Grade 9
PART 1: COMPREHENSION
Directions
Kayla wants to make the world a better place. Read the selection to see how she might
solve her problem. Then answer the following questions.
Kayla’s Problem
“It’s just so frustrating to be in that under-fourteen category,” muttered Kayla. “You
want to do your bit to make the world a better place, but nobody lets you if you’re not
already fourteen.”
“Well,” said Kayla’s mother, giving her daughter a meaningful glance, “you could
always try cleaning up your room.”
“Right, Mom, that’s just what I had in mind as my contribution to the good of
humanity.”
“On a serious note, Kayla, I really appreciate all you do around here—taking care of
your brothers after school and getting dinner ready for all of us.”
“But I want to do something that helps other people—people outside our family.
Whenever I try to volunteer, they tell me to call back when I’m finally fourteen—a whole
year-and-a-half from now. And you remember the disaster of my attempts to convert
Charlie into a therapy dog.”
Hearing his name, Charlie thumped his bushy golden tail, smiled up at Kayla, and
resumed his nap. “Kayla, I admire your eagerness to make a difference,” her mother
reassured her and then resumed entering data into her computer.
Seeing that Charlie and her mother were clearly preoccupied, Kayla retreated upstairs
to telephone her friend Claudia. No answer. Out of sheer boredom, Kayla started to
neaten up her room. In the process, she found an interesting-looking magazine halfway
through a pile of discarded clothes. Flipping through it, she completed a personality
inventory, calculated her body-mass index, and coveted a pair of pink suede sandals.
Suddenly she stopped flipping and concentrated on a full-page ad that showed a child
with a bald head. “Would you be willing to help this child?” asked the headline in
24-point type. The ad explained that the child was suffering from a medical condition that
caused hair loss. It explained that many children were in similar situations and could be
helped by volunteers willing to donate their hair for prosthetic wigs. Kayla read through
the list of conditions—hair at least ten inches long after braiding, no dyed hair, no gray
hair—and realized that she met all of them. The sponsoring organization was actually
seeking donations from young people.
Kayla walked to her mirror, picked up her hairbrush, and pulled it gently through her
long, slightly wavy, red hair. She loved her hair and the way that everyone commented on
it. The question was, how much did she love it?
Then she remembered the picture of the child and thought about her own good
fortune. Her hair would be short, but not gone. And it would grow back. Kayla made up
her mind. The ad had said that parental permission was required, so Kayla picked up the
magazine and headed downstairs.
“Hey, Mom,” she said. “Can I interrupt you for just a minute to talk about something
important?”
____
1 Based on her actions in the story, Kayla seemed to be
A athletic.
B idealistic.
C selfish.
D intelligent.
____
2 What is the setting of this story?
F a family home
G a beauty salon
H a business
J a school
____
3 From the tone of their conversation, how did Kayla’s mother feel toward her daughter?
A bothered that Kayla was so messy
B grateful that Kayla was a good person
C proud that Kayla did so well in school
D pleased that Kayla was such a good cook
____
4 What was Kayla’s conflict in the story?
F She wished her mother would pay more attention to her.
G She was tired of taking care of her brothers every day.
H She wanted to help people but couldn’t find a way to do it.
J She wanted to use the computer, but her mother was using it.
____
5 Which of these events from the story happened first?
A Kayla went downstairs.
B Kayla looked in the mirror.
C Kayla called Claudia.
D Kayla opened a magazine.
____
6 Kayla probably looked at herself in the mirror because she was
F getting ready to go out.
G considering dying her hair.
H concerned about her looks.
J imagining having short hair.
____
7 Which of the following things would Kayla be most likely to do?
A begin training to run in a competition
B help her mother clean the house
C help build a house for a homeless family
D try out for the middle school gymnastics team
____
8 Why did Kayla pick up the magazine?
F She wanted to find a way to help others.
G She was feeling bored.
H She was trying to decide whether to subscribe.
J She had to return it to Claudia soon.
____
9 What did Kayla probably do next?
A get her mother’s permission to go out
B start getting dinner ready for the family
C ask her mother for a ride to Claudia’s house
D talk with her mother about donating her hair
____
10 The conversation at the beginning of the story foreshadowed which later event?
F Kayla’s mother working at the computer
G Kayla’s dog working as a therapy dog
H Kayla’s calling her friend Claudia
J Kayla’s intended plans for her hair
____
11 What did Kayla do just after she called Claudia?
A
B
C
D
began cleaning up her room
thought about cutting her hair
looked through a magazine
talked to her mother
PART 2: VOCABULARY
Directions
Mark your answer choice for the following questions.
____
12 Which word has a suffix that is used to create a noun from a verb?
F meaningful
G gently
H contribution
J disaster
____
13 The story “Kayla’s Problem” used the phrase prosthetic wigs. If you wanted to look up
the word prosthetic in the dictionary, between which pair of guide words should you
look?
A proton—prow
B professor—promote
C proper—protein
D propel—prose
____
14 Use these entries from a dictionary to answer the following question.
Which meaning of sheer is used in the following sentence?
Out of sheer boredom, Kayla started to neaten up her room.
F sheer1, definition 1
G sheer1, definition 2
H sheer1, definition 3
J
____
sheer2
15 What does the word coveted mean in the following sentence?
Flipping through the magazine, she completed
a personality inventory, calculated her body-mass index,
and coveted a pair of pink suede sandals.
A
B
C
D
____
bought
wanted
imagined
put away
16 Read this sentence from “Kayla’s Problem.”
Kayla found an interesting-looking magazine
halfway through a pile of discarded clothes.
The word discarded has the prefix dis-. What does discarded mean?
F not wanted
G too wanted
H wanted again
J possibly wanted
____
17 What does the word access mean in the following sentence?
If poor people were given access to small amounts
of money, they would be able to start their own
businesses and support their families.
A
B
C
D
the right to use something
the right to enter a place
an admission ticket
an interest-free loan
Use this entry from a dictionary to answer the following questions.
____
18 According to the dictionary entry, the word benefit can be used as which two parts of
speech?
F adjective and noun
G noun and verb
H verb and adverb
J adverb and adjective
____
19 Which dictionary definition of benefit is used in the following sentence?
Awa, Etagegn, and Zekaraya all benefited from
microcredit, a special type of finance aimed at
the very poor.
A
B
C
D
definition 1
definition 2
definition 3
definition 4
Directions
Mark your answer choice for the following questions.
____
20 The word microloan has the same prefix as the words microscope and microcosm. What
is the meaning of the prefix micro-?
F small
G slow
H poor
J good
____
21 What is the base word of effectiveness?
A effective
B factual
C effect
D fictive
PART 3: WRITING CONVENTIONS
Directions
Mark your answer choice for the following questions.
____
22 Which sentence is an imperative sentence?
F When did you last see her?
G Please don’t slam the door.
H His name is Boris.
J What a fine job he did!
____
23 Which sentence is a compound sentence?
A When the game was over, everyone cheered.
B Maureen and her cousin Sean visited their friends last week.
C His father is an artist, and his mother is a doctor.
D David heard the alarm clock ring and got out of bed.
____
24 Which sentence has an action verb?
F Josh feels happy this morning.
G The weather will seem warm tomorrow.
H Megan sometimes becomes tired at school.
J The dog looked warily at the cat.
____
25 Which sentence has an indirect object?
A The band’s music sounds good.
B She gave her father a card.
C We swam in the pool yesterday.
D The girl in the red dress is my friend.
____
26 Nicole split the apple into two equal __________.
F halves
G halfes
H halvs
J halfs
____
27 The judge decided that Alyssa’s science project was the __________ one in the science
fair.
A best
B most good
C goodest
D better
____
28 Neither my brother nor my sister __________ well.
F sing
G are singing
H sings
J be singing
____
29 Henry should __________ home earlier than he did.
A of gone
B had going
C have gone
D have went
____
30 The dog ran away with the __________ toy.
F babys
G baby’s
H babys’
J babies
____
31 Which sentence is written correctly?
A He asked “if dinner was ready?”
B “Who has my book,” Charles asked.
C Kyle asked what time is it?
D Amber asked, “Is it over yet?”
____
32 Which sentence is written correctly?
F Clara speaks spanish very well.
G Brandon used to live in canada.
H Matt moved out of town last Winter.
J Victoria has a Mexican pen pal.
____
33 Which sentence is written correctly?
A Leave a message for her and I.
B Let’s go to their house.
C Him and me like to study together.
D Ask them to help theirselves.
PART 4: WRITING
34
Grade 9
Answer Section
1 ANS: B
PTS: 1
NAT: G6_CCSS_Literature 2. Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments. | G6_CCSS_Literature 3. Describe how a particular story’s or drama’s
plot unfolds in a series of episodes as well as how the characters respond or change as the
plot moves toward a resolution.
TOP:
Literary element: character
2 ANS: F
PTS: 1
NAT: G6_CCSS_Literature 5. Analyze how a particular sentence, chapter, scene, or stanza
fits into the overall structure of a text and contributes to the development of the theme,
setting, or plot.
TOP: Literary element: setting
3 ANS: B
PTS: 1
NAT: G6_CCSS_Literature 2. Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments. | G6_CCSS_Literature 3. Describe how a particular story’s or drama’s
plot unfolds in a series of episodes as well as how the characters respond or change as the
plot moves toward a resolution.
TOP:
Literary element: character
4 ANS: H
PTS: 1
NAT: G6_CCSS_Literature 3. Describe how a particular story’s or drama’s plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves toward a
resolution. | G6_CCSS_Literature 5. Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and contributes to the development of the theme,
setting, or plot.
TOP: Literary element: plot
5 ANS: C
PTS: 1
NAT: G6_CCSS_Literature 3. Describe how a particular story’s or drama’s plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves toward a
resolution. | G6_CCSS_Informational Text 3. Analyze in detail how a key individual, event,
or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or
anecdotes). | G6_CCSS_Informational Text 5. Analyze how a particular sentence, paragraph,
chapter, or section fits into the overall structure of a text and contributes to the development
of the ideas.
TOP: Sequence
6 ANS: J
PTS: 1
NAT: G6_CCSS_Literature 1. Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. | G6_CCSS_Informational Text 1. Cite
textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text. TOP: Draw conclusions
7 ANS: C
PTS: 1
NAT: G6_CCSS_Literature 2. Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments. | G6_CCSS_Literature 3. Describe how a particular story’s or drama’s
plot unfolds in a series of episodes as well as how the characters respond or change as the
plot moves toward a resolution.
TOP:
Literary element: character
8 ANS: G
PTS: 1
NAT: G6_CCSS_Literature 1. Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. | G6_CCSS_Informational Text 3.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes). | G6_CCSS_Informational Text 5.
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.
TOP: Cause and
effect
9 ANS: D
PTS: 1
NAT: G6_CCSS_Literature 1. Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. | G6_CCSS_Informational Text 1. Cite
textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text. TOP: Draw conclusions
10 ANS: J
PTS: 1
NAT: G6_CCSS_Literature 3. Describe how a particular story’s or drama’s plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves toward a
resolution. | G6_CCSS_Literature 5. Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and contributes to the development of the theme,
setting, or plot.
TOP: Literary element: plot
11 ANS: A
PTS: 1
NAT: G6_CCSS_Literature 3. Describe how a particular story’s or drama’s plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves toward a
resolution. | G6_CCSS_Informational Text 3. Analyze in detail how a key individual, event,
or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or
anecdotes). | G6_CCSS_Informational Text 5. Analyze how a particular sentence, paragraph,
chapter, or section fits into the overall structure of a text and contributes to the development
of the ideas.
TOP: Sequence
12 ANS: H
PTS: 1
NAT: G6_CCSS_Language 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies. | G6_CCSS_Language 4.a. Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase. TOP:
Word structure: suffixes
13 ANS: C
PTS: 1
NAT: G6_CCSS_Language 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies. | G6_CCSS_Language 4.a. Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase. | G6_CCSS_Language 4.c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning or its part of speech. | G6_CCSS_Language
4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
TOP:
Dictionary/glossary: unfamiliar words
14 ANS: F
PTS: 1
15
16
17
18
NAT: G6_CCSS_Language 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies. | G6_CCSS_Language 4.a. Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase. | G6_CCSS_Language 4.d. Verify the preliminary
determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
TOP: Dictionary/glossary: multiple-meaning words
ANS: B
PTS: 1
NAT: G6_CCSS_Language 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies. | G6_CCSS_Language 4.a. Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase. | G6_CCSS_Language 4.c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning or its part of speech. | G6_CCSS_Language
4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
TOP: Context clues:
unfamiliar words
ANS: F
PTS: 1
NAT: G6_CCSS_Language 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies. | G6_CCSS_Language 4.b. Use common, grade-appropriate Greek
or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory,
audible).
TOP: Word structure: prefixes
ANS: A
PTS: 1
NAT: G6_CCSS_Language 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies. | G6_CCSS_Language 4.a. Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase. | G6_CCSS_Language 4.c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning or its part of speech. | G6_CCSS_Language
4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
TOP: Context clues:
unfamiliar words
ANS: G
PTS: 1
NAT: G6_CCSS_Language 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies. | G6_CCSS_Language 4.a. Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase. | G6_CCSS_Language 4.d. Verify the preliminary
determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
TOP: Dictionary/glossary: multiple-meaning words
19 ANS: D
PTS: 1
NAT: G6_CCSS_Language 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies. | G6_CCSS_Language 4.a. Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase. | G6_CCSS_Language 4.d. Verify the preliminary
determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
TOP: Dictionary/glossary: multiple-meaning words
20 ANS: F
PTS: 1
NAT: G6_CCSS_Language 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies. | G6_CCSS_Language 4.b. Use common, grade-appropriate Greek
or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory,
audible).
TOP: Word structure: prefixes
21 ANS: C
PTS: 1
NAT: G6_CCSS_Language 4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly
from a range of strategies. | G6_CCSS_Language 4.b. Use common, grade-appropriate Greek
or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory,
audible).
TOP: Word structure: base words
22 ANS: G
PTS: 1
NAT: G6_CCSS_Language 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. | G6_CCSS_Language 2. Demonstrate
command of the conventions of standard English capitalization, punctuation, and spelling
when writing. | G6_CCSS_Language 3. Use knowledge of language and its conventions
when writing, speaking, reading, or listening. | G6_CCSS_Language 3.a. Vary sentence
patterns for meaning, reader/listener interest, and style.*
TOP: Sentences
23 ANS: C
PTS: 1
NAT: G6_CCSS_Language 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. | G6_CCSS_Language 3. Use
knowledge of language and its conventions when writing, speaking, reading, or listening. |
G6_CCSS_Language 3.a. Vary sentence patterns for meaning, reader/listener interest, and
style.*
TOP: Compound and complex sentences
24 ANS: J
PTS: 1
NAT: G6_CCSS_Language 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
TOP: Action and linking verbs
25 ANS: B
PTS: 1
NAT: G6_CCSS_Language 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
TOP: Subject and object complements
26 ANS: F
PTS: 1
27
28
29
30
31
32
33
34
NAT: G6_CCSS_Language 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
TOP: Irregular
plural nouns
ANS: A
PTS: 1
NAT: G6_CCSS_Language 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
TOP: Comparative and superlative adjectives
ANS: H
PTS: 1
NAT: G6_CCSS_Language 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
TOP: Subject-verb agreement
ANS: C
PTS: 1
NAT: G6_CCSS_Language 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
TOP: Irregular
verbs
ANS: G
PTS: 1
NAT: G6_CCSS_Language 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
TOP: Possessive
nouns
ANS: D
PTS: 1
NAT: G6_CCSS_Writing 2.b. Develop the topic with relevant facts, definitions, concrete
details, quotations, or other information and examples. | G6_CCSS_Writing 8. Gather
relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism
and providing basic bibliographic information for sources. | G6_CCSS_Language 2.
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
TOP: Quotation marks
ANS: J
PTS: 1
NAT: G6_CCSS_Language 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
TOP: Proper nouns and adjectives
ANS: B
PTS: 1
NAT: G6_CCSS_Language 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. | G6_CCSS_Language 1.a. Ensure
that pronouns are in the proper case (subjective, objective, possessive). TOP: Pronouns
ANS:
Answers will vary.
PTS: 1
NAT: G6_CCSS_Writing 1.a. Introduce claim(s) and evidence. | G6_CCSS_Writing 1.b.
Support claim(s) using sources. | G6_CCSS_Writing 1.c. Clarify claim(s). |
G6_CCSS_Writing 1.d. Establish and maintain style. | G6_CCSS_Writing 1.e. Provide a
concluding statement. | G6_CCSS_Writing 2.a. Introduce a topic; organize information. |
G6_CCSS_Writing 2.b. Develop the topic with facts. | G6_CCSS_Writing 2.c. Use
appropriate transitions. | G6_CCSS_Writing 2.d. Use precise language and vocabulary. |
G6_CCSS_Writing 2.e. Establish and maintain style. | G6_CCSS_Writing 2.f. Provide a
concluding statement. | G6_CCSS_Writing 3.b. Use narrative techniques. |
G6_CCSS_Writing 3.c. Use transition words to convey sequence. | G6_CCSS_Writing 3.d.
Use words to convey events. | G6_CCSS_Writing 3.e. Provide a conclusion. |
G6_CCSS_Writing 5. Develop and strengthen writing. | G6_CCSS_Writing 9.a. Apply
Reading standards to literature. | G6_CCSS_Writing 9.b. Apply Reading standards to literary
nonfiction.
TOP: Writing strategies