Name: _____________________________________________________________________________ Date: ___________________________
Grade 6 Unit 2 Reading Comprehension Practice
Use this table to score questions 1-5 after you have completed this reading
comprehension practice exercise.
Question
Number
Code
1
RI.6.1.
2
RI.6.4.
3
RI.6.4.
4
RI.6.1.
5
RI.6.5.
6
RI.6.1.
W 6.8.
Standard
Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical
meanings.
Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical
meanings.
Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Analyze how a particular section fits into the overall structure
of a text and contributes to the development of the ideas.
Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
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.
1
Student Mastery
√= Answered
correctly
X= Answered
incorrectly
Total points on
question 6:
_________/ 2 points
The Roman Name Game
Used with permission by ReadWorks.org
Read the passage. Then answer questions 1 through 6.
1
The citizens of many nations around the world celebrate the people who helped found their
various countries hundreds, even thousands, of years ago. The United States recognizes George
Washington, the nation’s first president, as an important man in the history of the development of
the country. The same can be said in Mexico where Miguel Hidalgo, a priest who helped lead
Mexican military forces against Spain in their war for independence in the 1800s, is still held in
high esteem, nearly 200 years after his death. Mahatma Gandhi helped India become an
independent nation free of British rule in 1947. It is in India that Gandhi is often referred to as
“Bapu,” which translates to “Father” (of the Nation).
2
Record keeping has greatly improved in the last three millennia. In Ancient Rome, however,
stories were not recorded as well as they are today. They were simply told verbally, sometimes
years after they occurred. And in what was basically a huge game of “Telephone”, Roman history
became exaggerated. People would repeat the stories they had heard as though they were
completely true, and many would often add even more details that are difficult to believe these
days. They would exaggerate the stories to make the people in them seem god-like. Some
mythological figures of Rome, as well as of the country Greece, have been recognized as people
who likely did live on Earth, but probably did not actually accomplish many of the things that have
been attributed to them.
3
And so, legend has it that 2,500 years ago, two men named Romulus and Remus founded the city
of Rome in the central western section of the country of Italy. Rome would eventually become a
mighty republic, and later, an even greater empire. Eventually, the land controlled by the Romans
covered parts of what are now considered to be nearly 50 different countries in Africa, Asia and
Europe. Romans regarded the twin brothers Romulus and Remus as founding fathers. In the case
of Romulus and Remus, historians are not absolutely sure whether or not they in fact walked the
planet, but their story was once born and lives on today. The tales of Romulus and Remus exist in
many different ancient texts, many of which were written in Greek, not Latin. Many of those
writings have similarities, but they have differences too. One historical author, for example,
wished to use the story of Romulus and Remus to emphasize the strength of character and morals
of the Romans, where another may have simply wanted to tell a fantastic story.
4
The Romans believed that Romulus and Remus were descendants of Aeneas, an Ancient Greek
hero. It was said that Aeneas himself was a son of a goddess, Aphrodite. So, Romulus and Remus
had some extraordinary blood running through their veins. Their grandfather was Numitor, King
of the Italian city of Alba Longer, who would be unfairly overthrown by his brother, Amulius.
Amulius became paranoid that he, too, would be overthrown one day and came to the conclusion
that Numitor’s daughter, Rhea Silvia, would have children that would kill him.
2
5
Rhea Silvia was discovered to be pregnant with Romulus and Remus, by Amulius, not long
thereafter. Legend has it that Romulus and Remus’ father was either Mars, the god of war, or
Hercules, another ancient mythological superhero. Frightened, Amulius ordered the death of Rhea
Silvia and her children immediately after they were born.
6
Amulius ordered a servant to carry out the murder. Some legends say that Amulius wanted Rhea
Silvia to be buried alive and the twins tossed into the Tiber River, but others say that Amulius
wanted all three to be drowned in the Tiber. In any case, the servant could not carry out those
orders. Upon looking at the twins and their magnificent beauty, the would‐be killer could not bring
himself to harm them. Instead of throwing the twins into the river, the servant just left them in a
basket next to the river and ran away.
7
After a rain, the Tiber River rose and safely carried Romulus and Remus in their little basket
downstream. A she‐wolf named Lupa then found them and fed them as though they were her own
pups. Finally, they were discovered by a couple named Faustulus and Acca Larentia, who raised
them as their own to be shepherds.
8
When Romulus and Remus became men, their identities were discovered. First, Remus was
captured by Amulius, but Romulus rescued him with the help of a band of fellow shepherds.
Though they were offered a joint crown to rule Alba Longer, they refused and saw to it that their
grandfather, Numitor, was king once again. Instead, Romulus and Remus decided to found their
own city.
9
Romulus and Remus had a harsh disagreement about where the city should be. They looked for
signs from the gods above, but still could not come to an agreement. After being ridiculed by
Remus, Romulus killed his brother out of frustration and anger. Upon burying him, though, he
immediately felt great regret and never forgave himself.
10
Romulus founded the city of Rome, naming it after himself. There, he created a brand new type of
government with 100 Senators who represented the people of Rome who lived close by. Many of
those people were not wanted in other countries, but Rome was welcoming.
11
According to the legend, around the year 717 B.C., Romulus disappeared. Many Romans thought
he was assassinated by someone who wanted power for themselves. However, that was never
proven, and it was generally accepted that Romulus was simply sucked up into heaven by an
extremely powerful whirlwind.
12
Like many legends, this story could be looked back upon for inspiration and guidance. It taught
people that they could rely on the gods, but needed to be strong‐willed. And it let them know that
they would make mistakes, but must learn from them. Today, the story of Romulus and Remus is
among the most retold and famous subjects of Roman art.
3
Write the letter of the correct answer on the line next to each question.
_______ 1. Historians cannot be sure if the story of Romulus and Remus is true. Which evidence
from the text best supports this statement?
A. Some mythological figures of Rome have been recognized as people who likely did live on
Earth.
B. The Romans believed that Romulus and Remus were descendants of Aeneas, an Ancient
Greek hero.
C. Many writings of historical authors about the story of Romulus and Remus have
similarities and differences.
D. The tales of Romulus and Remus exist in many ancient texts which were written in Greek.
_______ 2. What does the author mean when he says that Romulus and Remus had some
extraordinary blood running through their veins in paragraph 4?
A.
B.
C.
D.
Both of the boys were born with a rare blood type.
Both of the boys were partially divine.
The boys’ blood pumped very quickly.
The boys inherited many talents.
_______ 3. What does the author mean when he claims that Miguel Hidalgo is still held in high
esteem today in paragraph 1?
A.
B.
C.
D.
Hidalgo is still admired today.
Hidalgo is still hated today.
Hidalgo is still praised today.
People are still annoyed by Hidalgo today.
_______ 4. Why did Amulius order the death of Rhea Silvia and her children immediately after they
were born?
A.
B.
C.
D.
He impregnated Rhea Silvia out of wedlock.
He wanted to bury Rhea Silvia alive.
He was afraid that Romulus and Remus would overthrow him.
He already overthrew Numitor, so he wanted to overthrow Rhea Silvia too.
_______ 5. Which of the following best describes the purpose of the first two paragraphs?
A.
B.
C.
D.
To offer the reader information about Mahatma Gandhi and the independence of India.
To compare George Washington and Miguel Hidalgo.
To emphasize the importance of celebrating the founders of one’s country.
To introduce the story of Romulus and Remus by offering information about other
important founders of nations.
4
Answer question 6 in the space provided below.
6. The passage states that the story of Romulus and Remus taught people they needed to be
strong-willed. Explain how the story of Romulus and Remus teaches people they need to be
strong-willed. Include at least two details from the text in your answer.
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5
ANSWER KEY
Write the letter of the correct answer on the line next to each question.
_______ 1. Historians cannot be sure if the story of Romulus and Remus is true. Which evidence
from the text best supports this statement?
A. Some mythological figures of Rome have been recognized as people who likely did live on
Earth.
B. The Romans believed that Romulus and Remus were descendants of Aeneas, an Ancient
Greek hero.
C. Many writings of historical authors about the story of Romulus and Remus have
similarities and differences.
D. The tales of Romulus and Remus exist in many ancient texts which were written in Greek.
EXPLANATION: This question requires students to identify evidence that supports what the
text says. Choices A and D do not support the fact that the story of Romulus and Remus might
not be true. Some students might think that choice B supports the idea that the story of Romulus
and Remus might not be true. Point out to students that the fact that the Romans thought
Romulus and Remus were godlike does not affect whether or not the story was true, as many
stories featured godlike characters that were in fact normal humans (this is pointed out clearly in
paragraph 1). Choice C best supports the claim that the story might not be true because
conflicting accounts of a story indicates that the story could have been made up to serve different
purposes. When reviewing this question with students, review paragraph 2 carefully.
_______ 2. What does the author mean when he says that Romulus and Remus had some
extraordinary blood running through their veins in paragraph 4?
A.
B.
C.
D.
Both of the boys were born with a rare blood type.
Both of the boys were partially divine.
The boys’ blood pumped very quickly.
The boys inherited many talents.
EXPLANATION: This question requires students to determine the precise meaning of the
word “extraordinary” as it is used in paragraph 4. It is not sufficient for students to know that
extraordinary means incredible. They need to be able to decipher the connotation the author
intends based on context. Students need to revisit this part of the passage to understand what is
happening in the text. Have students read the first two sentences of paragraph 4 and
identify evidence that supports choice B. Students might struggle with this question if they do
not know the meaning of the word “divine.” In this case, teach students to eliminate the other
choices based on textual evidence, using a process of answer elimination.
6
_______ 3. What does the author mean when he claims that Miguel Hidalgo is still held in high
esteem today in paragraph1?
A.
B.
C.
D.
Hidalgo is still admired today.
Hidalgo is still hated today.
Hidalgo is still praised today.
People are still annoyed by Hidalgo today.
EXPLANATION: This question requires students to determine the meaning of the word
“esteem” as it is used in paragraph 1. There are many clues in paragraph 1 that indicate a
positive connotation of the word “esteem.” These include the fact that many nations such as
Mexico celebrate their founders and the fact that Americans consider George Washington
important. Have students read paragraph 1 and carefully identify these context clues.
Students might struggle to choose between choice A and choice C. Discuss the difference in
connotation between the words “admired” and “praised” with students, and point out that
praising has a much stronger connotation than the one suggested by the context clues.
_______ 4. Why did Amulius order the death of Rhea Silvia and her children immediately after they
were born?
A.
B.
C.
D.
He impregnated Rhea Silvia out of wedlock.
He wanted to bury Rhea Silvia alive.
He was afraid that Romulus and Remus would overthrow him.
He already overthrew Numitor, so he wanted to overthrow Rhea Silvia too.
EXPLANATION: This question requires students to infer information from the text by paying
close attention to details. The author never explicitly states why Amulius orders the death of
Rhea Silvia. Rather, the author tells us that “Amulius became paranoid that he, too, would be
overthrown one day.” He also tells us that according to legend, Romulus and Remus’ father was
“either Mars, the god of war, or Hercules.” Students will need to infer from these two facts that
Amulius ordered the death of Rhea Silvia and her children because he was afraid the children
would overthrow him when they were born because they were godlike. When reviewing this
question with students, model a close reading of paragraphs 4 and 5, stopping as you read to
“think aloud.” This will help students understand the inference process.
_______ 5. Which of the following best describes the purpose of the first two paragraphs?
A.
B.
C.
D.
To offer the reader information about Mahatma Gandhi and the independence of India.
To compare George Washington and Miguel Hidalgo.
To emphasize the importance of celebrating the founders of one’s country.
To introduce the story of Romulus and Remus by offering information about other
important founders of nations.
7
EXPLANATION: This question requires students to analyze and determine how the first two
paragraphs contribute to the overall development of the passage. When reviewing this question
with students, first ask them to explain or summarize what is happening in the first two paragraphs. After
doing that, have students explain or summarize what the rest of the passage is about. Point out the
difference and engage students in a discussion of why the author might include information about
other founders in the first two paragraphs. This will help lead students to understand that D is the
best answer.
Answer question 6 in the space provided below.
6. The passage states that the story of Romulus and Remus taught people they needed to be
strong-willed. Explain how the story of Romulus and Remus teaches people they need to be
strong-willed. Include at least two details from the text in your answer.
Answers will vary. Use the enclosed rubric as a guideline for scoring.
Example of a 2-level answer:
The story of Romulus and Remus teaches people they need to be strong-willed because Romulus
and Remus were strong-willed to survive. For example, when Remus was captured by Amulius,
Romulus was strong-willed to rescue him with other shepherds. They were also both strong-willed
when they were young, because they nursed from a wolf and were raised by shepherds, but kept
strong to survive.
Score
2
1
0
Response Features
• Valid inferences and/or claims from the text where required by
the prompt
• Evidence of analysis of the text where required by the prompt
• Relevant facts, definitions, concrete details, and/or other information from the text to develop
response according to the requirements of the prompt
• Sufficient number of facts, definitions, concrete details, and/or other information from the text
as required by the prompt
• Complete sentences where errors do not impact readability
• A mostly literal recounting of events or details from the text as required by the prompt
• Some relevant facts, definitions, concrete details, and/or other information from the text to
develop response according to the requirements of the prompt
• Incomplete sentences or bullets
• A response that does not address any of the requirements of the prompt or is totally inaccurate
• A response that is not written in English
• A response that is unintelligible or indecipherable
8