Released Annotated Test Items 2014-Organized by Standard & Grade Level
Grades 3-8 & Regents (June 2014)
Reading Standards 1-3-Key Ideas and Details
Reading Standards 4-6-Craft and Structure
Reading Standards 7-9-Integration of Knowledge and Ideas
Reading Standard 10-Range of Reading and Level of Text Complexity
RL-Reading Standards for Literature
RI-Reading Standards for Informational Text
Color code: Multiple Choice, Short Response (2 pt. rubric), Essay (4 pt. rubric)
Reading Standard 1: CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from
the text.
RL.1
Questions
Grade 3
-RL.3.1-Which sentence best states what the reader learns in
paragraph 8?
-RL.3.1-What do paragraphs 16 and 17 show about otters and gulls?
-RL.3.1-What do paragraphs 4 and 7 show about David? Use two
details from the story to support your response.
-RL.3.1-Why is the setting of the story important? Use two details from
the story to support your response.
-RL.4.1-Pecos Bill most likely thinks he needs to have the very best
horse because
-RL.4.1-Why does Pecos Bill take a saddle and bridle to go catch
Lightning?
-RL.4.1-What is the most likely reason the narrator is pushing the lawn
mower in paragraph 2?
-RL.5.1-Which words from the story best show Grandma Talley’s sense
of humor?
-RL.5-1-What does the narrator’s description in paragraph 18 most
likely suggest about Anna?
-RL.6.1-In line 7, why don’t the ponies “understand the grass”?
-RL.6.1-Why must the crew of the Endurance work through the night?
Use two details from the story to support your response.
-RL.7.1-Why does wordless communication work in baseball but not in
Molly’s home?
-RL.7.1-Which statement best shows a main concern of Molly’s?
-RL.8.1-Read the lines 2 and 3 from the story. I had the feeling that a
bright neon sign on my forehead was flashing the message “New
Employee.” These words best demonstrate the narrator’s feelings of
-RL.8.1-Read lines 66 and 67 from the story. I could almost see drops
of irritation flying off him. (Did he want me to clean those up, too?)
These lines reveal the narrator’s
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Jws-10-29-14
Academic Language
(Tier II & III Words)
Grade 8
RL.1
Regents
RI.1
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
-RL.8.1-What character traits of the grandfather are revealed through
his use of the hammer? Use two details from the article to support
your response.
Questions
-RI.3.1-According to the Filtering section, why do syrup makers remove
minerals from maple syrup?
-RI.3.1-Which paragraph explains how snowshoeing affects the body?
-RI.3.1-Why does the information in paragraph 5 belong under the
heading “Suited for the Sea”? Use two details from the story to
support your response.
-RI.4.1-According to the article, why might an elephant rise in the
middle of sleeping?
-RI.4.1-What detail from the article explains why grazing animals sleep
for short periods of time?
-RI.4.1-What do fruit bats and horses have in common?
-RI.5.1-Read these sentences from paragraphs 2 and 11. You have to
be an outstanding rider for BMX racing. If you want to race, a good
rule is to buy the best bike you can afford. What can the reader
conclude from these sentences?
-RI.6.1-Why do loggerhead hatchlings have to learn differently from the
way many other animals learn?
-RI.6.1-According to the article, how might humans threaten
loggerhead turtles’ survival in the wild?
-RI.6.1-Which phrase best explains why people first created carousels?
-RI.6.1-What made more elaborate carousels possible?
-RI.6.1- What is the author’s central claim about the windblown dust
moving from continent to continent? Use two details from the story to
support your response.
-RI.7.1-Which sentences from the article best explain why Tibet is call
“the roof of the world”?
-RI.7.1-Which sentence from the article best supports the conclusion
that traditional nomadic customs can be as good as modern
conveniences?
-RI.7.1-Based on the information in lines 6 through 13, which
statement is the most likely conclusion?
-RI.8.1-According to information in “The Summer of 2012-Too Hot to
Handle?” what is the effect of increased CO2 emissions? Use two
details from the article to support your response.
Regents
Jws-10-29-14
Academic Language
(Tier II & III Words)
Reading Anchor Standard 2: CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the
key supporting details and ideas.
RL.2
Questions
Grade 3
Grade 4
-RL.3.2-Which sentence best describes a main idea of the story?
-RL.4.2-Read these sentences from paragraph 7 of the story. He ran
ten miles in twenty seconds! Next he jumped a mile forward and two
miles backward. Why are these details regarding Lightning important
to the theme of the story?
-RL.4.2-Which sentence best describes the theme of the story?
-RL.4.2-What has Manuelo’s gift taught Carla about discovering new
things? Use two details from the story to support your response. Use
two details from the story to support your response.
-RL.5.2-Which paragraph best expresses a theme of the story?
-RL.5.2-Which word best describes how Supphatra is feeling in
paragraph 12?
-RL.5.2-Which sentence best supports the theme of the story?
-RL.6.2-Why are the ponies scared in line 3?
-RL.6.2-What is the central theme of the poem?
-RL.6.2-What is the central idea of lines 1 through 27 of “Shackleton’s
Stowaway”? Use two details from the story to support your response.
-RL.6.2-Compare the theme of “Shackleton’s Stowaway” to the theme
of “Excerpt from In Caverns of Blue Ice.” How do the settings affect the
way the authors develop each theme? Use details from both stories to
support your response. In your response, be sure to: compare the
theme of “Shackleton’s Stowaway” to the theme of “Excerpt from In
Caverns of Blue Ice”, -explain how the settings affect the way the
authors develop each theme, -use details from both stories to support
your response
-RL.7.2-Which important idea does the author develop by repeating
the line, “A touch of forearm meant steal” (lines 21 and 22 and lines 26
and 27)?
-RL.8.2-Which excerpt confirms the theme of Cassie as a reluctant
hero?
-RL.8.2-Which incident most helps develop the theme that even a
frightened person can be brave when necessary?
-RL.8.2-The author mainly increases tension in the passage by
-RL.8.2-Identify the theme shared by “The Inheritance of Tools” and
“Margaret’s Story.” Explain how each passage develops this theme.
Use details from both passages to support your response. In your
response, but sure to: -identify a theme shared by both passages, explain how each passage develops this theme, -use details from both
passages to support your response
-RL.11-12.2-Which quotation best reflects a central theme in the text?
Grade 5
Grade 6
Grade 7
Grade 8
Regents
Jws-10-29-14
Academic Language
(Tier II & III Words)
RI.2
Questions
Grade 3
-RI.3.2-How do the details in paragraph 18 support a main idea of the
passage?
-RI.4.2-What sentence best states a main idea of this article?
-RI.5.2-According to the article, what is the value of being a smart risktaker? Use two details from the story to support your response.
-RI.5.2-In “The Young Man and the Sea,” what lesson can be learned
from the author’s trip around the world? Use two details from the
story to support your response.
-RI.6.2-Which detail is most helpful for understanding the central idea
of the article?
-RI.6.2-Which statement from the article best represents a central
idea?
-RI.7.2-Which of these is the best summary of this article?
-RI.7.2-Which sentence best states the main idea of the text box about
Edmond Halley?
-RI.7.2-What is a central idea in “Excerpt from The Many Rides of Paul
Revere: The Boston Tea Party”? Use two details from the story to
support your response.
-RI.8.2-What quotation expresses the central idea of the section,
“Keeping Track”?
-RI.8.2-Read the sentence from lines 39 through 41 of the article.
Using apples and melons as bait, members of the Bigfoot Field
Researchers Organization claim to have captured the first partial
body cast of a Washington State Sasquatch. The authors’ use of the
phrase “claim to be captured” reveals a central idea of the article by
suggesting that
RI.8.2-The authors develop the central idea in the article by
-RI.11-12.2-The central idea of the first paragraph focuses on the
-RI.11-12.2-Which statement from the text best summarizes the central
idea of paragraph 2?
-RI.11-12.2-Which statement best summarizes the central claim made
in lines 27 through 39?
-RI.11-12.2-The description of salt in lines 41 and 47 emphasizes the
idea of
-RI.11-12.2-With which statement would the author of this text most
likely agree?
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
Jws-10-29-14
Academic Language
(Tier II & III Words)
Reading Anchor Standard 3: CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a
text.
RL.3
Questions
Grade 3
-RL.3.3-Which detail from the story best shows why Maggie believes
the otter trusts her?
-RL.3.3-How does David feel when he sees the mountain for the first
time? Use two details from the story to support your response.
-RL.3.3-How does George behave as a member of the group? Use two
details from the story to support your response.
-RL.4.3-Why is Pecos Bill’s conversation with the cowboys important to
the story?
-RL.4.3-In paragraph 5, the narrator remembers a story his
grandmother told him about his grandfather. The effect this story has
on the narrator is to
-RL.4.3-Which phrase best describes how the narrator changes from
the beginning of the story to the end?
-RL.4.3-Why is the setting of “The Cave of the Oilbird” important? Use
two details from the story to support your response.
-RL.5.3-Which detail best shows what Grandma Talley thinks about
change?
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
-RL.7.3-Morales’s coaching style affects Molly by
-RL.8.3-Read the sentence from lines 23 and 24. I leaned out and
hooked the gate closed behind us, something Rowdy and I had been
working on. What does this sentence reveal about Cassie?
-RL.8.3-Read lines 20 through 22 from the story. Grabbing a bus and
rag, I followed Aaron out to table twenty-two. As we made our way
through the restaurant, Aaron said something about rags, but I didn’t
hear over the din of seventeen other conversations going on around
us. Which statement best explains how these lines affect the plot of
the story?
-RL.8.3-Lines 84 through 87 reveal
-RL.11-12.3-In this passage, the conversation between Holmes and the
narrator (lines 23 through 38) serves to
-RL.11-12.3-Which analysis is best supported by the details in lines 43
through 55 of the text?
-RL.11-12.3-The author’s description of the conversation between the
narrator and the retired sergeant in lines 88 through 92 serves mostly
to
-RL.11-12.3-The conversation with the retired sergeant (lines 89
through 91) leaves the narrator with a sense of
-RL.11-12.3-The military references throughout the poem serve to
Jws-10-29-14
Academic Language
(Tier II & III Words)
RI.3
Questions
Grade 3
-RI.3.3-What statement best completes the chart?
-RI.3.3.-The author provides many details about how sea turtles are
similar to and different from each other. How is a leatherback sea
turtle similar to a green sea turtle? How are they different from each
other? Use details from the passage to support your response. In
your response, but sure to : -explain how a leatherback sea turtle is
similar to a green sea turtle, -explain how a leatherback sea turtle is
different from a green sea turtle, -use details from the passage to
support your response.
-RI.4.3-Why are there challenges to caring for zoo animals in the
winter? Use two details from the story to support your response.
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
-RL.5.3-Based on paragraphs 12 through 19, which sentence best
explains the difference in the characters’ reactions to the objects in the
trunk?
-RI.5.3-Which of these is more important to BMX racing than to
freestyle BMX?
-RI.5.3-Based on the information in the passage, how would freestyle
BMX best prepare a rider for BMX racing?
-RI.5.3-How did the author’s reasons for making the voyage change
over the course of his adventure? Use two details from the story to
support your response.
-RI.6.3-Scientists conducted experiments to track the movements of
baby turtles because they
-RI.6.3-What does the history of the word “carousel” reveal about the
modern-day carousel?
-RI.6.3-How does the information in lines 1 through 6 relate to the
information in lines 7 through 15? Use two details from the story to
support your response.
-RI.7.3-Why did the author and his friends choose to travel to Dudjom
Dorjee?
-RI.7.3-Why does the author include the story about his trouble setting
up a tent?
-RI.7.3-According to the article, what is the one difference between
asteroids and comets?
-RI.11-12.3-The examples presented in lines 27 through 31 help the
reader understand
Jws-10-29-14
Academic Language
(Tier II & III Words)
Reading Anchor Standard 4: CCSS.ELA-Literacy.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning
or tone.
RL.4
Questions
Grade 3
-RL.3.4-Read paragraph 3 from the passage. Teachers say snowshoes
are improving their students’: -heart and lungs, -muscles, -and spirits.
What does “improving their students…spirits” most likely mean?
-RL.4.4-What does the narrator most likely mean when he says he is
“not machine oriented”? (paragraph 1)
-RL.4.4-In paragraph 8, when the narrator says that the mower spoke
to him, he most likely meant that he suddenly
-RL.5.4-In paragraph 19, what does the narrator mean when she says,
“her laughter floated through the house sweet as the taste of
jellybeans”?
-RL.5.4-Read Grandma Talley’s words from paragraph 26 of the story.
“Remember, Kincaid, we take our loved ones in our hearts wherever
we go. I won’t be more than a heartbeat away.” When Grandma
Talley says she “won’t be more than a heartbeat away,” she means she
won’t seem far because
-RL.5.4-In paragraph 7, what does the author’s use of the phrase
“picked up the pace and flashed me a playful smile” indicate?
-RL.5.4-Read this sentence from paragraph 15 of the story. Timidly, I
scooped a little onto my plate, followed by some curried meats and
vegetables. What does the word “timidly” suggest?
-RL.6.4-In line 1, what does the simile “like the ghosts of horses”
suggest?
-RL.6.4-In line 26, what is the “happy thunder”?
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
-RL.8.4-What does the simile in line 17 help the reader understand
about the setting of the passage?
-RL.8.4-In lines 39 and 40, what mood is created by the use of words
and phrases such as “screech,” “snapped,” “rearing up,” and “high
alarm”?
-RL.8.4-Read this sentence from line 26 of the story Sure, the table
was clean; it was the lake beneath that was the problem. The author
refers to the puddle as a lake to
-RL.8.4-What does the phrase “private university” (line 55) reveal
about the narrator and her father? Use two details from the article to
support your response.
-RL.11-12.4-The phrase “with the unreasonable petulance of mankind”
(line 4) emphasizes the narrator’s
-RL.11-12.4-How do the words “logician” (line 9), “deduction” (lines
12, 36, and 59), and “analysis” (line 12) advance the author’s purpose?
-RL.11-12.4-The narrator views the arrival of the messenger as “an
opportunity of taking the conceit out of him” (line 87) because the
Jws-10-29-14
Academic Language
(Tier II & III Words)
Regents
RL.4
RI.4
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
narrator wishes to
-RL.11-12.4-The prevailing tone of the poem is
Questions
-RI.4.4-Read the sentences from paragraph 11 of the article. A hippo
can doze nearly totally submerged but still be on the alert. That’s
because its eyes, ears, and nostrils are on top of its head. What is the
meaning of “submerged” as it is used here?
-RI.5.4-The word “collide” comes from a Latin word meaning “strike
together.” Based on this information, what is the meaning of “collide”
in paragraph 2?
-RI.5.4-As they are used in paragraph 10, what do the words “trick out”
mean?
-RI.6.4-Based on the entire article, the word “lavishly” in line 31 shows
that the carousels were
-RI.6.4- In lines 38 and 39, the author states, “Anna Green Winslow got
an education, all right—just not the one her father intended.” Explain
what the author means by this statement. Use two details from the
story to support your response.
-RI.7.4-What does the author mean by describing yaks as “true allterrain travelers”?
-RI.7.4-What is the impact of the phrase “planetary leftovers” in lines
29 and 30?
-RI.8.4-What does the phrase “elaborate hoax” mean as it is used in
line 22?
-RI.11-12.4-According to the text, the “main trick” (line 13) of science is
to
-RI.11-12.4-What effect is created by the use of irony in line 47 and
lines 53 through 55?
Jws-10-29-14
Academic Language
(Tier II & III Words)
Reading Anchor Standard 5: CCSS.ELA-Literacy.CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.
RL.5
Questions
Grade 3
-RL.3.5-Read Paragraphs 27 and 27 from the story. When Friday
afternoon came, she burst into the house and grabbed her fishing
pole. “What a girl for fishing!” her mother said. Which sentence best
explains what causes Maggie’s mother to say this?
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
-RL.5.5-How does paragraph 14 fit into the structure of the story?
-RL.5.5-Why does the author most likely include both paragraphs 16
and 17?
-RL.5.5-How does paragraph 1 prepare the reader for the rest of the
story? Use two details from the story to support your response.
-RL.6.5-What is the importance of lines 19-24?
-RL.6.5- In “Excerpt from In Caverns of Blue Ice,” how do lines 8 through
15 change the mood of the story? Use two details from the story to
support your response.
-RL.7.5-What effect does the author achieve by including the imagined
scene in lines 29 through 36?
-RL.7.5-What is the effect of lines 33 through 35 on the mood of the
story? Use two details from the story to support your response.
RL.7.5-Why does the author of “Excerpt from Mr. Revere and I”
develop parts of the story around meals? Use two details from the
story to support your response.
-RL.11-12.5-What is the effect of withholding the identity of Sherlock
Holmes as the author of the article (lines 9 through 34)?
-RL.11-12.5-What is most likely not a purpose of the repetition of the
phrase “Give us a peace” throughout the poem?
Jws-10-29-14
Academic Language
(Tier II & III Words)
RI.5
Questions
Grade 3
-RI. 3.5-The first illustration best helps the reader understand the
information in which paragraph?
-RI. 3.5-Which section of the article contains information about the
process of turning sap into syrup?
-RI.3.5-How does the information in the section titled “Snowshoe
Smarts” add to the information in the rest of the passage?
-RI.3.5-Why does the information in the paragraph 5 belong under the
heading “Suited for the Sea”? Use two details from the story to
support your response.
-RI.4.5-Why is paragraph 1 of “Elephants Don’t Wear Boots” an
effective introduction? Use two details from the story to support your
response.
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
-RI.6.5-Why are lines 9-13 important to the article?
-RI.6.5-How do the details about the Great Depression in lines 40-43
contribute to the development of the article?
-RI.6.5-Explain why the author uses the term “Hitchhikers” as the title
for lines 31-42. Use two details from the story to support your
response.*This question’s standard was not identified by the state
-RI.7.5-How is the article mainly structured?
-RI.7.5-The purpose of the article’s structure is to
-RI.7.5-How do lines 1 through 12 of “Bringing Solar Power to Indian
Country” contribute to the understanding of the rest of the article?
Use two details from the article to support your response.
-RI.7.5-How do lines 34 through 39 of “Excerpt from The Many Rides of
Paul Revere: The Boston Tea Party” relate to the rest of the article?
Use two details from the story to support your response.
RI.8.5-How do lines 1 through 3 help to develop a key concept of the
article?
Regents
Jws-10-29-14
Academic Language
(Tier II & III Words)
Reading Anchor Standard 6: CCSS.ELA-Literacy.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.
RL.6
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
RI.6
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Questions
Academic Language
(Tier II & III Words)
-RL.5.6-How does the narrator’s point of view contribute to the mood
of the story? Use two details from the story to support your response.
*This essay question assesses both standards RL.7.6 & RL.7.9
The Story “Excerpt from Mr. Revere and I” and the article “Excerpt
from The Many Rides of Paul Revere: The Boston Tea Party” are
written from different points of view. How do the different points of
view affect the understanding of the events surrounding the Boston
Tea Party? Use details from both passages to support your response.
In your response, but sure to: -explain the point of view presented in
“Excerpt from Mr. Revere and I”, -explain the point of view presented
in “Excerpt from The Many Rides of Paul Revere: The Boston Tea
Party”, -explain how the different points of view affect the
understanding of the events surrounding the Boston Tea Party, -use
details from both passages to support your response
-RL.8.6-Fran’s behavior toward Cassie adds suspense to the passage by
-RL.8.6-Read this sentence from lines 73 and 74 of the story. The man,
his eyes almost laughing behind his bifocals, stated that he didn’t
mind the wait. These lines most impact the narrator’s point of view by
-RL.8.6-What effect does the author create through the description of
the bookstore? Use two details from the article to support your
response.
-RL.11-12.6-The poet’s purpose in the poem can best be described as
Questions
-RI.6.6-What is the author’s main purpose for including Dr. Lohmann’s
work in the article?
-RI.6.6-Which statement best expresses the author’s point of view in
the article?
-RI.8.6-Why does the author of “The Summer of 2012—Too Hot to
Handle?” include information from both Bill Patzert and John Christy?
Use two details from the article to support your response.
Regents
Jws-10-29-14
Academic Language
(Tier II & III Words)
Reading Anchor Standard 7: CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.1
RL.7
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
RI.7
Grade 3
Grade 4
Grade 5
Questions
Academic Language
(Tier II & III Words)
-RL.4.7-The illustration best helps the reader to understand
Questions
-RI.3.7-Which statement about snowshoes is made clearer by the
photograph at the end of the passage?
-RI.5.7-Which paragraph does the photograph of the racers best help
the reader understand?
Grade 6
Grade 7
Grade 8
Regents
Jws-10-29-14
Academic Language
(Tier II & III Words)
Reading Anchor Standard 8: CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
RL.8
Questions
Academic Language
(Tier II & III Words)
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
RI.8
Questions
Academic Language
(Tier II & III Words)
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
-RI.3.8-Which statement from the passage is explained by the
information in paragraph 17?
-RI.4.8-Which sentence supports the idea that scientists are not certain
that all animals sleep?
-RI.4.8-How do the zookeepers use food to improve the lives of
animals? Use two details from the story to support your response.
-RI.5.8-The information in paragraphs 7 and 8 best supports the idea
that manufacturers develop
-RI.7.8-The information in the text box on Edmond Halley offers
support for which claim made by the author?
-RI.7.8-Read this sentence from the text box on comets. Ancient
people believed the unannounced visitors were warnings of
something unusual and terrible—war, flood, death, sickness, or
earthquake. Which section of the article supports this claim?
-RI.7.8-How does the author of “Bringing Solar Power to Indian
Country” support the claim, “with solar energy, we can be
independent” (line 74)? Use two details from the story to support
your response.
-RI.8.8-Which detail from the article best supports the claim that
Bigfoot exists?
Regents
Jws-10-29-14
Reading Anchor Standard 9: CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge
or to compare the approaches the authors take.
RL.9
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
RI.9
Grade 3
Grade 4
Grade 5
Questions
Academic Language
(Tier II & III Words)
*This essay question assesses both standards RL.7.6 & RL.7.9
The Story “Excerpt from Mr. Revere and I” and the article “Excerpt
from The Many Rides of Paul Revere: The Boston Tea Party” are
written from different points of view. How do the different points of
view affect the understanding of the events surrounding the Boston
Tea Party? Use details from both passages to support your response.
In your response, but sure to: -explain the point of view presented in
“Excerpt from Mr. Revere and I”, -explain the point of view presented
in “Excerpt from The Many Rides of Paul Revere: The Boston Tea
Party”, -explain how the different points of view affect the
understanding of the events surrounding the Boston Tea Party, -use
details from both passages to support your response
Questions
-RI.4.9-How are the topics of “Call of the Wild” and “Elephants Don’t
Wear Boot” similar? How are the topics of both articles different? Use
details from both articles to support your response. In your response,
be sure to: -explain how the topics of “Call of the Wild” and “Elephants
Don’t Wear Boots” are similar, -explain how the topics of both articles
are different, -use details from both articles to support your response
-RI.5.9-How does Zac Sunderland from “The Young Man and the Sea”
demonstrate the ideas described in “How to be a Smart Risk-Taker”?
Use details from both articles to support your response. In your
response, be sure to: -explain how Zac Sunderland from “The Young
Man and the Sea” demonstrates the ideas described in “How to be a
Smart Risk-Taker”, -use details from both articles to support your
response
Grade 6
Grade 7
Grade 8
Regents
Jws-10-29-14
Academic Language
(Tier II & III Words)
Reading Anchor Standard 10: CCSS.ELA-Literacy.CCRA.R.10
Read and comprehend complex literary and informational texts independently and
proficiently.
RL.10
Questions
Academic Language
(Tier II & III Words)
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
RI.10
Questions
Academic Language
(Tier II & III Words)
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Regents
Jws-10-29-14
Language Anchor Standards
Conventions of Standard English:
CCSS.ELA-Literacy.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Knowledge of Language:
CCSS.ELA-Literacy.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-Literacy.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
CCSS.ELA-Literacy.CCRA.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence
in gathering vocabulary knowledge when encountering an unknown term important to comprehension or
expression.
Language
Questions
Language (Tier II
Standards
& III)
Grade 3
-L.3.4-In paragraph 15, the word “hike” most closely means
Grade 4
Grade 5
-L.5.4a-Which information helps the readers understand the meaning
of “cherish” in paragraph 6?
Grade 6
Grade 7
Grade 8
-L.8.4a-Read this sentence from lines 55 through 57. “While not
definitely proving the existence of a species of North American ape,”
Dr. Meldrum said in the release, “the cast constitutes significant and
compelling new evidence that will hopefully stimulate further serious
research and investigation.” Which of these is closest to the
meaning of “stimulate” in this sentence?
-L.8.4a-Read lines 93 through 95 of the story. In the context of this
paragraph, which phrase is closest in the meaning to “worm”?
Regents
-L.11-12.4.a-As used in line 37, the word “chimerical” most nearly
means
-L.11-12.4.a-Which phrase from the text clarifies the meaning of
“dogma” as used in line 11?
-L.11-12.5-The purpose of the figurative language in lines 38 and 39 is
to
Jws-10-29-14
June Regents 2014
Part 2-Argument (Essay-6 pt. argument rubric)
CCSS Alignment: RI.11-12.1-6, 10; W.11-12.1,4,9; L.11-12.1-6
Directions: Closely read each of the four texts provided on pages 12 through 17 and write a sourcebased argument on the topic below. You may use the margins to take notes as you read and scrap
paper to plan your response. Write your argument beginning on page 1 of your essay booklet.
Topic: Should companies be allowed to track consumers’ shopping or other preferences without their
permission?
Your Task: Carefully read each of the four texts provided. Then, using evidence from at least three of
the texts, write a well-developed argument regarding companies being allowed to track consumers’
shopping or other preferences without their permission. Clearly establish your claim, distinguish your
claim from alternate or opposing claims, and use specific, relevant, and sufficient evidence from at least
three of the texts to develop your argument. Do not simply summarize each text.
Guidelines:
Be sure to







Establish your claim regarding companies being allowed to track consumers’
shopping or other preferences without their permission
Distinguish your claim from alternate or opposing claims
Use specific, relevant, and sufficient evidence from at least three of the texts to
develop your argument
Identify each source that you reference by text number and line number(s) or
graphic (for example: Text 1, line 4, or Text 2, graphic)
Organize your ideas in a cohesive and coherent manner
Maintain a formal style of writing
Follow the conventions of standard written English
Texts:
Text 1-Cell Phone Carrier Marketing Techniques An Invasion of Privacy?
Text 2-Eye See You and the Internet of Things: Watching You While You Shop
Text 3-Where will Consumers Find Privacy Protection from RFIDs?: A Case for Federal Legislation
Text 4-RFID Consumer Applications and Benefits
Jws-10-29-14
June Regents 2014
Part 3-Text Analysis Response (4 pt. rubric-2-3 paragraph response)
CCSS Alignment: RI. 11-12.1-6, 10; W.11-12.2, 4, 9; L.11-12.1-6
Your Task: Closely read the text provided on pages 19 and 20 and write a well-developed, text-based
response of two to three paragraphs. In your response, identify a central idea in the text and analyze
how the author’s use of one writing strategy (literary element or literary technique or rhetorical device)
develops the central idea. Use strong and thorough evidence from the text to support your analysis. Do
not simply summarize the text. You may use the margins to take notes as you read and scrap paper to
plan your response. Write your response in the spaces provided on pages 7 through 9 of your essay
booklet.
Guidelines:
Be sure to






Identify a central idea in the text
Analyze how the author’s use of one writing strategy (literary element or
literary technique or rhetorical device) develops this central idea. Examples
include: characterization, conflict, denotation/connotation, metaphor, simile,
irony, language use, point-of-view, setting, structure, symbolism, theme, tone,
etc.
Use strong and thorough evidence from the text to support your analysis
Organize your ideas in a cohesive and coherent manner
Maintain a formal style or writing
Follow the conventions of standard written English
Text:
Excerpt from a speech delivered by suffragette Anna Howard Shaw in 1915. “The Fundamental
Principle of a Republic”, delivered at Ogdensburg, NY, June 21, 1915
Jws-10-29-14
Jws-10-29-14