Kathy Keane/Catawba County Schools/2009
North Carolina English Language Arts
2007 Sample Released Items
EOG PERCENTAGE: 9%-11%
NCSCOS Competency Goal: 1
The learner will use language to
express individual perspectives
drawn from personal or related
experience.
1.01 (No questions)
1.02 Explore expressive materials
that are read, heard, and/or viewed
by:
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monitoring comprehension
for understanding of what
is read, heard and/or
viewed
analyzing the
characteristics of
expressive works
determining the effect of
literary devices and/or
strategies on the
reader/viewer/listener
making connections
between works, self and
related topics
comparing and/or
contrasting information.
drawing inferences and/or
conclusions
determining the main idea
and/or significance of
events
generating a learning log or
journal
creating an artistic
interpretation that
connects self to the work
discussing print and nonprint expressive works
formally and informally
1.03 – 1.04 (No questions)
Question Stems from 2007 NC Released EOG
Sample Selections
1.
2.
3.
What is the main purpose of this selection?
What does the first paragraph include?
What made Elder Brother saddest?
Sixth Grade
Genre
1. Fiction
2. Fiction
3. Fiction
NC Thinking
Skills
1. Analyzing
2. Evaluating
3. Organizing
Kathy Keane/Catawba County Schools/2009
EOG PERCENTAGE: 18%-20%
NCSCOS Competency Goal: 2
The learner will explore and
analyze information from a
variety of sources.
2.01 Explore informational materials
that are read, heard, and/or viewed
by:
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monitoring comprehension
for understanding of what
is read, heard and/or
viewed
studying the characteristics
of informational works
restating and summarizing
information
determining the
importance and accuracy of
information
making connections
between works, self and
related topics/information
comparing and/or
contrasting information
drawing inferences and/or
conclusions generating
questions
Question Stems from 2007 NC Released EOG
Sample Selections
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Which qualities best describe Lou
Gehrig?
Why was Gehrig called the “Iron
Horse”?
Based on the selection, what was the
main difference between the way the
public remembered Gehrig and the
way his teammates remembered him?
Suppose this selection were divided
into sections with headings. If one of
those sections contained paragraphs 3,
4, and 5, what would be the best
heading for that section?
The author says that Gehrig “seemed
to get almost no publicity.” Why was
this so?
Why did Lou Gehrig leave the New
York Yankees in 1939?
What part of the human body is most
like the bark of a tree?
How do leaves play an important role
in the life of a tree?
In October people are raking the leaves
in their yards. Based on the selection,
from what type of tree did the leaves
most likely fall?
How are the roots and leaves of trees
most similar?
Which best describes what is shown in
diagram 2?
What contributes to the brightness of
Pluto?
On Pluto’s surface, liquid methane
boils to form an atmospheric haze. The
haze would be most similar to which
of the following?
On which planet is a day almost as
long as an Earth week?
According to the chart, in what way are
Uranus and Neptune similar?
According to the selection, under
which category would a student
submit a movie review?
What do the categories “Poetry,” “Art
Gallery,” and “Excuses! Excuses!” have
in common?
Which title might be a good subject for
the category “Excuses! Excuses!”?
For a short story submitted to this
magazine, which is most important?
Genre
1. Nonfiction
2. Nonfiction
3. Nonfiction
4. Nonfiction
5. Nonfiction
6. Nonfiction
7. Content
8. Content
9. Content
10. Content
11. Content
12. Content
13. Content
14. Content
15. Content
16. Consumer
17. Consumer
18. Consumer
19. Consumer
NC Thinking
Skills
1. Analyzing
2. Knowledge
3. Organizing
4. Organizing
5. Generating
6. Knowledge
7. Analyzing
8. Analyzing
9. Analyzing
10. Analyzing
11. Integrating
12. Knowledge
13. Organizing
14. Applying
15. Organizing
16. Knowledge
17. Organizing
18. Applying
19. Evaluating
Kathy Keane/Catawba County Schools/2009
20. Based on the description in the
selection, how is the category “Short
Stories & Scary Tales” different from all
the other categories?
21. Which would most likely be accepted
under the category “Teacher’s Side”?
22. Which seems to be most valued by the
children’s magazine?
20. Consumer
21. Consumer
22. Consumer
20. Organizing
21. Integrating
22. Evaluating
2.02 (No questions)
EOG PERCENTAGE: 5%-8%
NCSCOS Competency Goal: 3
The learner will examine the
foundation of argument.
3.01 Explore argumentative works
that are read, heard, and/or viewed
by:
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monitoring comprehension
for understanding what is
read, heard, and/or viewed.
analyzing the
characteristics of
argumentative works.
determining the
importance of author's
word choice and focus.
summarizing the author's
purpose and stance.
making connections
between works, self and
related topics.
drawing inferences.
responding to public
documents (such as but not
limited to editorials and
school and community
policies).
distinguishing between fact
and opinion.
3.02-3.03 (No questions)
Question Stems from 2007 NC Released EOG
Sample Selections
1. Which quote from this selection states a fact?
Genre
1. Nonfiction
NC Thinking
Skills
1. Analyzing
Kathy Keane/Catawba County Schools/2009
EOG PERCENTAGE: 9%-11%
NCSCOS Competency Goal: 4
The learner will use critical
thinking skills and create criteria
to evaluate print and non-print
material.
4.01 Determine the purpose of the
author or creator by:
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monitoring comprehension
for understanding of what
is read, heard and/or
viewed.
exploring any bias,
apparent or hidden
messages, emotional
factors, and/or propaganda
techniques.
identifying and exploring
the underlying assumptions
of the author/creator.
analyzing the effects of
author's craft on the
reader/viewer/listener.
Question Stems from 2007 NC Released EOG
Sample Selections
1. What is the effect of the simile in the last
paragraph of this selection?
Genre
1. Fiction
2. Content
3. Content
2. What is the purpose of describing the benefits of
trees?
NC Thinking
Skills
1. Analyzing
2. Analyzing
3. Analyzing
3. What effect is produced by including the
question “Was it just luck?” at the end of the
selection?
4.02-4.03 (No questions)
EOG PERCENTAGE: 50%-55%
NCSCOS Competency Goal: 5
The learner will respond to
various literary genres using
interpretive and evaluative
processes.
5.01 Increase fluency,
comprehension, and insight through
a meaningful and comprehensive
literacy program by:
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using effective reading
strategies to match type of
text.
reading self-selected
literature and other
materials of individual
interest.
reading literature and other
materials selected by the
teacher.
discussing literature in
teacher-student
conferences and small
group discussions.
taking an active role in
whole class seminars.
discussing and analyzing
the effects on texts of such
literary devices as figurative
language, dialogue,
flashback and sarcasm.
interpreting text by
Question Stems from 2007 NC Released EOG
Sample Selections
Genre
1. Based on the selection, why did Elder Brother
make butterfiles?
2. Based on the selection, why did Elder Brother
make butterflies?
3. What is true about the materials Elder Brother
used to create butterflies?
4. How did the songbirds behave toward Elder
Brother when they tried to get their songs back?
5. What happened when Elder Brother took song
away from the butterflies?
6. Which statement about Elder Brother is most
clearly supported by the selection?
7. Based on the information in the selection, which
of the following relationships is most similar to the
relationship below? butterflies : dance
8. What is the occupation of Littlejim’s father?
9. Why did Littlejim decide to draw horses instead of
rivers?
10. What does the reader learn from this selection
about the area around Henson Creek?
11. What did Littlejim hope would happen after he
finished his drawing?
12. According to the selection, which comparison
about Littlejim and Ivor is accurate?
13. The Venn diagram below organizes some of the
information in the story. Which piece of information
belongs in section 3?
14. In the last paragraph, why does the author give
the dictionary definition of the word pride?
1. Fiction
2. Fiction
3. Fiction
4. Fiction
5. Fiction
6. Fiction
7. Fiction
8. Fiction
9. Fiction
10. Fiction
11. Fiction
12. Fiction
13. Nonfiction
14. Poem
NC Thinking
Skills
1. Knowledge
2. Integrating
3. Evaluating
4. Knowledge
5. Knowledge
6. Organizing
7. Knowledge
8. Analyzing
9. Analyzing
10. Knowledge
11. Analyzing
12. Analyzing
13. Analyzing
14. Generating
Kathy Keane/Catawba County Schools/2009
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explaining elements such as
plot, theme, point of view,
characterization, mood,
and style.
investigating examples of
distortion and stereotypes.
recognizing underlying
messages in order to
identify theme(s) within
and across works.
extending understanding by
creating products for
different purposes,
different audiences and
within various contexts.
exploring relationships
between and among
characters, ideas, concepts
and/or experiences.
5.02 Study the characteristics of
literary genres (fiction, nonfiction,
drama, and poetry) through:
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reading a variety of
literature and other text
(e.g., novels,
autobiographies, myths,
essays, magazines, plays,
pattern poems, blank
verse).
interpreting what impact
genre-specific
characteristics have on the
meaning of the work.
exploring how the author's
choice and use of a genre
shapes the meaning of the
literary work.
exploring what impact
literary elements have on
the meaning of the text
such as the influence of
setting or the problem and
its resolution.
15. In “Summer Stars,” what is the author trying to
show?
16. What is the effect of the author’s use of
metaphor in “December Leaves”?
17. In “December Leaves,” what comparison is
made? What do both authors most likely want
readers to feel after reading their poems?
15. Poem
16. Poem
17. Poem
15. Analyzing
16. Knowledge
17. Evaluating
1. Which best describes the mood in “Summer
Stars”?
1. Poem
1. Analyzing
Kathy Keane/Catawba County Schools/2009
EOG PERCENTAGE: 3%-8%
NCSCOS Competency Goal: 6
The learner will respond to
various literary genres using
interpretive and evaluative
processes.
6.01 Demonstrate an
understanding of conventional
written and spoken expression
by:
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using a variety of sentence
types correctly, punctuating
them properly, and
avoiding fragments and
run-ons.
using appropriate subjectverb agreement and verb
tense that are appropriate
for the meaning of the
sentence.
demonstrating the different
roles of the parts of speech
in sentence construction.
using pronouns correctly,
including clear antecedents
and correct case.
using phrases and clauses
correctly (e.g.,
prepositional phrases,
appositives, dependent and
independent clauses).
determining the meaning of
unfamiliar vocabulary
words by using context
clues, a dictionary, a
glossary, a thesaurus,
and/or structural analysis
(roots, prefixes, suffixes) of
words.
extending vocabulary
knowledge by learning and
using new words.
exploring the role and use
of dialects and of standard
English to appreciate
appropriate usage in
different contexts.
developing an awareness of
language conventions and
usage during oral
presentations.
6.02 (No questions)
Question Stems from 2007 NC Released EOG
Sample Selections
Genre
1. In the fourth paragraph, the author says, “…Scott
and Swain could share part of the credit.” As it is
used in this sentence, what does credit mean?
1. Fiction
2. Content
2. The selection states that the great forests of the
world are essential for purifying the air. What does
purifying mean?
NC Thinking
Skills
1. Analyzing
2. Analyzing