuba diving gear … D know basic information about proper diving techniques.

What is the correct answer? (Pause for responses.)

Yes, that’s right. The answer is “A.” Calling is the only action you would have to do before the class. Find the Reading Comprehension section on your answer document. The space for “A” has been filled in to show that it is the correct answer. Are there any questions? (Answer any questions.)

SAT T15

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Now look at Sample B. Read the question to yourself. Mark the space for your answer. (Pause while students mark their answers.)

You should have marked the answer space for “D, how much the class costs.” Does anyone have a question? (Answer any questions.)

Turn to page 45. After you finish Question 5, keep working until you come to the word “Stop” at the bottom of page 52. If you finish early, you may check your work on pages 45 through 52. Do not go on to any other pages. Does everyone understand? (Answer any questions.)

You will have at least 24 minutes to read the passages and answer the questions on this Reading Comprehension subtest. If you’re not sure about the answer to a question, do your best. Don’t spend too much time on one question. Start now.


Stop.

If you are continuing directly to Spelling, skip below.






Spelling

Open your booklet to the Spelling subtest on page 53. Fold your booklet back so that only page 53 shows. Read the directions at the top of the page to yourself while I read them out loud.

Directions: Read each sentence carefully. If an underlined word in the sentence is misspelled, mark the space for that word. If all the words are spelled correctly, mark the space for No mistake.

Now look at Sample A. This sentence has three underlined words and a fourth choice for No mistake. Read the sample to yourself as I read it out loud.

Earth is only one planit in the solar system. No mistake.

Is any underlined word misspelled or is there no mistake? (Pause for responses.)

Yes, good. Planit should be spelled p-l-a-n-e-t. Now find the section for Spelling on your answer document. Under the box marked “Sample,” the space for letter “A” has been marked because “A” is the letter of the word that is not spelled correctly. Does anyone have a question? (Answer any questions.)


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panies, Inc.You are to do all the questions on pages 53 through 55. Remember, if one of the underlined words is spelled incorrectly, mark the space for that word. If all the underlined words are spelled correctly, mark the space for No mistake.

Stop working when you come to the word “Stop” at the bottom of page 55. If you finish early, you may check your work on pages 53 through 55. Do not go on to any other pages. Does everyone understand? (Answer any questions.)

You will have at least 17 minutes to work on this Spelling subtest. If you’re not sure about the answer to a question, do your best. Don’t spend too much time on one question. You may start now.


Stop.

If you are continuing directly to Language, skip below.






Answer Document

Distribute Answer Document, Part 2.

Print your last and first names in the boxes in the upper right corner of the page. Put one letter in each box, just as you did before.

Language

Open your booklet to the Language subtest on page 56. Fold your booklet back so that only page 56 shows. Read the directions to yourself as I read them out loud.

Directions: Read each sentence carefully. The underlined words in each one may include a mistake in punctuation, capitalization, or word usage. If there is a mistake, choose the best way to rewrite the underlined words. If there is no mistake, choose Correct as is.

Now look at Sample A. Read it to yourself as I read it out loud.

SAT T17

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.“I like this pizza, said Callie.

Now read the answer choices. Should the underlined part of the sentence be written like Choice A, Choice B, or Choice C, or is it Correct as is? (Pause for responses.)

Yes, “A” is correct. In the Language section of your answer document, the space for the letter “A” has been filled in for Sample A to show that it is the correct answer. Does everyone understand what to do? (Answer any questions.)

You are to do Questions 1 through 5 the same way as the sample. When you finish Question 5, you will see directions, followed by Sample B and more questions. After Question 11, there are more samples and more questions.

Read what to do for each part as you come to it. Study the samples. Answer each question by marking the space in your answer document. Keep working until you come to the bottom of page 60, where it says “Stop.” If you finish early, you may check your work on pages 56 through 60. Do not go on to any other pages. Does everyone understand? (Answer any questions.)

You will have at least 15 minutes to work on this part of the Language subtest. If you’re not sure about the answer to a question, do your best. Don’t spend too much time on one question. You may start now.


Stop. Find the directions at the top of page 61. Read the directions to yourself as I read them out loud.

Directions: Read each paragraph and the questions that follow it. Choose the best answer for each question. Mark the space for the answer you choose.

Now read the sample paragraph to yourself.

After the students have finished reading:

Look at Sample D and read it to yourself as I read it out loud.

Which sentence would not belong in this paragraph?

What is the answer? (Pause for responses.)

Yes, the last answer would not belong because it does not add any information about Shakespeare. The other choices do. On your answer document, the space for the letter “D” has been filled in for Sample D to show that it is the correct answer. Are there any questions? (Answer any questions.)

Do Questions 18 through 23 the same way as the sample. Stop when you come to the word “Stop” at the bottom of page 63. If you finish early, you may check your work on pages 62 and 63. Do not go on to any other pages. Does everyone understand? (Answer any questions.)


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panies, Inc.You will have at least 7 minutes to work on this part of the Language subtest. If you’re not sure about the answer to a question, do your best. Don’t spend too much time on one question. You may start now.


Stop.

If you are continuing directly to Listening, skip below.






Listening

Distribute the scratch paper.

Turn to page 64, the first page of the Listening subtest. Fold the booklet back so that only page 64 shows. Read the directions to yourself while I read them out loud.

Directions: Listen carefully to each question as it is read to you. Then listen and read along in your booklet as the answer choices are read. Choose the best answer. Mark the space for the answer you choose.

Now look at Sample A. Listen to the sentence that I read to you, and then listen to the four answer choices.

The counselor was a mentor to the children who attended the day camp. A mentor is a — A stranger … B performer … C guide … D doctor.

Which word means the same as mentor? (Pause for responses.)

Yes, guide is the right answer. Now find the section for Listening on your answer document. In the box marked “Sample A,” the space for letter “C” has been marked because “C,” guide, is the letter of the correct answer.

Notice that the answer choices are written in your test booklet. I will read the sentence once, so you must listen carefully. Then I will read the choices while you read them in your booklet. Choose the best answer and mark the space for that answer on your answer document. Does everyone understand?

Answer any questions. Read each question number.

Now we will begin.

SAT T19

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.1 His excuse for being late was not credible. To be credible is to be —

A intelligent … B necessary … C creative … D believable.

2 A potent new medicine cured her serious illness. Potent means —A costly … B powerful … C unpleasant … D popular.

3 That glass may look strong, but it’s as brittle as ice. What does brittle mean? … A dirty … B shiny … C breakable … D thick.

4 Grandma accidentally omitted her payment when she sent her order form. Omitted means —A left out … B lost … C exceeded … D included.

5 Our recycling program’s objective is to clean up the environment. An objective is —A a question … B a mistake … C a goal … D an accident.

6 The new version of our video game has many enhancements. Enhancements are —A rules … B errors … C improvements … D features.

7 The magician’s movements were so deft that no one understood how the trick worked. If something is deft, it is — A very skillful … B obvious … C impressive … D well hidden.

8 That critic gave an apt description of the movie when he called it “just dumb.” Apt means — A brief … B nasty … C silly … D suitable.

Now you will listen to a few paragraphs and answer questions about them. Read the directions to yourself while I read them out loud.

Directions: Listen carefully to each paragraph as it is read to you. Then listen to each question. Listen and read along in your booklet as the answer choices are read. If you wish, you may take notes on your scratch paper. You may use your notes to help you choose the best answer. Mark the space for the answer you choose.

Now look at Sample B and listen to this paragraph.

Juan cast his line over the side of the boat. The moon had risen, but it was covered by clouds. Suddenly moonlight broke through and Juan could see for some distance. The fish started to bite. Pulling in his line, Juan found a good-sized walleye on the hook. He would soon have enough fish for a feast.

Look at the answer choices.

Juan cast his line to — A try to catch fish … B make room on the boat … C tie his boat to a dock … D show his frustration.


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panies, Inc.Which is correct? (Pause for responses.)

Right, “A” is correct. Juan is trying to catch fish. Now find the second part of the Listening section on your answer document. Under “Sample B,” the space for letter “A” has been marked because “A” is the correct answer. Are there any questions? (Answer any questions.)

Now move down to Number 9 below Sample B. Listen carefully to this announcement. There will be four questions about it.

Auditions will be held this week for this year’s school musical, Oklahoma. There will be four performances at the Main Street Theater during the first weekend of May. Performances will be on Thursday, Friday, and Saturday nights. There will also be a matinee on Saturday.

Students who sing, dance, and act can audition in the school auditorium tomorrow at 4:00 P.M. Students who want to work on the technical crew will meet in Room 205 while auditions are taking place.

We only have two months to rehearse. If you are given a part, you must attend rehearsals every afternoon until the performance. Please do not audition if you cannot attend every performance.

9 The musical will be performed in — A a classroom … B the school auditorium … C the school gym … D a local theater.

10 There will be a matinee performance on — A Thursday … B Friday … C Saturday … D Sunday.

11 The technical crew will meet — A during auditions … B the day after auditions … C during the first rehearsal… D the first weekend in May.

12 You should probably not try out for this play if — A you’re involved in another after-school activity … B you like to sing and dance … C you have been in a play before … D you will be on vacation in July.

After students have marked their answers:

Listen carefully to this passage. There will be two questions about it.

The guitar is one of the most widely played musical instruments in the world. It is popular for several reasons. First, a person can learn to play the guitar simply and pleasantly with very little effort. That makes it a perfect instrument for those who like to play music but have little time to practice. Second, a guitar is relatively inexpensive, so people who can’t afford a more expensive instrument might still acquire a guitar. Third, the guitar is excellent for accompanying a singer. The piano is also good accompaniment, but the guitar has the advantage of being easily portable.

SAT T21

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.13 According to the passage, one advantage guitars have over pianos is that — A guitars are

prettier … B guitars are more fun to play … C guitars are easier to transport … D guitars are better for accompanying singers.

14 Which of these is not a reason the passage gives for the guitar’s popularity? … A A guitar is fairly affordable. … B A guitar is easy to learn to play. … C A guitar can be carried around easily. … D Guitar music sounds like a human voice.

After students have marked their answers:

Now listen to this poem. There will be four questions about it.

On the dusty earth-drumBeats the falling rainNow a whispered murmur,Now a louder strain.Slender, silvery drumsticks,On an ancient drum,Beat the mellow musicBidding life to come.

[For information only; not to be read as part of the test:]

These lines are from the poem “Rain Music,” by Joseph Seamon Cotter Jr. (1861–1919).

15 In the metaphor of this poem, what is the earth compared to? … A a drum … B dust … C the rain … D mellow music.

16 What is the rain compared to? … A life … B chords … C drumsticks … D a tattoo.

17 What is the music the speaker hears? … A drumsticks beating on a drum … B rain falling on the earth … C something ancient … D life.

18 What does the music call forth? … A rain … B earth … C life … D whispers.

About 10 seconds after reading the last answer choices:

Stop. Put your pencil down and close your booklet so that the front cover is on top. I will collect your answer documents.

Collect the answer documents. This is the end of the practice test.


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panies, Inc.Scoring the Practice Test

A correct multiple-choice answer is worth 1 point; a missing or incorrect answer is worth 0.

Using the Diagnostic Charts

Student and class diagnostic charts are included to help you monitor students’ progress in preparation for SAT-10.

The Student Diagnostic Chart can give you an accurate account of each student’s strengths and weaknesses based on the SAT-10 practice test. After grading the tests, photocopy the chart for each student and mark it as follows:

• In the first unshaded box to the right of each answer, enter 1 for a correct answer or 0 for an incorrect answer. (Answers appear both in the chart’s “Answer” column and on page T25 in the key.)

• For each standards area, tally scores in the “Subtotals” row. Translate the subtotals into percent scores by dividing each subtotal by the highest score possible (labeled “High”) and multiply by 100. Record the percent scores in the “Percent” row.

• To calculate the overall score, add the individual subtotals and record the sums in the “Total” row at the bottom right. Then translate the sums by dividing each total by the figure in the “High” row and multiply by 100. Record the percent scores in the final “Percent” row.

Photocopy and distribute completed charts to students.

Use the Class Diagnostic Chart to help you determine how your class performed as a whole. Photocopy the chart enough times to accommodate the names of all students who took the practice test. Then copy students’ names and overall percent scores from their Student Diagnostic Charts. At the bottom of the class chart, you can calculate and record class averages. Skimming the chart will give you an excellent overview of which areas require additional preparation for SAT-10.

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Vocabulary

Synonyms

Multiple Meanings

Words in Context

1.

B

2.

C

3.

A

4.

D

5.

A

6.

A

7.

C

8.

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9.

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10.

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11.

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12.

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13.

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14.

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15.

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Comprehension

Initial Understanding

Interpretation

Critical Analysis

Strategies

1.

A

2.

B

3.

D

4.

A

5.

C

6.

D

7.

A

8.

D

9.

C

10.

C

11.

C

12.

D

13.

B

14.

B

15.

D

16.

A

17.

B

18.

A

19.

D

20.

C

21.

D

22.

A

23.

B

24.

C

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2/

5/

3

Per

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Spelling

Homophones

Phonetic Principles

Structural Principles

No Mistake

1.

D

2.

A

3.

B

4.

A

5.

B

6.

A

7.

B

8.

A

9.

B

10.

D

11.

D

12.

A

13.

C

14.

A

15.

B

16.

D

17.

C

18.

C

19.

A

20.

B

Sub

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6/

5/

5

Per

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Language

Mechanics

Sentence Structure

Prewriting

Content/Organization

1.

D

2.

B

3.

B

4.

C

5.

A

6.

B

7.

C

8.

D

9.

D

10.

A

11.

C

12.

C

13.

B

14.

B

15.

D

16.

A

17.

C

18.

C

19.

A

20.

B

21.

D

22.

B

23.

A

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5/

6/

4/ 8

Per

cent

Listening

Vocabulary


Interpretation

Critical Analysis

Strategies

1.

D

2.

B

3.

C

4.

A

5.

C

6.

C

7.

A

8.

D

9.

D

10.

C

11.

A

12.

A

13.

C

14.

D

15.

A

16.

C

17.

B

18.

C

Sub

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8/

4/

4/

2/

0

Per

cent

Tota

l

Hig

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100

Per

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Synonyms

Multiple Meaning

Words in Context


Interpretation

Critical Analysis

Strategies

Homophones

Phonectic Principles

Structural Principles

No Mistake

Mechanics

Sentence Structure

Prewriting

Content/Organization

Vocabulary


Interpretation

Critical Analysis

Strategies

Total

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

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.SAT-10 Practice Test Answer Key

Note: Due to space limitations, only standard numbers are listed here; for the standards text, see pages T26–T28.

Answer SAT Standard Answer SAT Standard Answer SAT Standard

Reading Vocabulary

1. B RV01 2. C RV01 3. A RV01 4. D RV01 5. A RV01 6. A RV02 7. C RV02 8. B RV02 9. A RV0210. D RV0211. C RV0312. A RV0313. A RV0314. D RV0315. B RV03


1. A RC15 2. B RC26 3. D RC07 4. A RC26 5. C RC15 6. D RC35 7. A RC41 8. D RC42 9. C RC3110. C RC4311. C RC4412. D RC8013. B RC6714. B RC7215. D RC7316. A RC7117. B RC4218. A RC32

19. D RC3120. C RC5221. D RC0522. A RC0723. B RC0124. C RC21

Spelling

1. D SP04 2. A SP04 3. B SP02 4. A SP02 5. B SP01 6. A SP01 7. B SP02 8. A SP01 9. B SP0310. D SP0411. D SP0412. A SP0313. C SP0314. A SP0215. B SP0216. D SP0417. C SP0218. C SP0319. A SP0320. B SP01

Language

1. D LA01 2. B LA03 3. B LA02 4. C LA03 5. A LA02 6. B LA04 7. C LA04

8. D LA05 9. D LA0510. A LA0411. C LA0412. C LA1013. B LA0914. B LA0715. D LA0716. A LA1117. C LA0618. C LA1219. A LA1320. B LA1121. D LA1222. B LA1323. A LA15

Listening

1. D LV 2. B LV 3. C LV 4. A LV 5. C LV 6. C LV 7. A LV 8. D LV 9. D LC6110. C LC6111. A LC6312. A LC6413. C LC3914. D LC3215. A LC1016. C LC1017. B LC0718. C LC05


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panies, Inc.Correlation of SAT-10 Practice Test

to SAT Standards, Advanced 1For correlation purposes, Glencoe/McGraw-Hill has assigned numbers to the SAT standards. The numbers are for easy reference and are not intended to indicate any order of importance or other significance

Content and Process Clusters Standards Practice Test Items

Reading Vocabulary

Synonyms RV01 A, 1, 2, 3, 4, 5Multiple-Meaning Words

RV02 B, 6, 7, 8, 9, 10

Context Clues RV03 C, 11, 12, 13, 14, 15


Literary

Initial Understanding RC01 Determine explicit supporting details 23RC04 Determine explicit causes for or effects of events

Interpretation RC05 Draw conclusions from details 21RC06 Interpret character traits, behavior, or

motivationRC07 Categorize, classify, compare, or contrast

details3, 22

RC08 Extract implicit main idea or themeRC13 Distinguish important from less-important ideas

Critical Analysis RC15 Discern literary devices 1, 5RC19 Analyze characteristics of genreRC20 Discern author’s voice

Strategies RC21 Determine unknown words from context 24RC25 Determine if needed information is within textRC26 Interpret figurative language 2, 4

Informational

Initial Understanding RC31 Determine explicit causes or explanations for events

9, 19

RC32 Determine explicit sequence or action 18RC33 Determine explicit supporting detail

Interpretation RC35 Extract implicit theme or main idea 6RC41 Draw conclusions from details in text 7RC42 Generalize beyond the text 8, 17RC43 Provide support for conclusions 10

Critical Analysis RC44 Evaluate sufficiency of information 11RC50 Analyze text structureRC51 Analyze characteristics of textRC52 Discern author’s voice 20

SAT T27

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Strategies RC53 Select an appropriate strategy in a given situation

RC56 Ask clarifying questions

RC57 Determine if information is within text

Functional

Initial Understanding RC64 Determine explicit supporting details

Interpretation RC65 Apply ideas from text to new situations

RC66 Draw conclusion based on text

RC67 Generalize beyond text 13

RC71 Determine implicit details, action, or sequence of events

A, 16

RC72 Determine implicit supporting details 14

RC73 Form hypotheses from ideas in text 15

Critical Analysis RC74 Distinguish fact from opinion

RC80 Analyze characteristics of genre 12

RC81 Analyze text characteristics

Strategies RC82 Determine if needed information is within text B

RC83 Select an appropriate strategy in a given situation

Spelling

Homophones SP01 Identify incorrect spelling of common homophones in context

5, 6, 8, 20

Phonetic Principles SP02 Apply phonetic principles to recognize incorrect spelling of phonemes within words

3, 4, 7, 14, 15, 17

Structural Principles SP03 Identify misspelled words in which the incorrect spelling reflects errors in applying structural principles

A, 9, 12, 13, 18, 19

No Mistake SP04 Recognize correctly spelled words 1, 2, 10, 11, 16

Language

Mechanics

Capitalization LA01 Distinguish correct capitalization 1

Usage LA02 Identify correctly applied grammar 3, 5

Punctuation LA03 Distinguish correct punctuation A, 2, 4

Expression

Sentence Structure LA04 Distinguish between clearly written sentences and sentences that contain errors in expression or construction

B, 6, 7, 10, 11

LA05 Identify correctly and effectively written sentences

8, 9

Prewriting LA06 Determine topic relevance C, 17

LA07 Organize information 14, 15

LA09 Use brainstorming techniques, outlines charts, pictures

13

Content and Process Clusters Standards Practice Test Items


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Content and Organization

LA10 Determine appropriate supporting sentence 12

LA11 Determine appropriate topic sentence 16, 20

LA12 Determine extraneous information D, 18, 21

LA13 Identify precise language 19, 22

LA15 Combine sentences correctly E, 23

LA16 Determine appropriate language for audience

Listening

Vocabulary LV Identify meanings of spoken words from a variety of subject areas and other sources

A, 1, 2, 3, 4, 5, 6, 7, 8

Comprehension

Literary

Initial Understanding LC01 Determine explicit explanation or cause B

Interpretation LC03 Make predictions

LC05 Determine implicit causes for or effects of events or ideas

18

LC06 Determine implicit details, plot, sequence, or action

LC07 Extract implicit main idea or theme 17

Critical Analysis LC10 Interpret literary devices 15, 16

Strategies LC11 Select an appropriate strategy for a given situation

Informational

Initial Understanding LC32 Determine explicit supporting details 14

LC34 Determine implicit sequence or action

Interpretation LC36 Draw conclusions from details

LC37 Provide support for conclusions or outcomes

LC38 Make predictions

LC39 Categorize, classify, compare, or contrast ideas 13

Critical Analysis LC40 Discern author’s voice


Functional

Initial Understanding LC61 Determine explicit supporting details 9, 10

LC62 Determine explicit explanation or cause

LC63 Determine explicit sequence or action 11

Interpretation LC64 Determine implicit causes for or effects of events or ideas

12

Critical Analysis LC70 Analyze text structure or elements

LC72 Determine likely source of information

LC73 Interpret literary devices

LC74 Distinguish fact from opinion


Content and PracticeProcess Clusters Standards Test Items

SAT T29

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Reading

Vocabulary

Page 40

SAMPLE AA B C D

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

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SAMPLE BA B C D

6 A B C D

7 A B C D

8 A B C D

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9 A B C D

10 A B C D

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SAMPLE CA B C D

11 A B C D

12 A B C D

13 A B C D

14 A B C D

15 A B C D

Reading

Comprehension

Page 44

SAMPLESA

B

A B C D

A B C D

Page 45

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

Page 47

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

11 A B C D

Page 49

12 A B C D

13 A B C D

14 A B C D

15 A B C D

16 A B C D

Page 51

17 A B C D

18 A B C D

19 A B C D

20 A B C D

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21 A B C D

22 A B C D

23 A B C D

24 A B C D

Spelling

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SAMPLEA B C D

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

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7 A B C D

8 A B C D

9 A B C D

10 A B C D

11 A B C D

12 A B C D

13 A B C D

14 A B C D

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15 A B C D

16 A B C D

17 A B C D

18 A B C D

19 A B C D

20 A B C D

SAT-10 Practice Test

Answer Document, Part 1

LAST NAME

FIRST NAME


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Language

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SAMPLE AA B C D

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

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SAMPLE BA B C D

6 A B C D

7 A B C D

8 A B C D

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9 A B C D

10 A B C D

11 A B C D

Language

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SAMPLE CA B C D

12 A B C D

13 A B C D

14 A B C D

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15 A B C D

16 A B C D

17 A B C D

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SAMPLESDE

A B C DA B C D

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18 A B C D

19 A B C D

20 A B C D

21 A B C D

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22 A B C D

23 A B C D

Listening

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SAMPLE AA B C D

1 A B C D2 A B C D3 A B C D4 A B C D5 A B C D6 A B C D7 A B C D8 A B C D

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SAMPLE BA B C D

9 A B C D10 A B C D11 A B C D12 A B C D13 A B C D14 A B C D

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SAT-10 Practice Test

Answer Document, Part 2

LAST NAME

FIRST NAME

ARMT and SAT-10

Preparation and Practice

Workbook

Student Edition

Grade 8

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c.Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

ARMT: The Reading Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

SAT-10: The Language Arts Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Sample Test Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Strategy 1: Preview the Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Strategy 2: Read for the Main Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Strategy 3: Use the Process of Elimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Read Actively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Additional Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

More Ways to Prepare & Tips for Testing Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

ARMT Practice Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

SAT-10 Practice Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Introduction

Every spring thousands of Alabama middle school students take two tests. One of them is the Alabama Reading and Mathematics Test, and it’s usually called “ARMT.” The other test is the Stanford Achievement Test. The current version of that test is the 10th edition, so it’s known as the “SAT-10.” (Some people call it the “Stan 10” or “Stanford 10.”)

ARMT and SAT-10 are standardized tests. The word standardized means “compared to standards.” The standards are statements that define what students should know and be able to do at the end of each grade.

Teachers use standardized tests to learn about your progress and your school’s progress. These tests are important to you too because they let you show what you know and can do. You don’t have any teammates to give you a boost or to drag you down. It’s all up to you.

There’s no good way to “cram” for these kinds of tests, but this book was created to make you feel more comfortable taking them. You’ll see the kinds of questions that appear on ARMT and SAT-10. You’ll learn and practice simple test-taking strategies and tips that can help you do your best. You’ll also take two practice tests.

1

2 ARMT and SAT-10 Preparation and Practice Workbook

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panies, Inc.ARMT: The Reading Test

The Alabama Reading and Mathematics Test is based on standards developed by the Alabama State Department of Education. ARMT lets educators see how well you and other students have mastered the state’s standards. This workbook covers the reading part of ARMT.

What ARMT Assesses

As its name suggests, the Reading Test measures reading comprehension. In other words, it measures how well you understand, interpret, and analyze what you read, as well as how you apply various reading strategies.

You are given several short passages to read. Then you are asked to respond to multiple-choice and open-ended questions that follow each passage. (An “open-ended” question is an essay or discussion question.) There are three kinds of passages:

• Literary—Material that is usually read for enjoyment• Informational—Material that is typically found in textbooks, magazines, posters,

and other sources of information• Functional—Material that is ordinarily seen and read in everyday life, such as

schedules and instructions

There is also a section of multiple-choice items that are not related to any passage.

How the ARMT Reading Test Is Scored

Each correct answer to a multiple-choice question is worth 1 point. An incorrect or missing answer gets 0 points.

Each open-ended item is worth up to 3 points. Most open-ended questions ask you to write a few sentences, supporting your response with details from the passage. Officially, your responses will not be judged on handwriting, grammar, and mechanics (punctuation, capitalization, and spelling). However, if the scorer can’t read your handwriting, you risk getting 0 points. If the scorer can’t make sense of your answer because of mistakes in grammar and mechanics, you risk getting 0 points. So what good are your brilliant ideas if no one can read them? Write or print neatly and use good English.

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c.Responses are scored according to a rubric similar to this:

If your response … Pointsis illegible or does not answer the question that was asked,or if you do not respond at all, you earn ..................................................................... 0shows a limited understanding of the question or provides little or no support, you earn ....................................................................................... 1shows only a general understanding of the question or does not include enough supporting information, you earn ................................................. 2shows a complete understanding of the question and includes the supporting information that was asked for, you earn ............................................ 3

It is important to respond to every open-ended item. Even if you are unsure of the answer, you should write what you can. You might know more than you think and get 2 or even 3 points. Answering just part of the question correctly will earn you at least1 point. But if you don’t try, you get nothing.

This workbook will teach you strategies to help you answer open-ended items as well as multiple-choice questions.

SAT-10: The Language Arts Test

While ARMT focuses on reading and math, SAT-10 assesses a wider range of subjects. The subtests included on SAT-10 are• Reading • Listening• Mathematics • Science• Language • Environment• Spelling • Social Science

This workbook deals with Reading, Language, Spelling, and Listening.

What SAT-10 Assesses

Reading The Reading test is divided into two parts, and the first part,Reading Vocabulary, includes three sections:• Synonyms: You show your ability to recognize a synonym for a word used in

context.• Multiple-Meaning Words: You show your ability to determine the meaning of a

given word that has multiple meanings.• Context Clues: You show your ability to use context clues to assign meaning to an

unknown word.


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panies, Inc.In the Reading Comprehension part of the Reading subtest, you show your reading and thinking skills. This subtest is very similar to the ARMT Reading Test. You read passages and answer questions about them.

Spelling The Spelling subtest will challenge you with four basic kinds of items:• Homophones: Words that sound the same but are spelled differently and mean

different things• Word Endings: Endings that change spelling when words are made plural or

change from present to past tense• Common Spelling Errors

• No Mistake: The ability to recognize words that are spelled correctly

Language The Language subtest tests your knowledge of grammar and mechanics, but it also assesses your study skills and writing.• Language Mechanics includes capitalization, punctuation, and grammar.• Language Expression includes Sentence Structure. These items ask you to choose between sentences

that are clearly written and sentences that contain errors in expression or construction.

Prewriting. These items ask you to plan, organize, and improve writing samples. Content and Organization. In these items, you decide on appropriate ways to

edit short paragraphs.

Listening The Listening subtest is very much like the Reading subtest except that you listen to the questions and passages instead of reading them yourself.

How SAT-10 Is Scored

Basically, you shouldn’t worry about how SAT-10 is scored. Most students will take a test that is entirely multiple-choice questions. In some schools, students will take a version of the Language subtest that includes open-ended questions and writing tasks.

SAT-10 has more sections than ARMT does, it’s longer, and it takes more time. However, that’s no reason to be afraid of it.

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c.Glossary

achievement: something done or earned, especially by one’s own efforts

ARMT: Alabama Reading and Mathematics Test

functional: referring to reading material that is ordinarily seen and read in everyday life, such as schedules and instructions

informational: referring to reading material that is typically found in textbooks, magazines, posters, and other sources of information

item: another name for a test question. It’s called this because many test “questions” are actually sentences that you complete by choosing A, B, C, or D.

literary: referring to reading material that is usually read for enjoyment

main idea: what a passage or paragraph is about; the most important idea that the author is trying to make the reader understand

mechanics: capitalization and punctuation (and, sometimes, grammar)

open-ended question: another name for an essay or discussion question

passage: a brief written work or part of one

selection: another word for a passage

SAT-10: Stanford Achievement Test, 10th Edition; also called “Stan 10” and“Stanford 10”

setting: the time and place in which an event or events take place

strategy: a clever plan or method

theme: a lesson that can be learned or that the author is trying to teach

topic sentence: the sentence that tells what the paragraph is about; usually the first sentence in a paragraph

Sample Test Items

On the next few pages you can look at examples of the kinds of passages and items you’ll see on ARMT and SAT-10.


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panies, Inc.Sample Reading Vocabulary Items

Vocabulary items come in several forms, but every item will ask about the meaning of a word. You must decide which of four answer choices has the same, or nearly the same, meaning as the original word.

Sample 1, on the right, is an ARMT-style question. ARMT sometimes asks about the meaning of an individual word in a reading passage.

Samples 2–4, are vocabulary items you would see on SAT-10.

Below, Sample 2 is a synonyms question. It offers no clues to help you figure out the underlined word. In Sample 3, however, context clues in the sentence are provided.

1 In the last paragraph, what does the

word untimely mean?

A mysterious

B painless

C sudden

D unexpected

2 Something that is vacant is —

A empty

B limited

C stable

D rare

3 Stars, such as our sun, emit different kinds of radio waves into space. Emit means —

A absorb

B burn

C release

D consume

Sample 4, below, asks about a multiple-

meaning word. In this kind of item, you match the way a word is used in one sentence with the way it is used in each answer choice.

4 Your rank in life is less important

than your happiness.

In which sentence does the word rank mean the same as in the sentence above?

A The judges were asked to rank the pies in the contest.

B What is that rank smell?

C The captain held the highest rank.

D We will rank you according to height.

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c.Sample Reading Comprehension Items

Reading Comprehension items always follow a reading passage, which could be a single paragraph, like this sample, or a full page. This sample passage is an informational piece that you might see on ARMT.

What Are Caves?

Most people think of caves as holes in rocky hills or mountainsides. Yet most caves are vast networks of interconnected passages that sometimes stretch for miles. Some of the most extensive and fascinating cave networks are found in a certain type of rock formation in which a layer of hard rock sits above a layer of softer rock. Over millions of years, water dissolves areas of the softer layer, gradually creating hollows and passageways. The layer of hard rock overhead prevents the soil above from collapsing and filling in these hollows. When they become large enough, the hollows and passageways are called caves.

5 Why are caves more likely to form

where softer rock sits below hard

rock?

Use information from the passage to

explain your answer.

Write your response in the answer

document.

Sample Spelling Item

Spelling items appear only on SAT-10, and there is only one type: a sentence with three underlined words. If a word is misspelled, you mark it as the answer. If there is no spelling error, you mark D for “No mistake.”

6 The sickly man was dizziest when he tried to stand. No mistake

A B C D


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The second Language section deals with sentence structure. The items might have mistakes involving run-on sentences, sentence fragments, misplaced modifiers, or other problems. Again, if there is no mistake, you choose D.

Sample Language Items

Language items appear only on SAT-10. Because the Language subtest covers several kinds of knowledge, there are several kinds of items.

In the first Language section, the questions cover punctuation, capitalization, and word usage. A group of words is underlined in a sentence. If there is a mistake, you choose one of three ways to correct the error. If there is no mistake, you choose D.

7

Although we have to wait until Sunday, I’m planning to spend all day with my grandmother.

A sunday, I’m planning

B Sunday, I planning

C Sunday I’m planning

D Correct as is

8

Peter and me spend twenty minutes walking to school.

A Peter and I

B me and Peter

C Peter and I,

D Correct as is

9 To attend this summer camp, you must be at least 12 years old or older.

A To attend this summer camp, you must be at least 12 years old.

B To attend this summer camp, you must be 12 years old or older than that.

C To attend this summer camp, you must be older than at least 12 years old.

D Correct as is

10 While eating my breakfast, I watched the morning news on television.

A While eating my breakfast, the morning news was on television I watched.

B While I watched the morning news, I was eating my breakfast on television.

C During the morning news, I was watching television and eating my breakfast.

D Correct as is

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c.The third Language section assesses study skills. You read about a situation and answer questions about it.

The final Language section involves the content and organization of paragraphs. The questions for this sample paragraph are on the next page.

Dragonflies

There are dragonflies just about any place there is water. Since they live in North America, in the rain forests of South America, or at the North Pole, they always reside somewhere near water. A dragonfly is so quick that in thirty minutes it can eat its own body weight in other bugs. Dragonflies are very skillful fliers. They spend most of their time hunting for insects.

� A new student who is deaf and uses

sign language is coming to Ann’s

school. Ann wants to write a report

on sign language to help students

welcome him.

11

To get ideas for her report, Ann should talk to —

A her principal

B her school counselor

C a teacher of sign language

D someone who knows other languages

12

Which of these sentences is the best ending for Ann’s report?

A American Sign Language was invented in the early 1800s.

B Today American Sign Language is the fourth largest language in the U.S.

C When you see how much fun signing can be, you’ll want to learn more.

D Sign language is too difficult for most of us to learn.


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Sample Listening Items

For the SAT-10 Listening subtest, you will not see the questions in your test booklet. Only the answers will appear in your test booklet. You will be given scratch paper to make notes if you wish. Your teacher will read each item and pause for a certain amount of time to allow everyone to mark an answer.

The first part of Listening is vocabulary. Below, the questions are shown so that you can see their similarity to Reading Vocabulary items.

Your teacher would read: Your teacher would read:

13

Which is the best way to combine the last two sentences?

A Dragonflies are very skillful fliers, they spend most of their time hunting for insects.

B Despite being very skillful fliers, dragonflies spend most of their time hunting for insects.

C Dragonflies are very skillful fliers and spend most of their time hunting for insects.

D Dragonflies spend most of their time hunting for insects while they fly skillfully.

14

What is the main reason this paragraph was written?

A To tell about places where there is water

B To give information about the eating habits of insects

C To tell about how dragonflies spend their time

D To give general information about dragonflies

15 Karen’s painting depicts a dog. What does depicts mean?

16 The bank occupied a prominent location on Main Street. What does prominent mean?

Your test booklet would show only:

15 A walks

B helps

C shows

D wants


16 A noticeable

B famous

C small

D hidden

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c.The second part of Listening is comprehension. Your teacher will read a short passage and then ask questions, one at a time. You may take notes on your scratch paper as you listen to the passage and the questions. Again, only the answers will appear in your test booklet. Your teacher will pause after each question to allow everyone to mark an answer.

Below, the passage and questions are shown so that you can see the similarity between this subtest and the Reading Comprehension subtest.

When Carol and her father arrived at the cabin, she decided she had never seen such a beautiful place. The dense woods that surrounded the cabin shrouded it in a canopy of green, feathery branches. It was so quiet that Carol felt like an intruder as she treaded lightly on the soft path.

Carol’s father had built the cabin many years ago, when he moved north of San Francisco to work in the timber industry. After he married and started a family, he returned to the city. The cabin had been vacant for many years, but he wanted Carol to see it now that she was old enough to appreciate it.


1 Which of these is an opinion?

1 A Carol’s father built the cabin.

B The cabin is in the woods.

C The cabin is beautiful.

D The cabin was empty for years.

2 Why did Carol’s father move north?


2 A to be close to his family

B to work in the timber industry

C to build the cabin

D to get out of the city


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panies, Inc.Test-Taking Strategies

Here are three basic strategies you should practice before taking ARMT or SAT-10. Strategies that apply to multiple-choice questions are indicated by the <MC> icon. Strategies that apply to open-ended items are indicated by the <OE> icon.

Strategy 1: Preview the Questions <MC><OE>

You might think that there’s only one way to take a test that includes reading passages: read the passage and answer the questions. That is one way, but it is not the only way.

Another good way is to read the questions before you read the passage. If you do this, you will know the important things to look for in the passage. On multiple-choice items, scan the answer choices too. When you know what the questions ask and how the answers are worded, you can make better use of your time as you read the passage.

Strategy 2: Read for the Main Ideas <MC><OE>

Finding the main ideas will help you understand the passages. Read carefully to find and understand the ideas that the questions ask about.

The most important idea in a passage or paragraph is the main idea. The examples or details that further explain the main idea are called supporting details.

A passage can have several main ideas. Each paragraph could contain a main idea, as happens in most nonfiction selections. On the other hand, an entire passage could have only one main idea, as happens in both fiction and nonfiction. It is safe to assume that each ARMT reading passage will have one main idea.

Sometimes, without directly stating the main idea, the writer will suggest it by providing a variety of clues. Other times, the main idea is clearly stated in a sentence within the passage. If directly stated, the main idea is often the first sentence of a paragraph—but not always. A main idea might be anywhere, even in the last paragraph of the passage.

To find the main idea, ask yourself these questions:• What is each sentence about?• Is there one sentence that tells about the whole passage or that is more important

than the other sentences?

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c.• If the main idea is not directly stated, what main idea do the supporting details

suggest?

There is likely to be at least one question about the main idea of each passage on the ARMT Reading Test. There might also be questions about the main ideas of individual paragraphs in passages.

Strategy 3: Use the Process of Elimination <MC>

Most multiple-choice questions on standardized tests give four answer choices. When you know the answer to a question, all you have to do is select the answer choice that states it. Sometimes, however, you don’t know the answer, or you’re not sure of it. This is where the process of elimination can help.

When you don’t know the answer, get rid of the answer choices that you know are wrong and then choose from the remaining answers. The fewer choices you have, the better your chance of picking the correct one, even if you have to guess. Following is an example.

What is the capital of the nation Nepal? Is it Beijing, Kathmandu, London, or Tashkent?

Chances You have a 1-in-4 chance of choosing the right answer. Even if you have to guess, you can improve your chances by eliminating choices that you know are wrong.

Let’s suppose you know that Beijing is in China and London is in the United Kingdom. Eliminating those choices leaves Kathmandu and Tashkent. You might never have heard of either place before. Or perhaps both names are vaguely familiar. But which one is Nepal’s capital?

Well, you have improved your chance of guessing correctly to 1 in 2. (The correct answer is printed at the bottom of page 18.)

Use the process of elimination on every multiple-choice question that you can’t answer right away. Even if you eliminate only one choice, you increase your chances of choosing the correct answer.

Distracters In multiple-choice questions, the incorrect answer choices are called “distracters.” They are meant to tempt you into choosing them. They distract you from the correct answer.

Always check the passage to avoid being fooled by distracters. If the information in an answer choice is not in the passage or is not supported by the passage, it is a distracter. Eliminate it.


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panies, Inc.Also, read all of the answer choices before choosing one. A distracter might be very appealing, but it’s possible you’ll find the “best” answer when you read on.

Read Actively

Apply the test-taking strategies to the following passages and test items.

Example 1

Step 1 It’s hard not to notice the title of the passage, so read it. Then apply Strategy 1, previewing the questions before you read the passage. It’s natural to want to read the passage first because it’s printed first. However, by previewing the questions, you can learn what you should look for in the passage to help you answer the questions. This example has two questions. Read them and their answer choices. Then come back to Step 2.

Step 2 The title indicates that the passage will be about sisters. Question 1 suggests that children and wrote could be key words. Question 2 asks about the word untimely. As you read the passage, watch for forms of these three words.

The Brontë Sisters

The Brontë sisters—Charlotte, Emily, and Anne—were born in Yorkshire, England, in the early nineteenth century. As children, all three sisters spent much of their free time writing stories and poems for fun. They had no idea that they would one day write some of the greatest novels of all time.

The Brontë family was very poor. The girls’ father was an Episcopal priest, and their mother died when they were young. The sisters were determined to make money to help the family. By 1847, each sister had written a novel. They decided that they would attempt to have their books published. After much searching, Emily found a publisher for her novel, Wuthering Heights. Anne, too, was able to sell her book, Agnes Grey. Charlotte’s novel, Jane Eyre, was published within months of her sisters’ novels.

Although Wuthering Heights is considered a classic today, it received poor reviews from critics. The public responded favorably however. Anne’s book was less successful, and Charlotte’s novel was loved by the public and critics alike.

Unfortunately, Anne and Emily died of tuberculosis soon after their books were published. Anne was only 29; Emily was 30. Charlotte went on to publish two more novels. Then in 1855 Charlotte died of tuberculosis at the age of 39. Despite the untimely deaths of the Brontë sisters, their work lives on. Their novels provide the world with an example of what can be achieved in the face of hardship.

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c.

Step 3 Since you previewed the question, the word children in the first paragraph should have caught your attention. Carefully read the sentence that contains the word children. Use the information in this sentence to answer the question. Do not be distracted by Choice C. It would be an excellent answer to a different question—one about the grown-up sisters’ eagerness to sell their novels.

Step 4 Choice A is the best answer for Question 1. If you were actually taking the test, you would fill in circle A on your answer sheet.

Step 5 Question 2 asks about a word in the last paragraph. (If you know this word, pretend that you don’t.) Use clues in the word itself and in the passage to figure out the word’s meaning. Although untimely looks like an adverb, it acts like an adjective, describing deaths. The word time is there in the middle. The prefix un- usually means “not,” as it does in unfortunately. Maybe something that is untimely is “not on time.” If these clues are enough, you could choose an answer.

Step 6 If you still aren’t sure of the answer, you could eliminate choices. All three sisters died from the same disease, so it doesn’t make sense that their deaths would have been “mysterious” (A) or “completely unexpected” (D). Deaths caused by disease are not likely to be “quick and painless” (B). That leaves C, and it fits best with the word clues from Step 5. It is also the correct choice. In this passage, untimely means “too soon or too early; before the proper or expected time.”

1 As children, the Brontë sisters

wrote stories —

A because it was fun

B because they wanted to be famous

C to earn money for their family

D because their father considered writing part of their religious training

2 In the last paragraph, the word

untimely means —

A mysterious

B quick and painless

C sooner than expected

D completely unexpected


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panies, Inc.Example 2

This example shows how to deal with an open-ended question. You will definitely have to answer open-ended questions on ARMT. You will answer these questions on SAT-10 only if your school is giving a special version of the Language subtest.

Step 1 Apply Strategy 1. Quickly preview the question following the passage so that you know what to look for in the passage. Then come back to Step 2.

Step 2 You have the key words and phrases. Now read the passage.

What Are Caves?

Most people think of caves as holes in rocky hills or mountainsides. Yet most caves are vast networks of interconnected passages that sometimes stretch for miles. Some of the most extensive and fascinating cave networks are found in a certain type of rock formation in which a layer of hard rock sits above a layer of softer rock. Over millions of years, water dissolves areas of the softer layer, gradually creating hollows and passageways. The layer of hard rock overhead prevents the soil above from collapsing and filling in these hollows. When they become large enough, the hollows and passageways are called caves.

Why are caves more likely to form

where softer rock sits below hard

rock?

Use information from the passage to

explain your answer.

Write your response in the answer

document.

Step 3 The fourth sentence includes key terms from the question, though the wording is slightly different. “Hard rock above softer rock” is the same as “softer rock below hard rock,” isn’t it? The sixth sentence has the needed information. If you were actually taking the test, you would think about how to express your answer before you started to write. Then you would respond in complete sentences inside the appropriate box in the answer document.

ARMT–SAT 17

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Sample Response 1

Caves don’t form where hard rock is below softer rock. When water

makes holes, the soil will probably fall down.

This response would probably earn 1 or 2 points. Perhaps the basic idea is there, but it is badly expressed. The second sentence, for example, does not indicate whether the “holes” are in hard rock, softer rock, or soil.

Sample Response 2

In this formation, the hard rock prevents soil from filling in places

that water has hollowed out in the softer rock. The hollows can grow

to become caves.

This response states the answer clearly and would probably earn 3 points.

In most cases, your response should be two or three complete sentences. Occasionally, however, a question will require you to write only a few words or phrases—to fill in a graphic organizer, for example.

Some open-ended items ask for more specific details than Example 2 does. Make sure you answer only what the question asks for. Here are some more examples of open-ended questions you might see on ARMT:

• “Give three details or examples …” Do not give one or two. Why risk losing points for not following instructions? And do not give four or more! Why waste time?

• “Write about either dogs or cats …” Write about only one of the topics named in the question. This kind of item is not asking you to compare and contrast.

ARMT Note <MC>

Most ARMT items are based on reading passages, but a few are not. These multiple-choice questions are in a separate section with separate instructions. Most of these items will be about literary elements or genres. Although they are not based on information in a passage, they might include a few lines of poetry or text for you to read.

Here are a few examples of questions that could appear on ARMT without a passage:

The rhythm of a poem is its —

A folktale is similar to a myth in that they both include —

Read the example. [Example paragraph] Which of these does the example represent?


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panies, Inc.Additional Tips

• A teacher will read each set of directions. Listen carefully. If you don’t understand something, this is the time to ask questions. Read the printed directions carefully. Mark your answers exactly as instructed.

• Questions are not in order of difficulty. Also, questions about a passage are not necessarily in the order that their answers appear in the passage. <MC><OE>

• Try to restate a confusing question in your own words. <MC><OE>

• Pay special attention to a question that uses the word except or not. For example:

Which is not an option in the passage?All of these events occur in the story except —

With this kind of question, three of the answer choices are in the passage, and one is not. You mark the answer choice that is not in the passage. <MC>

• Sometimes you must combine pieces of information from different places in a passage to come up with the correct answer. <MC><OE>

• When a question includes a quotation from the passage, you usually can answer from the quotation alone. Don’t spend time looking for it in the passage. <MC><OE>

• Don’t get frustrated by a difficult question. If you can’t decide on an answer fairly quickly, move on. You can come back to it later. <MC><OE>

• A question might ask you to draw a conclusion from the passage. The answer to such a question is not directly stated in the passage but is always supported by details in the passage. <MC><OE>

• A question might ask about the difference between fact and opinion. Remember that an opinion is based on someone’s thoughts or feelings. A fact is information that is true no matter what anyone thinks or feels about it. The correct answer to a fact/opinion question is always in the passage. Don’t be fooled by a fact and/or an opinion that you recognize but that is not in the passage. <MC><OE>

• Don’t rush to finish early. Completing most of the questions and getting them right is always better than finishing all of the questions and getting many of them wrong. <MC><OE>

• When all else fails, guess. <MC><OE>

The capital of Nepal is Kathmandu.

ARMT–SAT 19

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Here are things you can do on your own to prepare for ARMT and SAT-10. 1. Read, read, read. Read as much as you can.2. Put extra effort into understanding what you read. While you’re reading, stop

now and then to summarize what you’ve read. Figure out the main ideas. Does the writer express ideas in clear, interesting ways? Think about why the writing is effective—or why it isn’t.

3. Increase your vocabulary. When you see a new word, try to learn its meaning from its context on the page before you look it up. Then write the word on one side of an index card and its definition on the other side. Study these vocabulary cards every day. The more words you know, the easier it will be both to understand what you read and to express your own ideas.

Tips for Testing TimeHere are things you can do before and during each test to help you succeed.

Before Each Test

• Know. If you’re not sure why you’re taking the test, ask your teacher to explain it. Ask when the test will be given, and write the date on your personal calendar.

• Rest. Get a good night’s sleep the night before the test. You’ll be able to concentrate better if you’re well rested.

• Eat. You’ll need energy. Have a good breakfast on the morning of the test. Skipping breakfast could make you feel anxious and unable to concentrate.

During Each Test

• Focus. You’ll take the test in a room with other students. Don’t let yourself be distracted by noise and activity.

• Listen. Listen carefully to directions and follow them exactly. Be sure you know the proper way to mark answers. If you don’t understand something, ask the teacher to repeat or explain.

• Try. You are not expected to know everything. You are asked only to do your best.

After Each Test

When the test is over, there’s nothing you can do to improve your score, so relax! Do something completely different!

ARMT Practice Test 21

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ARMT

Practice Test

Grade 8

DIRECTIONS:

Read each passage. Then read each question about the passage. For some questions you

will need to choose the best answer and then mark the space in your answer document.

For other questions you will need to write your response in the answer document.


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Breaking the Silence

Lisa dumped her overnight bag on the floor of her grandmother’s guest room and gazed out the window. The trip, all three hours of it, had been largely a silent one. Lisa had pretended to nap to forestall conversation, and she had been successful. Now she would pretend to unpack until her mother’s car turned onto the country road and disappeared. The problem had begun a week ago when Lisa’s mother had informed her that they would not be going to the beach on their summer vacation. There would be no long walks with her cousin Mara during which they would share their real feelings about everything. There would be no swimming races, bike rides, or luxurious hours of sun and sand. And why not? Because there were “other things” they needed the money for. Other things! What other things could possibly be important enough to eliminate the only thing Lisa really cared about? She responded with a cold “Bye!” when her mother called, “I’ll see you Sunday night.” If she could enlist her grandmother’s help, maybe it would still be possible to change her mother’s mind. And so her first remark when she walked into the kitchen was “You know how much Mara and I like seeing each other every summer? Well, this year, Mom canceled our vacation plans.” Her grandmother looked at her with a strange expression on her face. “Yes . . . I know,” she replied. “That’s too bad.” “But, why?” said Lisa. “Why isn’t this trip important to her? It is to me!” Her grandmother sighed. “I’m sure your mother knows what she’s doing,” she said. And then, making it clear that she was not going to discuss the issue, Grandmother said, “If you pick a quart of strawberries, I’ll make shortcake for dessert.” So Lisa crawled along the rows of low-growing plants, feeling the sun on her back and searching for berries that had reached their most perfect ripeness. It was not hard to find a quart, and when the basket was full, she carried it into the house and put it on the kitchen counter. Lisa wandered into the study to find a book. She spotted the glow of the computer. She decided to send an e mail to Mara. Mara understood. Mara was on her side, even if no one else was. When Lisa tapped the mouse, her grandmother’s e mail inbox listings appeared. Lisa saw her own recent messages and several messages from her mother. The latest message from her mother was identified with the subject “Surgery date.” Surgery date? What surgery? Reading other people’s mail was not something Lisa would ordinarily do, but this was different. Surgery date! She double-clicked on the words, and a message appeared.

Hey, Mom, the surgery is on for the 16th. Now that it’s definite, I’ll have to tell Lisa—maybe after this weekend. She’s still furious that we’re not going to the beach this summer. I still haven’t gathered the courage to tell her what I need to use the vacation money for. What a coward I am! I’d rather have her be angry than scared. I’ll drop her off on Friday morning and pick her up Sunday night. Have a good weekend, OK? Make her some of your strawberry shortcake. That always cheered me up!

Lisa’s heart thudded painfully. She closed her eyes and was, quite suddenly, four years sounds of children shrieking. A hollow feeling clutched at her stomach—nothing would ever be right again. She had to find her mother, had to, had to! And she ran, searching, searching . . .


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Lisa shook herself. She was not four years old; she was fourteen. The cell phone would be on the front seat of the car. Lisa could reach her mother, could hear her mother’s voice. She blinked the tears out of her eyes and dialed. When her mother answered, Lisa forced calm into her voice and said, “Mom, you have to tell me about the surgery. Pull over, stop the car, and tell me now.” Her mother told her. It was all going to be hard, and it would change everything for a while, but she was not going to die. She promised, and Lisa believed her. When Lisa thought about it, missing a vacation at the beach was a matter of no importance at all. Lisa walked out into the sunlight of the yard. “Mom’s coming back,” she said. “She’s going to spend the weekend with us.” Her grandmother looked up in surprise. “She is? That’s wonderful! But . . . why?” “Oh,” said Lisa, leaning over and yanking out a weed, “I asked her to. I . . . I suddenly missed her. And, besides, she really likes your strawberry shortcake.”

1. Read this sentence from the

story.

Lisa had pretended to nap to forestall conversation, and she had been successful.

The word forestall means to —

A prevent

B drag out

C encourage

D participate in

COS/ARMT 1COS/ARMT 1

2. Read these lines from the story.

Because there were “other things” they needed the money for. Other things! What other things could possibly be important enough to eliminate the only thing Lisa really cared about?

These lines help establish Lisa’s

mood of—

A irritation

B calmness

C impatience

D enthusiasm



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story.

If she could enlist her grandmother’s help, maybe it would still be possible to change her mother’s mind.

As used here, the word enlist

means to —

A gain

B sign up

C give up on

D make a note of

COS/ ARMT 1COS/ ARMT 1

4. Read these lines from the story.

Her grandmother looked at her with a strange expression on her face. “Yes . . . I know,” she replied. “That’s too bad.”

Which would be the best self-

monitoring question for a

reader to ask at this point in

the story?

A What is Lisa’s grandmother’s name?

B Why is Lisa so upset with her grandmother?

C What will Lisa’s grandmother do next?

D Why does Lisa’s grandmother look at her so oddly?

COS/ARMT 1.1COS/ARMT 1.1

5. Which sentence from the story

best supports the idea that Lisa

is acting like an angry teenager?

A “Mara was on her side, even if no one else was.

B “Lisa’s heart thudded painfully.”

C “She blinked the tears out of her eyes and dialed.”

D “Lisa walked out into the sunlight of the yard.”


6. Lisa reads the e-mail from her

mother because she —

A always reads her mother’s e mails

B is curious about the e mail’s subject

C is bored and looking for something to do

D wants to know if her mother has been complaining about her


7. Lisa’s mother calls herself a

coward because she has been

afraid to —

A go on a vacation to the beach

B have an operation that she needs

C do something about Lisa’s bad behavior

D tell Lisa the truth about a serious problem



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8. Which word best describes how

Lisa feels after reading the

e-mail?

A Fearful

B Guilty

C Angry

D Sympathetic


9. The information in the e-mail

helps you understand that —

A Lisa’s mother is punishing her by preventing her from visiting Mara

B Lisa’s mother has been secretly planning a vacation

C Lisa’s mother canceled their vacation for an important reason

D Lisa and her mother have always had problems getting along


10. The climax of the story occurs

when Lisa —

A decides to e-mail Mara

B arrives at her grandmother’s

C discovers that her mother is ill

D goes into her grandmother’s study


11. Which best describes the

resolution of the story?

A Lisa goes on summer vacation.

B Lisa talks to her mother on her cell phone.

C Lisa walks out of her grandmother’s house.

D Lisa says good-bye to her mother and gets out of the car.


12. Which sentence introduces a

flashback?

A “When Lisa tapped the mouse, her grandmother’s e-mail inbox listings appeared.”

B “There would be no long walks with her cousin Mara during which they would share their real feelings about everything.”

C “So Lisa crawled along the rows of low-growing plants, feeling the sun on her back and searching for berries that had reached their most perfect ripeness.”

D “She closed her eyes and was, quite suddenly, four years old again and lost at the amusement park.”



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13. When Lisa’s mother arrives, it

is most likely that she and Lisa

will —

A argue

B not talk to each other

C eat strawberry shortcake

D plan their summer vacation


14. What is the setting of the story?

A A beach house

B A long road trip in a car

C A home in the countryside

D A waiting room in a hospital


15. Which of these statements best

describes the story’s theme?

A Doing what is necessary often requires courage.

B Sometimes we don’t see how valuable a thing is until we lose it.

C New information can help us realize what is truly important to us.

D It can be difficult to see the world through another person’s eyes.



story.

She could hear the jangling, jarring music and the sounds of children shrieking. A hollow feeling clutched at her stomach —nothing would ever be right again. She had to find her mother, had to, had to! And she ran, searching, searching . . .

This part of the story helps

create a mood of —

A energy

B depression

C excitement

D desperation


17. This story is an example of —

A fiction

B nonfiction

C biography

D historical fiction


18. Briefly describe the main conflict

in the story and explain how it is

resolved.

Use evidence from the story to

support your answer.

Write your response in the

answer document.



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Sympathy by Paul Laurence Dunbar

I know what the caged bird feels, alas! When the sun is bright on the upland slopes; When the wind stirs soft through the springing grass, And the river flows like a stream of glass;5 When the first bird sings and the first bud opes, And the faint perfume from its chalice steals— I know what the caged bird feels!

I know why the caged bird beats his wing Till its blood is red on the cruel bars;10 For he must fly back to his perch and cling When he fain would be on the bough a-swing; And a pain still throbs in the old, old scars And they pulse again with a keener sting— I know why he beats his wing!

15 I know why the caged bird sings, ah me, When his wing is bruised and his bosom sore,— When he beats his bars and he would be free; It is not a carol of joy or glee, But a prayer that he sends from his heart’s deep core,20 But a plea, that upward to Heaven he flings— I know why the caged bird sings

19. Which best describes the bird’s

situation?

A It is lost.

B It is injured.

C It is trapped.

D It is being chased.


20. In the second stanza, the bird

beats his wing because he is —

A trying to get away

B soaring through the air

C fighting with another bird

D struggling to get back into his cage



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22. Which literary device does

the poet use in line 3 to help the

reader imagine the sound of the

wind?

A Repetition

B Hyperbole

C Alliteration

D Onomatopoeia


21. In the third stanza, the bird

sings because he is —

A begging for freedom

B trying to cheer up the speaker

C thankful to have finally escaped

D hopeful that better days are coming


23. What literary device in line 4

helps the reader picture the

river?

A Simile

B Metaphor

C Alliteration

D Personification


24. Which literary device is used

in line 9 to describe the cage’s

bars?

A Simile

B Paradox

C Repetition

D Personification


25. In line 13, the word keener

means about the same as —

A better

B louder

C sharper

D brighter


26. The exclamations “alas” and

“ah me” help to establish a

mood of —

A anger

B humor

C sadness

D excitement


27. In the first stanza, the description

helps you understand —

A what the bird is missing out on

B how the bird’s current home looks

C where the bird is going on his journey

D where the speaker first spotted the bird


28. You can infer that the bird and

the poem’s speaker are both sad

about —

A being alive

B being imprisoned

C missed opportunities

D loneliness and lost friendships



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30. This poem, in which the poet

relates personal feelings instead

of a story, is best considered an

example of —

A a ballad

B a limerick

C epic poetry

D lyric poetry


29. Which literary device is used

in the first and last lines of each

stanza?

A Simile

B Repetition

C Alliteration

D Onomatopoeia


32. What is the rhyme scheme of

the first and third stanzas?

A ABACDAA

B ABAABCC

C ABAABAA

D ABCCDEA


33. What is the rhyme scheme of

the second stanza?

A ABACDAA

B ABAABCC

C ABAABAA

D ABCCDEA


31. Which of the following is an

example of personification used

to characterize the bird?

A He sings.

B He feels pain.

C He prays and pleads.

D He beats his wings on the bars.


34. Summarize the theme of the

poem and explain how its title

helps express this theme.

Use details from the poem to

support your response.


answer document.



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White Pines Adventure

Pack your gear and head to White Pines Ranch for an adventure from start to finish. You’ll learn about ecology, conservation, and Alabama’s natural history. Discover yourself in the process. Here’s what’s in store:

Friday 5:00 P.M. Arrive at ranch, unpack, and meet the staff 5:30 P.M. Supper; free time, journal writing, reading 7:00 P.M. Nocturnal animals class and night hike 9:00 P.M. Return to cabins; reflection activities; personal time 10:00 P.M. Lights out

Saturday 8:00 A.M. Rise and shine; hearty breakfast; explanation of group activities 9:15 A.M. Out and About Group 1: Fossil and Rock Hunt Group 2: Over and Under the Rock Hunt (Insects) Group 2: Wildlife Watch (Birds and mammals) Group 3: Wild Leaf Safari (Trees and other plants) 11:15 A.M. Return to education center for question-and-answer session 12:00 P.M. Lunch; free time, journal writing, reading 2:00 P.M. Conservation basics class 4:00 P.M. Free time 5:00 P.M. Native American supper 6:00 P.M. Horseback riding; rock climbing; canoeing 8:00 P.M. Songs, skits, and s’mores at the campfire 9:00 P.M. Return to cabins; reflection activities; personal time 10:00 P.M. Lights out

Sunday 8:00 A.M. Rise and shine; hearty breakfast; wrap up; pack up; move out

35. Which of these are you likely to

need on a nocturnal hike but not

on a regular hike?

A flashlight

B hiking boots

C drinking water

D mosquito repellant


36. Which of these would you be

least likely to see during an Out

and About activity?

A Largemouth bass

B Monarch butterfly

C Southern longleaf pine tree

D Yellowhammer woodpecker


In item 36, some students may recognize four of Alabama’s official state symbols—the (A) fresh-water fish, (B) insect, (C) tree, and (D) bird.


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37. Which of the following statements

related to the schedule is a fact

and not an opinion?

A A visit to White Pines Ranch is full of adventure from start to finish.

B You will discover a lot about yourself during your visit to White Pines.

C You will learn more at White Pines Ranch about ecology and conservation than you would in a classroom.

D At White Pines Ranch, you will have opportunities to observe and interact with animals.


38. From reading this schedule, you

can tell that White Pines Ranch

is —

A a church camp

B a working farm

C a family-owned business

D an educational and recreational camp


39. After the Out and About groups,

the next scheduled activity is —

A free time

B physical activities

C a question-and-answer session

D reflection activities and personal time


40. What would be the best way to

monitor your understanding of

the White Pines schedule?

A Try to memorize the schedule.

B Read the schedule several times.

C Carry a copy of the schedule and check it regularly.

D Glance once at the schedule and guess the next activity.



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Apitherapy: The Uses of Honeybees in Healing

Everyone knows that honey is sweet and that honeybees produce it. Most people do not realize that honey has more virtues than its taste. It is a natural antibiotic and has been used for thousands of years as a dressing for wounds and burns. Although little scientific investigation has taken place in the United States, studies in foreign countries have determined that burns treated with honey heal with fewer scars than burns treated with other salves and that infected wounds that do not respond to other treatments often heal when honey is used. Unfortunately for those of us who get our honey in the grocery store, only natural (not pasteurized) honey has such beneficial effects.

The medical uses for honeybees go beyond their production of honey. Bee venom, the very substance that makes a bee sting swell and keep hurting long after the sting occurred, can be used as a medicine. Even though bee stings cause pain and swelling, they may reduce the pain and swelling caused by several diseases.

Beekeepers have long noticed that they tend to suffer less from arthritis than other people. It seems that the bee stings they often receive accidentally during their work tending hives and gathering honey protect them from arthritis or reduce the effects of the disease. When news about this became known outside the business (or hobby) of beekeeping, some people tried using a series of bee stings to treat their own problems with arthritis. Some of those people have been very pleased with the results.

The chemicals in bee venom (there are at least eighteen of them) are also useful in soothing back and neck pain, fading scars, and improving the lives of some victims of multiple sclerosis (a crippling disease). But bee venom therapy has risks because some people are highly allergic to stings. An allergic person who received several stings could become seriously or even fatally ill. Therefore, people who are not sure whether they are allergic to bee venom should never deliberately expose themselves to stings.

Although allergies to honeybee venom are rare (allergies to wasp and hornet stings are much more common), many people suffer from the kinds of allergies that are often called “hay fever.” Spring and summer can be difficult seasons for those who react to the pollen that fills the air during these times. Oddly enough, one way to get relief from these allergies is to eat the very pollen that causes problems when breathed. Starting with a few grains and gradually building up the quantity ingested may greatly decrease a hay fever sufferer’s problems. Honeybees are great pollen collectors, and any beekeeper can supply pollen. To provide relief, however, the pollen must come from beehives in the area where the hay fever sufferer lives. Pollen from plants in the Northeast is not much help to someone who suffers from hay fever in California.


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41. Read these sentences from the

article.

Oddly enough, one way to get relief from these allergies is to eat the very pollen that causes problems when breathed. Starting with a few grains and gradually building up the quantity ingested may greatly decrease a hay fever sufferer’s problems.

You can tell that the word

ingested means —

A consumed

B harvested

C breathed

D exhaled


42. Which best describes the effect

that bee stings can have on

people who are highly allergic

to bee venom?

A They can suffer from hay fever.

B They can develop pain and swelling.

C They can become seriously or even fatally ill.

D They can have problems with arthritis or multiple sclerosis.


43. One positive effect of being

stung on the job was that some

beekeepers —

A had their hay fever cured

B developed protection from arthritis

C decided to put honey on their stings

D stopped feeling the bee venom’s effects


44. According to the article, which

is one of the necessary steps

for treating hay fever with bee

pollen?

A Cutting bee pollen out of your diet

B Getting pollen from a beehive in your local area

C Increasing the amount of bee pollen you inhale from the air

D Taking pollen from plants grown in the Northeast or California


45. This article would be considered

most reliable if it were written

by —

A a longtime beekeeper

B the owner of a small natural foods store selling honey

C the director of an advertising campaign to boost honey sales

D a doctor who researched treatments using natural remedies such as honey



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46. Which idea from the article is

an opinion?

A Honey has a sweet and delicious taste.

B Some people have used bee pollen to relieve their allergies.

C Honey has been used to treat wounds, burns, and scars.

D Bee venom contains at least eighteen chemicals.


47. Summarize the author’s view of

honeybees and their significance

in roles other than making honey.

Use specific details from the

article to support your response.


answer document.


The Floor of the Sea

Because 70 percent of Earth’s surface is underwater, sea floor exploration tells geologists a great deal about the way our planet works. In the 1800s, most geologists assumed that the sea floor was a lifeless expanse of mud, sediment, and the decaying remains of organisms. They thought that, with the exception of volcanic islands, the sea bottom had no major geographic features, such as peaks or valleys.

In the mid-nineteenth century, ships that were depth-sounding the ocean floor for a transatlantic telegraph cable made some interesting discoveries. To geologists’ surprise, the ocean floor was found to be made up of long mountain ranges and deep valleys and troughs. Especially interesting was a steady increase in elevation of the sea floor in an area of the Atlantic known as Telegraph Plateau, previously thought to be very deep. Another surprise was the existence in the Atlantic of basalt, a volcanic rock thought to exist only in the Pacific Ocean. The presence of basalt in the Atlantic was a clue that volcanic activity occurs at the bottom of the sea. This and other discoveries, many of them accidental, were signals to geologists that their knowledge of the sea floor was limited.

Other late-nineteenth-century sea floor studies reinforced the changing perceptions about the bottom of the sea. In addition to wide variations in elevation and depth, research vessels found rich stores of minerals such as iron, copper, zinc, silver, and gold. Other ships pulled up exotic, bottom-dwelling creatures, many of which had never before been categorized.

In the late twentieth century, underwater sleds equipped with cameras and sonar (sound-wave technology) gave researchers an even clearer window into the world several miles below the ocean surface. It was a world of strange fish, eyeless crabs, and other creatures living in complete darkness among a variety of mineral and volcanic rock formations. Upon seeing this other world, geologists knew they had traveled a long way from early misconceptions about the sea floor and realized how much more they had to learn.


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48. Which statement best

summarizes scientists’ ideas

about the ocean floor before

the nineteenth century?

A “It was a world of strange fish, eyeless crabs, and other creatures living in complete darkness among a variety of mineral and volcanic rock formations.”

B “. . . the ocean floor was found to be made up of long mountain ranges and deep valleys and troughs.”

C “. . . the sea floor was a lifeless expanse of mud, sediment, and the decaying remains of organisms.”

D “. . . geologists knew they had traveled a long way from early misconceptions about the sea floor and realized how much more they had to learn.”


49. In the mid-nineteenth century,

according to the article, most

ocean floor discoveries were

made using —

A underwater cameras to make films

B ships to depth-sound the ocean floor

C research vessels to pull up bottom-dwelling creatures

D underwater sleds equipped with sound-wave technology


50. The word that means most nearly

the same as misconceptions is —

A ideas

B errors

C journeys

D experiments


51. Scan the passage to find the

answer to this question. In

which paragraph do you find

the definition of basalt?

A Paragraph 1

B Paragraph 2

C Paragraph 3

D Paragraph 4


52. Compare and contrast scientists’

understanding of the ocean floor

in the past and in the present.

Use specific details from the

article to support your response.


answer document.



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panies, Inc.DIRECTIONS:

Read each question. Decide which is the best answer to the question. Then mark the

space for the answer you have chosen.

53. A long narrative poem that tells

the story of a heroic person or

group is called —

A a ballad

B a biography

C a lyric poem

D an epi


55. Which of the following is not

an effective self-monitoring

strategy to use while reading a

story?

A Using a chart or map to keep track of the story’s plot and characters

B Asking yourself questions about your reading to check your understanding

C Using clues in the text to try to figure out words you do not understand

D Trying to forget anything you already know about the topic of the story


56. Which would appeal to someone

who wants to read fiction about

motorcycles?

A Two-Wheeled, Fast, and Short: Ten Stories about the Motorcycle Life

B The No-Panic Motorcycle Mechanic

C Cross-Country Chopper: Tips for a Great Long-Distance Motorcycle Trip

D Cycle Mania: My Life as a Pro Racer


54. Read this poem.

Dog waits at the doorPatient, but too short to see—Oh, loyal wet nose!

This poem is an example of a —

A haiku

B ballad

C limerick

D lyric poem

COS/ ARMT 3COS/ ARMT 3


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57. Which would be the most

reliable resource for a report

on hurricanes?

A The personal Web page of a person who lives along the Gulf of Mexico

B A movie about a monster hurricane that nearly destroys New York City

C A book of poems by hurricane survivors from around the world

D A NASA Web site with satellite images and computer models of hurricanes


58. Read this poem.

When Kate didn’t read her book,A risky approach she took: With ideas from her head, She wrote one instead,And that got her off the hook!

This poem is an example of a —

A a haiku

B a ballad

C a limerick

D an epic


STOP

SAT-10 Practice Test 39

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SAT-10

Practice Test

Grade 8


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DIRECTIONS Choose the word or words that mean the same, or about the

same, as the underlined word. Mark the space for the answer

you choose.

Reading Vocabulary

SAMPLE A

To plead is to —

A fold

B walk

C beg

D pull

SAT RV01SAT RV01

1 To summon is to —

A remove

B call

C switch

D listen

SAT RV01SAT RV01

2 To dominate something is to —

A perfect it

B begin it

C control it

D buy it

SAT RV01SAT RV01

3 A refuge is a —

A shelter

B plan

C distance

D mess

SAT RV01SAT RV01

4 A sly person is —

A slender

B handsome

C speedy

D clever

SAT RV01SAT RV01

5 To hover is to —

A float

B locate

C fear

D pretend

SAT RV01SAT RV01


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DIRECTIONS Read the sentence in the box. Choose the answer that uses the

underlined word in the same way. Mark the space for the answer

you choose.

Reading Vocabulary

SAMPLE B

He used a brush to paint the wall.

In which sentence does the word brush mean the same as in the sentence above?

A You should brush your hair every day.

B I saw her brush right by him.

C The brush was thick in the empty lot.

D The watercolors flowed from her brush.

SAT RV02SAT RV02

6 If you lie to me, I will be upset.

In which sentence does the word lie mean the same as in the sentence above?

A If you ask him what happened, he will lie.

B I’m tired and I need to lie down.

C She told me she was there, but it was a lie.

D If you lie there on the floor, nobody will see you.

SAT RV02SAT RV02

7 The last part of the homework was the most difficult.

In which sentence does the word part mean the same as in the sentence above?

A The actor was glad that he got the part.

B I am sorry to part from you, but I must leave.

C Saturday is my favorite part of the week.

D I’ll take part in the game if they ask me.

SAT RV02SAT RV02

8 I would like to present you with an award for your good deed.

In which sentence does the word present mean the same as in the sentence above?

A My little sister made me a birthday present.

B Valerie will present her report to the class.

C At the present time, the house is not occupied.

D The mayor was not present at the town meeting.

SAT RV02SAT RV02


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10 I bought a pound of cheese at the market.

In which sentence does the word pound mean the same as in the sentence above?

A We adopted our dog from the local pound.

B I gazed at the beautiful scenery and tried to pound it into my memory.

C Please don’t pound on the table while I am writing.

D The athlete gained a pound of muscle from lifting weights.

SAT RV02SAT RV02

9 We took a trip to Florida.

In which sentence does the word trip mean the same as in the sentence above?

A He returned from a pleasant trip to the countryside.

B If you let the toast burn, you might trip the fire alarm.

C As she got older, the dog would trip over things that had never been problems before.

D I always trip over my own words when I get excited

SAT RV02SAT RV02


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DIRECTIONS As you read each sentence, use other words in the sentence to

help you figure out the meaning of the underlined word. Mark

the space for the answer you choose.

Reading Vocabulary

SAMPLE C

He drove off abruptly and without warning. Abruptly means —

A slowly

B noisily

C suddenly

D casually

SAT RV03SAT RV03

11 Our boss seems to think her time is being wasted with frivolous tasks. Frivolous means —

A simple

B complicated

C unimportant

D entertaining

SAT RV03SAT RV03

13 Gray skies and a steady rainadded to the somber mood.Somber means —

A gloomy

B energetic

C comfortable

D peaceful

SAT RV03SAT RV03

14 Thick trees obscured the house from the road. Obscured means —

A framed

B improved

C encouraged

D concealed

SAT RV03SAT RV03

12 She passes the basketball so deftly. Deftly means —

A skillfully

B lazily

C quickly

D carelessly

SAT RV03SAT RV03

15 The darkness was so profound, I couldn’t see my hand in front of my face. Profound means —

A exhausting

B extreme

C depressing

D peaceful

SAT RV03SAT RV03

STOP


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A Before you can participate in the scuba diving class, you must —

A call to register for the class

B read a book about diving basics

C purchase all your scuba diving gear

D know basic information about proper diving techniques

SAT RC71SAT RC71

Announcement

Scuba Diving Classes

Monday evenings at the Community Swimming Pool

Come learn the basics of underwater scuba diving!

No prior diving knowledge or experience necessary

Registration includes

• Textbook: Scuba Diving Basics• Instruction in proper diving techniques

• Rental of diving gear

• Tips on keeping scuba gear working properly

• Practice dives with trained instructors

• Diving expedition to Blue’s Beach

• Discounts at Under the Sea diving store

Call 555-4783 to register

(Hurry! Enrollment limited to twenty students!)

B This announcement does not tell you —

A where you can buy diving equipment

B how many students can participate in the class

C where the class will go diving

D how much the class costs

SAT RC82SAT RC82


DIRECTIONS Read each passage and each question about the passage.

Choose the best answer for each question. Mark the space

for the answer you choose.

SAMPLES


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“Truth”by Stephen Crane

“Truth,” said a traveler, “Is a rock, a mighty fortress; Often have I been to it, Even to its highest tower,5 From whence the world looks dark.” “Truth,” said a traveler, “Is a breath, a wind, A shadow, a phantom; Long have I pursued it,10 But never have I touched The hem of its garment.” And I believed the second traveler; For truth was to me A breath, a wind,15 A shadow, a phantom, And never had I touched The hem of its garment.


1 Lines 1–5 contain an example of —

A metaphor

B simile

C rhyme

D repetition

SAT RC15SAT RC15

2 In lines 6–8 the traveler says that truth is —

A frightening

B mysterious

C beautiful

D clear

SAT RC26SAT RC26

3 How does the first traveler compare to the second traveler?

A The first tells the truth, but the second lies.

B The first wants to know the truth, but the second does not.

C The first does not care about the truth, but the second does.

D The first thinks truth is easy to find, but the second thinks it is not.

SAT RC07SAT RC07

4 The speaker of the poem —

A agrees that truth is hard to know

B knows the truth, but is keeping it a secret

C believes that he has discovered the truth

D does not want to get involved in the travelers’ debate

SAT RC26SAT RC26

5 Lines 10–11 include an example of —

A idiom

B alliteration

C personification

D onomatopoeia

SAT RC15SAT RC15


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The Braille System

When curious three-year-old Louis Braille went exploring in his father’s cobbler workshop, he held every shoemaking tool he could reach and pretended to use them as he had seen his father do countless times. As he was playing with an awl—a sharp, pointed tool used to make holes in leather—it slipped from his hand, blinding him in one eye. An infection in that eye soon spread to his healthy eye, and by age four, he had lost sight in both eyes.

The Early Years Louis Braille attended the local school in Coupvray, France, with the sighted children in the village, and he learned by listening. Although students and instructors alike expected Braille to be a mediocre student, he soon took his place at the head of the class. When he was ten, he earned a scholarship to the Royal Institution for Blind Youth in Paris. While Braille was a student there, a French soldier visited the Royal Institution to share a writing system he had developed for use on the battlefield. Called “night writing,” this system enabled soldiers to decipher raised dot symbols without using a light source that might give away their position on the battlefield. The Royal Institution was reluctant to adopt the soldier’s system, but Braille was intrigued and studied it intensely. Three years later, when he was just fifteen, Braille developed his own system.

The Braille System Braille’s system used raised dots in a six-cell, rectangular format; each rectangle contained two columns of three dots each. Most braille characters are assigned to letters of the alphabet and punctuation, although some characters indicate symbols, numerals, capitalization, prefixes, and suffixes. The size of the cells makes it difficult to place more than 1,000 characters on one braille-size page, which is one-third larger than a standard 8 1 _ 2 -by-11 inch page. For example, a braille dictionary, which consists of many volumes, can fill an entire bookshelf. Yet, for all of its bulk, braille is streamlined, simple, and full of subtle complexities. It is the work of a master.

The Legacy Initially, the braille system was not widely accepted, and some teachers even forbade students to use it. This did not, however, discourage blind people from learning the system in secret. For the first time, blind people who learned braille could read and write. More importantly, they could take control of their lives. Now Louis Braille is hailed as a French hero, but his legacy is international. His system is used in nearly every country in the world.



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6 This article is mainly about how Louis Braille —

A won a scholarship

B was the victim of an accident

C grew up in a French village

D invented something

SAT RC35SAT RC35


7 You can tell that an awl is —

A a cobbler’s tool

B a writing instrument

C a soldier’s weapon

D a children’s toy

SAT RC41SAT RC41

8 If you had visited the business owned by Louis Braille’s father, you probably would have seen —

A books

B art supplies

C medical supplies

D shoes

SAT RC42SAT RC42

9 The French soldier visited the Royal Institution for Blind Youth because he wanted to —

A meet Louis Braille

B enlist men to fight

C help students write

D enroll as a student

SAT RC31SAT RC31

10 Which detail best supports the idea that the development of the braille system was a great achievement?

A It was not widely accepted at first.

B Braille books take up a good deal of space on bookshelves.

C People who can read and write braille have more control over their lives.

D Some blind students learned it in secret.

SAT RC43SAT RC43

11 The article contains enough information to explain —

A how the French soldier got the idea to share his system with the Royal Institution for Blind Youth

B why the Royal Institution for Blind Youth did not support the braille system

C how Louis Braille made “night writing” useful to more people

D which kinds of tools are used to make braille writing on paper

SAT RC44SAT RC44


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Attention, Kids!

• The 36 billion aluminum cans sent to landfills last year had a scrap value of more than $600 million. (Some day we’ll be mining our landfills for the resources we’ve buried.)

• Each year Americans throw away 25 billion Styrofoam cups— enough to circle Earth 436 times.

• Every year we make enough plastic film to shrink-wrap Texas.

• The number of computer diskettes that are thrown away every 21 seconds would make a stack as tall as Chicago’s Sears Tower. That’s 1.5 billion diskettes every year.

• Americans throw away 44 million newspapers every day. It’s the same as dumping 500,000 trees into landfills each week.

• Recycling saves energy by reducing the need to make new materials.

___________________________________________________

Celebrate Earth Day!

1. Come to the town meeting on Friday, April 21, at 7:00 P.M Meet Henry Glasgow, author of Life Without Trash. He’ll share ideas on how to reduce the amount of trash your family produces. He’ll also answer your questions on recycling.

2. Meet at Willow Park on Saturday, April 22, at 10:00 A.M. for a spring cleanup. Bring your parents. Wear your old clothes. Be ready to work. Be ready to eat. (Pizza will be provided.)

3. Talk about the need for recycling with your friends, parents, and teachers.

4. Think about every piece of “trash” before you throw it out. Can it be recycled or reused?

Happy Earth Day to Earth!

Did You

Know This?

Facts

for Earth Day

Do You

Know What

You Can Do?

Activities

for Earth Day

and Every Day!



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12 This flyer was written primarily to —

A promote a new book by Henry Glasgow

B encourage people to recycle their newspapers

C provide teachers with ideas for Earth Day projects and activities

D inform young people about recycling and Earth Day

SAT RC80SAT RC80


13 Which would most help readers understand amounts of materials that are recycled in the United States?

A A map showing locations of the nation’s recycling plants

B Bar graphs showing how much Americans recycle and how much they could recycle

C A list of European nations that have government-sponsored recycling programs

D A photograph of the nation’s largest landfill.

SAT RC67SAT RC67

14 The flyer suggests all of the following activities except —

A talking with others about the importance of recycling

B touring a recycling plant

C listening to an expert speak about recycling

D picking up trash in the park

SAT RC72SAT RC72

15 From this flyer, we know that —

A Americans do not recycle as much as Europeans do

B landfills are mostly filled with aluminum cans

C most of Henry Glasgow’s books are about recycling

D both children and adults are invited to participate in Earth Day activities

SAT RC73SAT RC73

16 Which would not be an appropriate question to ask the person or people who distributed this flyer?

A Can I order Hawaiian pizza for the Willow Park cleanup?

B What is the source of the statistics you give?

C Who is sponsoring these Earth Day activities?

D Is the flyer printed on recycled paper?

SAT RC71SAT RC71


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The Creepy Cellar of the Merchant of Venomby Ivan Amato

Some people spend much of their lives trying to find out what they are meant to do. But Charles “Chuck” Kristensen is one of the lucky ones. He found his calling in 1973, at age 22, while working for a scientist who was examining bugs at the University of Minnesota. “I spent a lot of time watching spiders,” he recalls. Chuck enjoyed the spiders so much he decided he would never quit. “It just nailed me,” he says. “I knew I would be working with spiders for the rest of my life.” You can tell Chuck loves spiders by looking inside the thousands of plastic containers in the basement of his funky-smelling house in Feasterville, Pennsylvania. Arrayed on boards and racks are some 50,000 live spiders representing dozens of species. Some are sleek western black widows; others are hairy fishing spiders. There’s a palm-size Gramostola spatulata from Chile and a fist-size cocoa-brown African king baboon tarantula. This is the livestock of Spider Pharm. It began as a hobby in 1980. Now, Spider Pharm is one of the best suppliers of spider venom in the world. “Spider venom is a pharmaceutical1 gold mine,” explains Michael Adams. He is a scientist at the University of California at Riverside who uses venom to make new medicines. Medicines made with spider venom can have fewer side effects than medicines made without venom. It also helps scientists better understand how living cells work. A venom purchased from Chuck in the 1980s, for example, helped Rodolfo Llinas of New York University School of Medicine learn more about how the human mind works. Another toxin taken from Spider Pharm venom in 1995 by Kenton Swartz at the National Institutes of Health is being used to fight diseases ranging from diabetes to epilepsy. How does one squeeze venom from a tiny, delicate, and perhaps deadly spider? In a word: carefully. Chuck and his wife, Anita, start by tranquilizing the specimen with a gentle breeze of carbon-dioxide gas. Once the spider is groggy, Chuck, peering through a low-power microscope, gently picks it up with tweezers that are connected to an electrical supply. When a mild shock is sent through the tweezers, the spider promptly spews up some venom. It often takes hundreds of spiders to get enough venom to fill an order, even though each order contains only a few drops. For their trouble, Chuck and Anita each week send out three or four packages of venom, usually to drug companies. It’s a hard way to make a living. But Chuck continues to work hard at his true calling—“to make venom available for research.” To better carry out this mission, he has branched out geographically. He’s developing new supplies of venom that come from as far away as China and Kazakhstan. “Spiders are everywhere,” he says, “and you never know which one will lead to a scientific or medical breakthrough.”

1 pharmaceutical: having to do with making and selling medicinal drugs



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20 Which idea in the article represents a fact rather than the author's own opinion?

A Chuck Kristensen is lucky to work with spiders.

B The Kristensens' basement smells funny.

C Filling one venom order may require hundreds of spiders.

D Spider Pharm is one of the world's best venom suppliers.

SAT RC52SAT RC52

19 Chuck and Anita Kristensen use electric shock to —

A make the spiders groggy

B kill spiders that are not useful

C keep spiders from escaping

D obtain venom from the spiders

SAT RC31SAT RC31

17 What is the most likely reason that “Spider Pharm” is spelled as it is?

A to suggest that this is how a spider would spell farm

B to make one think of the words farm and pharmacy

C to mock the idea of raising spiders as if they were livestock

D to suggest that spelling is less important than meaning

SAT RC42SAT RC42

18 People who order venom from Spider Pharm mainly use it to —

A do medical research

B clone spiders

C create insect repellants

D make biological weapons

SAT RC32SAT RC32


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21 The setting of this passage is —

A a European town during the Middle Ages

B a 20th century farm

C a 21st century office complex

D a settlement on a distant planet sometime in the future

SAT RC05SAT RC05

22 Which sense other than sight does the author use to describe the setting?

A smell

B touch

C taste

D sound

SAT RC07SAT RC07

23 What does Marvin see when he and his father arrive at the highest level?

A administrative offices

B sunlight

C many people

D animals and insects

SAT RC01SAT RC01

24 The phrase purged of means —

A choked with

B polluted with

C cleansed of

D full of

SAT RC21SAT RC21

from “If I Forget Thee, Oh Earth . . .”by Arthur C. Clarke

When Marvin was ten years old, his father took him through the long, echoing corridors that led up through Administration and Power, until at last they came to the uppermost levels of all and were among the swiftly growing vegetation of the Farmlands. Marvin liked it here: it was fun watching the great, slender plants creeping with almost visible eagerness toward the sunlight as it filtered down through the plastic domes to meet them. The smell of life was everywhere, awakening inexpressible longings in his heart: no longer was he breathing the dry, cool air of the residential levels, purged of all smells but the faint tang of ozone. He wished he could stay here for a little while, but Father would not let him. They went onward until they had reached the entrance to the Observatory, which he had never visited: but they did not stop, and Marvin knew with a sense of rising excitement that there could be only one goal left. For the first time in his life, he was going Outside.


STOP


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DIRECTIONS Read each sentence carefully. If an underlined word in the

sentence is misspelled, mark the space for that word. If all the

words are spelled correctly, mark the space for No mistake.

Spelling

SAMPLE

Earth is only one planit in the solar system. No mistake

A B C D

SAT SP03SAT SP03

1 Most of my relatives live in the southern part of the country. No mistake

A B C D

SAT SP04SAT SP04

2 I like to read biographys of courageous heroes. No mistake

A B C D

SAT SP04SAT SP04

3 The soccer fans waved flags to show their nashional pride. No mistake

A B C D

SAT SP02SAT SP02

4 I don’t go to concerts that offen because it is a very expensive activity. No mistake

A B C D

SAT SP02SAT SP02

5 I offered her a rose as a cymbal of my affection. No mistake

A B C D

SAT SP01SAT SP01

6 We had to hall ten boxes of tomatoes to the restaurant. No mistake

A B C D

SAT SP01SAT SP01


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7 He studied the intire menu before deciding what to order. No mistake

A B C D

SAT SP02SAT SP02

8 We spent the hole day examining sculptures in the museum. No mistake

A B C D

SAT SP01SAT SP01

9 She delivered food supplys to needy families. No mistake

A B C D

SAT SP03SAT SP03

10 Wearing a seat belt can prevent serious injuries during a car accident. No mistake

A B C D

SAT SP04SAT SP04

11 My neighbor lent me a thrilling novel. No mistake

A B C D

SAT SP04SAT SP04

12 The happyest day of my existence was when my chili won first prize. No mistake

A B C D

SAT SP03SAT SP03

13 I believe people should be respectfull toward others. No mistake

A B C D

SAT SP03SAT SP03

14 He has an uncommin talent for playing musical instruments. No mistake

A B C D

SAT SP02SAT SP02

Spelling


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15 I circled inportant dates on the calendar. No mistake

A B C D

SAT SP02SAT SP02

16 We were overwhelmed by her exciting announcement. No mistake

A B C D

SAT SP04SAT SP04

17 I felt confident that the experience would be horibul. No mistake

A B C D

SAT SP02SAT SP02

18 Please record this information carefuly. No mistake

A B C D

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19 We had an amazeing view of the beautiful mountains. No mistake

A B C D

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20 He told an entertaining tail about his vacation. No mistake

A B C D

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DIRECTIONS Read each sentence carefully. The underlined words in each one

may include a mistake in punctuation, capitalization, or word

usage. If there is a mistake, choose the best way to rewrite the

underlined words. If there is no mistake, choose Correct as is.

Language

SAMPLE A

“I like this pizza, said Callie.

A pizza,” said Callie.

B pizza, said Callie.”

C pizza” said Callie.

D Correct as is

SAT LA03SAT LA03

1 The company’s vice president stopped by my desk today.

A Company’s Vice President

B company’s Vice President

C Company’s vice president

D Correct as is

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5 The cookies on the tray is hot.

A are

B was

C being

D Correct as is

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2 We baked bread using Mikes mothers recipe.

A Mikes mother’s

B Mike’s mother’s

C Mike’s mothers

D Correct as is

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3 Bill put on his eyeglasses so they could see better.

A it

B he

C Bill

D Correct as is

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4 We brought gifts balloons and a cake to the party.

A gifts balloons, and a cake

B gifts, balloons, and, a cake

C gifts, balloons, and a cake

D Correct as is

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DIRECTIONS Read the words in each box. There may be a mistake in

sentence structure. If there is a mistake, choose the answer

that is written most clearly and correctly. If there is no mistake,

choose Correct as is.

Language

SAMPLE B

The jacket fits me well. But the shoes are too big. For my feet.

A The shoes being too big for my feet, the jacket is fitting me well.

B For my feet the shoes are too big but the jacket fits me well.

C The jacket fits me well, but the shoes are too big for my feet.

D Correct as is

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6 Fluttering through the air, we watched the butterfly.

A The butterfly was fluttering through the air, we watched it.

B We watched the butterfly as it fluttered through the air.

C We, through the air, watched the butterfly fluttering.

D Correct as is

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7 I take a shower, eat breakfast, and walked to school.

A I took a shower, eat breakfast and walk to school.

B I am taking a shower and eating breakfast, walking to school.

C I took a shower, ate breakfast, and walked to school.

D Correct as is

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8 Maddie was tired after babysitting her little sisters all evening.

A Maddie was tired. After babysitting her little sisters all evening.

B After babysitting her little sisters, Maddie was tired. All evening.

C Maddie after babysitting her little sisters was tired all evening.

D Correct as is

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9 After he saw a fire truck, my brother decided to become a firefighter.

A My brother decided to become a firefighter. After he saw a fire truck.

B After he saw a fire truck, to become a firefighter my brother decided.

C My brother decided to after he saw a fire truck become a firefighter.

D Correct as is

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11 Amy is my friend, she is a very kind person.

A Amy a very kind person is my friend.

B Amy is my friend. Because she is a very kind person.

C My friend Amy is a very kind person.

D Correct as is

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10 We sailed the new boat in the water. On a nearby lake.

A We sailed the new boat on a nearby lake.

B On a nearby lake, the new boat we sailed in the water.

C We sailed the new boat. In the water, on a nearby lake.

D Correct as is

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DIRECTIONS Read each question, and choose the best answer. Mark the

space for the answer you choose.

SAMPLE C

Melinda is writing a report about working as a journalist.

To gather information for her report, Melinda should talk to —

A her school principal

B the school yearbook editor

C a reporter at a local newspaper

D her computer teacher

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� While reading a book about lizards,

Robert is listing ways that most

lizards are similar to one another.

12 Which should Robert include in his list?

A Chameleons grow to be much larger than geckos.

B Some lizards eat small rodents.

C Lizards have adapted to life in nearly all environments.

D Skinks and geckos are both very good first pets.

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� Keesha conducted a survey, asking

each student in four of her classes

what pets they had. She will write a

report based on her findings.

Pets Owned by Students in Keesha’s Classes

Dogs 59 Fish 48 Cats 43 Birds 9 Other 32

13 Which should Keesha use to present these survey results in the most effective way?

A an outline

B a pie chart

C a Venn diagram

D a photo representing each category

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14 To improve on her survey, Keesha is brainstorming a list of pets that might be included in the “Other” category. Which does not belong in that list?

A snake

B parrot

C rat

D lizard

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� To prepare for writing a report

about different ways to exercise,

Julio is listing kinds of exercises.

15 Which should Julio not include in his list?

A lifting weights

B dancing

C taking a walk

D getting enough sleep

SAT LA07SAT LA07

Language

Julio decides to write his report

about running as exercise.

16 Which of these sentences would be the best beginning for Julio’s report?

A Running is an exercise most people can learn to do fairly easily and can benefit from greatly.

B There are many sports you can choose instead of running.

C There are lots of fashionable running clothes available today.

D You will often see people stretching to loosen up before they run a big race.

SAT LA11SAT LA11

17 Which sentence does not belong in Julio’s report?

A Wearing appropriate running shoes can help keep you from getting injured.

B Eating the right foods will give you the energy you need to run.

C Some athletes prefer biking or swimming over running.

D You can improve your speed and distance by running regularly.

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D Which sentence would not belong in this paragraph?

A Othello and Macbeth are among his most famous plays.

B Many of his plays were performed at the Globe Theatre.

C He wrote comedies, tragedies, and histories.

D Charles Dickens was also a great English writer.

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Who Was Shakespeare?

Many people consider William Shakespeare the greatest writer in the English language. He was born in 1564 and died in 1616. He spent most of his life in London, England, but few details about his life are known. He wrote thirty-eight plays. He wrote many poems during his lifetime.

E How could the last two sentences best be combined?

A He wrote thirty-eight plays and many poems during his lifetime.

B He wrote thirty-eight plays during his lifetime, he also wrote many poems.

C He wrote thirty-eight plays and poems during his lifetime.

D He wrote thirty-eight poems during his lifetime, and he wrote many poems during his lifetime.

SAT LA15SAT LA15

DIRECTIONS Read each paragraph and the questions that follow it. Choose

the best answer for each question. Mark the space for the

answer you choose.

SAMPLES

Language


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Football

Football, or soccer, is the most popular team sport in the world. It is played on an open field with a ball and two large nets, one on each end of the field. The players form two teams. Each team tries to put the ball in the net guarded by the opposing team. Generally, players cannot touch the ball with their hands or arms, so they move the ball around the field with their feet.

Language

19 Good writers use detailed language to describe their subject accurately. Which is the best way to rewrite the underlined words?

A Football, which is known as “soccer” in the United States,

B Football, or soccer to some,

C “Football” or “soccer”

D Whatever you call it, football or socce

SAT LA13SAT LA13

18 Which sentence would not belong in this paragraph?

A There are eleven players on a soccer team.

B National teams play for the world championship every four years.

C In contrast, tennis can be played by two or four players.

D A professional soccer game is ninety minutes long.

SAT LA12SAT LA12

Comparing Earth and Its Moon

The moon is one-fourth the size of Earth. Unlike Earth, the moon has no water or air. There are no living things on the moon. The moon’s gravitational pull is less than Earth’s, so a person would weigh less on the moon than on Earth.

21 Which sentence would not belong in the paragraph?

A The moon has a sphere shape.

B You could jump higher on the moon than you could on Earth.

C The moon is covered with a layer of dust.

D Io, one of Jupiter’s moons, has a very thin atmosphere.

SAT LA12SAT LA12

20 Which would be the best first sentence for this paragraph?

A Humans walked on the moon for the first time in 1969.

B The moon is different from Earth in many ways.

C Earth is a planet; the sun is a star.

D There are nine planets in the solar system.

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Dinosaurs, Defined

Dinosaurs were large reptiles that ruled the Earth for more than one hundred million years. Among them were the largest land animals, such as the gentle, plant-eating Brachiosaurus and the awesomely bad creature called Tyrannosaurus rex. Dinosaurs became extinct about sixty-six million years ago. Many other animals did too.

Language

23 How could the last two sentences best be combined?

A Dinosaurs and many other animals became extinct about sixty-six million years ago.

B Dinosaurs became extinct about sixty-six million years ago, many other animals did, too.

C Dinosaurs became extinct about sixty-six million years ago, so did many other animals.

D Dinosaurs became extinct about sixty-six million years ago, and many animals became extinct at that time as well.

SAT LA15SAT LA15

22 Good writers use language that is appropriate for their purpose and audience. Which would best replace the underlined words in this school science report?

A wicked beast

B powerful meat-eater

C tough monster

D undefeatable enemy .

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DIRECTIONS Listen carefully to each question as it is read to you. Then listen

and read along in your booklet as the answer choices are read.

Choose the best answer. Mark the space for the answer you

choose.

Listening

SAMPLE A

A stranger

B performer

C guide

D doctor

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1 A intelligent

B necessary

C creative

D believable

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2 A costly

B powerful

C unpleasant

D popular

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3 A dirty

B shiny

C breakable

D thick

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4 A left out

B lost

C exceeded

D included

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5 A a question

B a mistake

C a goal

D an accident

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6 A rules

B errors

C improvements

D features

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7 A very skillful

B obvious

C impressive

D well hidden

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8 A brief

B nasty

C silly

D suitable

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DIRECTIONS Listen carefully to each paragraph as it is read to you. Then

listen to each question. Listen and read along in your booklet

as the answer choices are read. If you wish, you may take

notes on your scratch paper. You may use your notes to help

you choose the best answer. Mark the space for the answer

you choose.

SAMPLE B

A try to catch fish

B make room on the boat

C tie his boat to a dock

D show his frustration

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9 A a classroom

B the school auditorium

C the school gym

D a local theater

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10 A Thursday

B Friday

C Saturday

D Sunday

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11 A during auditions

B the day after auditions

C during the first rehearsal

D the first weekend in May

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12 A you are involved in another after-school activity

B you like to sing and dance

C you have been in a play before

D you will be on vacation in July

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13 A guitars are prettier

B guitars are more fun to play

C guitars are easier to transport

D guitars are better for accompanying singers

SAT LC39SAT LC39

14 A A guitar is fairly affordable.

B A guitar is easy to learn to play.

C A guitar can be carried around easily.

D Guitar music sounds like a human voice.

SAT LC32SAT LC32

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STOP

16 A life

B chords

C drumsticks

D a tattoo

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17 A drumsticks beating on a drum

B rain falling on the earth

C something ancient

D life

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18 A rain

B earth

C life

D whispers

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Language

15 A a drum

B dust

C the rain

D mellow music

SAT LC10SAT LC10

Documents

GLENCOE LANGUAGE ARTS RADE 8 - McGraw-Hill