Crosswalk
Coach
PLUS
for the Common Core State Standards
English
Language
Arts
Grade 6
Practice Tests
Answer Keys
Crosswalk Coach PLUS for the Common Core State Standards, English Language Arts, Grade 6, Practice Tests, Answer Keys
T301NAK
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Contents
Lexile Measures Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
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3
Lexile Measures Chart
Practice Test 1
Passage Title
Lexile Measure
Part 1
The Story of Urashima Taro
1010L
The Rotting Axe Handle
970L
Tribal Connection
1140L
Paricutin, Mexico
1100L
Robert Scott’s Expedition to the South Pole
1120L
Roald Amundsen’s Expedition to the South Pole
1090L
Part 2
The Old Man
960L
Part 3
Paul Bunyan
1110L
Practice Test 2
Passage Title
Lexile Measure
Part 1
The Conch Shell
Not prose
Spellbound
Not prose
Letting Go of Pennies
1110L
Kudzu Invasion
1150L
Visiting the Grand Canyon
1200L
Things Can Change in an Instant
930L
Part 3
4
The Olympics of Ancient Greece
1170L
The Changing Face of the Olympic Games
1190L
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Part 2
The response does not
analyze or inaccurately
analyzes the text, showing
little to no comprehension of
ideas from the text(s).
The response is
underdeveloped and
therefore inappropriate to
the task, purpose, and/or
audience.
The response demonstrates
a lack of coherence, clarity
and cohesion.
The response style is
inappropriate, with little to
no awareness of the norms
of the discipline; includes
little to no precise language.
The response demonstrates
little to no command of the
conventions of standard
English, with frequent and
varied errors in grammar
and usage that often impede
understanding.
Reading:
Comprehension
of Key Ideas and
Details
Writing:
Development of
Ideas
Writing:
Organization
Writing:
Clarity of
Language
Writing:
Knowledge of
Language and
Conventions
0
1
The response demonstrates
limited command of the
conventions of standard
English, with multiple
distracting errors in
grammar and usage
that sometimes impede
understanding.
The response style is limited
in its effectiveness, with
limited awareness of the
norms of the discipline; uses
little description, sensory
details, linking or transitional
words, words to indicate
tone, or domain-specific
vocabulary.
The response demonstrates
limited coherence, clarity,
and/or cohesion, making
the progression of ideas
somewhat unclear.
The response is addressed
with minimal development
of the claim, topic and/
or narrative elements,
through limited reasoning,
details, text-based evidence
and/or description; the
development is limited in its
appropriateness to the task,
purpose, and/or audience.
The response minimally
analyzes the text and
cites some textual
evidence, showing limited
comprehension of ideas
from the text(s).
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The response demonstrates
inconsistent command
of the conventions of
standard English. There are
a few patterns of errors in
grammar and usage that
may occasionally impede
understanding.
The response establishes
and maintains a mostly
effective style, attends to
the norms and conventions
of the discipline; uses some
precise language, including
descriptive words and
phrases, sensory details,
linking and transitional
words, words to indicate
tone and/or domain-specific
vocabulary.
The response demonstrates
some coherence, clarity,
and/or cohesion, and
includes an introduction,
conclusion, and logically
grouped ideas, making
the progression of ideas
discernible but not obvious.
The response is addressed
with development of
the claim, topic and/or
narrative elements through
some reasoning, details,
text-based evidence,
and/or description; the
development is somewhat
appropriate to the task,
purpose, and audience.
The response for the most
part accurately analyzes
the text explicitly or
inferentially and cites textual
evidence, showing a basic
comprehension of ideas
from the text(s).
2
The response demonstrates
command of the
conventions of standard
English consistent with
edited writing. There may
be a few distracting errors
in grammar and usage, but
meaning is clear.
The response establishes
and maintains an effective
style; attends to the norms
and conventions of the
discipline; uses mostly
precise language, including
descriptive words and
phrases, sensory details,
linking and transitional
words, words to indicate
tone, and/or domain-specific
vocabulary.
The response demonstrates
a great deal of coherence,
clarity, and cohesion, and
includes an introduction,
conclusion, and a logical
progression of ideas.
The response is addressed
with effective development
of the claim, topic and/or
narrative elements through
clear reasoning, details,
text-based evidence,
and/or description; the
development is largely
appropriate to the task,
purpose, and audience.
The response accurately
analyzes the text explicitly
and inferentially and cites
textual evidence to support
the analysis, showing
extensive comprehension of
ideas from the text(s).
3
The response demonstrates
command of the
conventions of standard
English consistent with
effectively edited writing,
with few minor errors
in grammar and usage;
meaning is clear throughout.
The response establishes
and maintains an effective
style; attends to the norms
and conventions of the
discipline; uses precise
language consistently,
including descriptive
words and phrases,
sensory details, linking and
transitional words, words
to indicate tone, and/or
domain-specific vocabulary.
The response demonstrates
purposeful coherence,
clarity, and cohesion
and includes a strong
introduction, conclusion,
and a logical, well-executed
progression of ideas.
The response is addressed
with comprehensive
development of the claim,
topic and/or narrative
elements through clear
and convincing reasoning,
details, text-based evidence,
and/or description;
development is consistently
appropriate to the task,
purpose, and audience.
The response accurately
analyzes the text explicitly
and inferentially and cites
convincing textual evidence
to support the analysis,
showing full comprehension
of complex ideas from the
text(s).
4
Writing Rubric
5
Practice Test 1
6
Item
Key
Common Core
State Standard
Skill
Lesson(s)
1
Part A: D
Part B: A
RL.6.1, RL.6.6
Narrator's Point of View,
Text Evidence
1, 2
2
See sample response
on page 8.
RL.6.1, RL.6.2, RL.6.5
Central Idea, Text
Evidence
3
3
See sample response
on page 8.
RL.6.1, RL.6.3
Character and Plot,
Make Inferences
1, 7
4
Part A: See page 8.
Part B: D
RL.6.4, L.6.5
Figurative Language
4
5
Part A: C
Part B: A
RL.6.2, RL.6.5
Setting, Text Structure
5
6
Part A: C
Part B: A
RL.6.1, RL.6.9
Compare and Contrast,
Theme, Text Evidence
3, 6
7
Part A: C
Part B: D
RI.6.1, RI.6.2
Central Idea, Text
Evidence
1, 9
8
See sample response
on page 8.
RI.6.1, RI.6.6
Author’s Point of View,
Text Evidence
14
9
See sample response
on page 8.
RI.6.3
Key Ideas
9
10
A3, B5, C2
RI.6.4, L.6.4a
Context Clues,
Determine Word
Meaning
12, 29
11
Part A: B
Part B: C
RI.6.1, RI.6.6
Author’s Purpose, Text
Evidence
14
12
See sample response
on page 8.
RI.6.1, RI.6.2
Central Idea, Text
Evidence
9
13
Part A: C
Part B: A
RI.6.4, L.6.4a
Context Clues,
Determine Word
Meaning
29
14
Part A: D
Part B: See page 8.
RI.6.1, RI.6.6
Author's Point of View
1, 2
15
Part A: C
Part B: D
RI.6.1, RI.6.4, L.6.5.c
Determine Word
Meaning, Synonyms,
Text Evidence
12, 29
16
Part A: A
Part B: D
RI.6.1, RI.6.6
Author’s Point of View,
Text Evidence
14
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Answer Key
Answer Keys (continued)
Key
Common Core
State Standard
Skill
Lesson(s)
17
See sample response
on page 9.
RI.6.1, RI.6.2
Support Argument with
Text Evidence
14
18
Part A: C
Part B: B
RI.6.1, RI.6.3
Key Ideas, Text
Evidence
9
19
A2, B3, C4
RI.6.4, L.6.4a
Determine Word
Meaning, Context Clues
12, 29
20
Part A: A
Part B: A
RI.6.1, RI.6.3
Key Ideas, Text
Evidence
9
21
Part A: D
Part B: C
RI.6.9
Compare and Contrast
15
22
Part A: C
Part B: See page 9.
RI.6.1, RI.6.6
Author’s Point of View,
Make Inferences
8, 14
23
Part A: C
Part B: B
RI.6.1, RI.6.5
Make Inferences, Text
Structure, Text Evidence
10
24
Part A: A
Part B: B
RI.6.1, RI.6.4, L.6.6
Domain-Specific
Vocabulary, Text
Evidence
12, 29
25
Part A: D
Part B: B
RI.6.1, RI.6.2
Summary, Text Evidence
8
26
Part A: B
Part B: A
RI.6.1, RI.6.5
Make Inferences, Tone,
Text Evidence
10
Part 2
See sample response
on page 9.
W.6.1, W.6.4, W.6.5,
W.6.9
Literary Analysis
16, 19
Part 3
See sample response
on page 9.
W.6.3, W.6.4, W.6.5,
W.6.9
Narrative Writing
18
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Item
7
Answer Explanations
1. Part A: D
2.
Part B: A By describing Wang Chih as “hardy,”
the narrator shows that he or she views Wang
Chih as strong and healthy.
The underlined phrases should be: “what seemed
like an hour or so…,” “the two old men were no
longer there…,” “its handle rotted to dust…,” “he
had grown a long beard.” These phrases show the
passage of time.
3. Students should write the following phrases in
the box labeled “Years Passed While Urashima
Taro Was at the Sea Palace”: a man lived 300
years ago, an area looks different. These phrases
are clues about the passage of time in the first
story. Students should write the following phrase
in the box labeled “Years Passed While Wang
Chih Napped”: an axe handle rots, a man’s
beard grows. These phrases are clues about
the passage of time in the second story. The
remaining phrases are details from the stories,
but they do not provide clues that time has
passed strangely.
4. Part A: Students should underline “flowing
garments of red and green like the underside of
a wave” and “her voice sounded like music over
the water.”
Part B: D The description of the princess shows
that Urashima sees her as other-worldly, and
different from humans, which contributes to the
sense that Urashima is in a completely different
world.
5. Part A: C A, B, and D are all revealed in the
excerpt, while C is revealed earlier in the passage.
Part B: A A is the only answer that correctly
identifies the central idea.
6. Part A: C At the end of “The Story of Urashima
Taro” the young man explains that Urashima
Taro lived in the village three hundred years ago.
This is a more explicit way to show the reader
the passage of time than in “The Rotting Axe
Handle” in which the reader is left to infer what
has happened, based on clues such as the man’s
beard and the rotted axe handle.
8
Part B: A Paragraph 8 gives a clue that time
is passing strangely for Urashima; Paragraph 20
is where it is revealed more explicitly that three
hundred years have passed.
7. Part A: C Quanah, Cynthia’s surviving son,
experienced many hardships but remained loyal to
the people of his tribe.
Part B: D Quanah was appointed to lead his
tribe; despite the objections of his people and the
hard-fought battles, he was a diplomatic leader.
8. The underlined sentence should be: “Federal
agents named Quanah chief of the Comanche
bands, and utterly against all Comanche tradition,
the tribe complied.” This statement shows that the
tribe relented and changed their tradition.
9.
The underlined sentences should be: “During that
time, Cynthia completely integrated into her tribe.
She became devoted to her adoptive parents in the
Comanche tribe, and at her own request, the tribe
refused all attempts to ransom her.” Integrated is
another word for blended; the fact that Cynthia was
devoted to her adopted parents supports the idea
that she blended with her tribe.
10. A3, B5, C2 This is a matching item type. Merged
is another term for integrated; dedicated is another
way of saying devoted; and distant is another way
of saying aloof.
11. Part A: B The author’s purpose was to explain
what happened in Paricutin in 1943 and how it
affected the citizens there.
Part B: C Details in the passage describe
the fascinating scientific occurrence, while also
explaining the damage caused to people and
property by the volcano.
12. The underlined sentences should be: “While the
volcano provided a fascinating opportunity for many
people and scientists around the world, it also
created a disaster for the people in Paricutin and
San Juan. The inhabitants lost crops and livestock,
and suffered substantial property damage.” The
author spends the most time describing the volcano
as a strange phenomenon and the damage it
caused to the people who lived nearby.
13. Part A: C The word shrubbery is used to refer to
low-growing plants, such as small trees and large
weeds.
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Practice Test 1
Answer Keys (continued)
Part B: A Pulido and his family were getting rid
of the shrubbery, so it wasn’t food. And it was
growing on their farm land, so it wasn’t garbage.
They formed piles to burn, so this suggests that it
was unwanted plants.
14. Part A: D In the second paragraph, the author
writes that Pulido “quite understandably” became
terrified and went to look for his family. This shows
that the author thinks Pulido behaved reasonably.
Part B: Students should underline “Quite
understandably, Pulido became terrified by what he
had witnessed and tried to find his wife and sons.”
15. Part A: C While each of these words could be a
synonym for dormant, inactive is the best choice in
the context of a volcano.
Part B: D This is the only choice that provides a
context clue in the form of the antonym active.
16. Part A: A This is the only answer that shows a
point of view in that it offers a possible explanation
for why things went so badly for Scott. The other
answer choices are facts.
Part B: D The Royal Geographic Society had
a different set of priorities than Scott had, which
doomed the expedition from the start.
17. The underlined sentences should be: “However,
despite this oddly mysterious beginning, the
expedition was well planned.” Amundsen knew
these dogs would be the key to the expedition.”
“Another important item was the dress.” These
sentences underscore the importance of a wellplanned and prepared expedition.
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18. Part A: C Amundsen and his crew never felt
unprepared for the expedition.
Part B: B This is the only answer that provides
details that relate to the correct answer in Part A.
19. A2, B3, C4 This is a matching item type. Illfated is another word for doomed. Tormenting is
another word for torturous. Total is another word
for universal.
20. Part A: A Scott used wool clothing instead of
fur, which led to some deaths because of the
extremely cold temperatures.
Part B: A Bringing too many men and the wrong
type of clothing are examples of being ill-prepared
for the harsh Antarctic weather.
21. Part A: D This is the only answer that contains
correct information about both expeditions,
according to the passages.
Part B: C This result serves to highlight the
difference between the two expeditions.
22. Part A: C At the top of the second paragraph,
the author expresses the view that the journey
began strangely, as a secret, but was well
planned.
Part B: Students should underline “However,
despite this oddly mysterious beginning, the
expedition was well planned” in the second
paragraph.
23. Part A: C Knowing that Scott’s crew was
ill-prepared foretells a poor outcome for the
expedition.
Part B: B This detail supports the foreshadowing
in Part A.
24. Part A: A The fact that the passage is about
a journey to explore the South Pole reveals the
definition of expedition.
Part B: B The fact that Amundsen’s team is
going to Antarctica helps to confirm the definition
in Part A.
25. Part A: D A summary retells the most important
parts of a passage.
Part B: B The quote “A blizzard kept them in
place for nine days” provides supporting evidence
for an example of bad luck the Scott expedition
faced.
26. Part A: B The tone of a passage is an author’s
attitude toward the subject. The author knows that
Scott’s expedition ended in disaster and writes
about it in a somber tone.
Part B: A The passage’s mood is connected
to the author’s tone. To write “the worst has
happened” shows a defeated mood, which is why
the author included this quote in the passage.
Part 2 Responses will vary. See rubric on page 5.
Students should explain what view the story suggests
society should take toward the elderly, using evidence
from the text. Responses should use formal English,
use a clear and concise organizational structure, and
follow the rules for correct grammar.
Part 3 Responses will vary. See rubric on page 5.
Students should continue the story of Paul Bunyan
using the same humorously exaggerated story details to
tell about more of Bunyan’s achievements. Responses
should be clearly organized and follow the rules for
correct grammar.
9
Practice Test 2
Item
Key
Common Core
State Standard
Skill
Lesson(s)
1
Part A: D
Part B: C
RL.6.1, RL.6.2, RL.6.3
Character, Plot, Text
Evidence
1, 3, 5
2
Part A: See page 12.
Part B: A
RL.6.1, RL.6.3
Character, Plot, Text
Evidence
1
3
A3, B5, C2
L.6.4
Word Meanings
28
4
5, 3, 1, 4, 6, 2
RL.6.3
Plot
1
5
Part A: D
Part B: C
RL.6.1
Make Inferences
7
6
Part A: C
Part B: F
RL.6.2, RL.6.3
Theme, Character, Plot
1, 3
7
Part A: B
Part B: A, B, D, F
RL.6.1, RL.6.2
Make Inferences, Text
Evidence
7
8
A4, B5, C3
RL.6.4, L.6.4
Word Meanings
4, 29
9
Part A: See page 12.
Part B: B
RL.6.1, RL.6.6
Make Inferences, Point
of View, Text Evidence
2, 7
10
Part A: B
Part B: D
RL.6.1, RL.6.6
Make Inferences, Point
of View
2, 7
11
Part A: D
Part B: B
RI.6.8
Author’s Argument
14
12
See sample response
on page 12.
RI.6.8
Author’s Claims, Text
Evidence
14
13
Part A: A, C, D
Part B: D
RI.6.2, RI.6.8
Supporting Details,
Author’s Claims
9, 14
14
A1, B4, C2, D3, E5
RI.6.4, L.6.4.a, L.6.6
Word Meanings,
Domain-Specific
Vocabulary
12
15
See sample response
on page 13.
RI.6.2
Central Idea and
Supporting Details
9
16
Part A: B
Part B: C
RI.6.2
Supporting Detail
9
17
Part A: See page 13.
Part B: D
RI.6.8
Author’s Claims, Text
Evidence
14
10
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Answer Key
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Answer Keys (continued)
Item
Key
Common Core
State Standard
Skill
Lesson(s)
18
A3, B4, C5, D1, E2
RI.6.4, L.6.4.a, L.6.6
Word Meanings,
Domain-Specific
Vocabulary
12
19
Part A: B
Part B: See sample
response on page 13.
RI.6.2
Supporting Details
9
20
Part A: D
Part B: B
RI.6.2, RI.6.3
Supporting Details, Text
Evidence
9, 10
21
A3, B2, C1, D4
RI.6.4, L.6.4.a, L.6.6
Word Meanings,
Domain-Specific
Vocabulary
12
22
Part A: B
Part B: A
RI.6.2, RI.6.8
Central Idea and
Supporting Details, Text
Evidence
9, 14
23
Part A: B
Part B: B
RI.6.2, RI.6.8
Central Idea and
Supporting Details,
Author’s Point of View
9, 14
24
Part A: C
Part B: C
RI.6.4, L.6.4.a, L.6.6
Word Meanings,
Domain-Specific
Vocabulary
12
25
Part A: D
Part B: A
RI.6.2, RI.6.8
Central Idea and
Supporting Details,
Author’s Argument
9, 14
26
Part A: A
Part B: C
RI.6.2
Supporting Details
9
Part 2
See sample response
on page 14.
W.6.9
Literary Analysis
19
Part 3
See sample response
on page 14.
W.6.9
Research Writing
22
11
Answer Explanations
1. Part A: D Sylvia realizes that all the possessions
bestowed upon her have only caused problems
with her friends.
Part B: C In this paragraph, Sylvia tells Principal
Carlson that it is a ‘serious’ problem that her
friends are not speaking to her.
2. Part A: The play best supports the claim that
Sylvia’s mother becomes concerned after Sylvia’s
wish is granted.
Part B: A This sentence shows Sylvia's mother's
concerned response to the possessions that
magically arrive in Sylvia's bedroom.
3. A3, B5, C2 Distinguished means “extraordinary”;
honorable means the same as “virtuous”; puzzling
means the same as “mystifying.”
4. 5, 3, 1, 4, 6, 2 This order indicates the correct
sequence of events in the story.
5. Part A: D Based on the bravery that Sylvia
demonstrates when confronting the students
teasing Carlos, Principal Carlson infers that Sylvia
is a good person and deserves to have her
wish granted.
Part B: C In this quote, Sylvia describes the
conduct that Principal Carlson finds courageous.
6. Part A: C Sylvia's choices in the play indicate
that she won't be happy with her new possessions
if it means her friends won't talk to her.
Part B: F Sylvia changes her mind about the
tuba she disliked so much at the beginning of
the play.
7. Part A: B The poem’s narrator describes a bleak
setting, in which the threat of foul weather looms.
Part B: A, B, D, F Darkening, wild, storm, and
wastes all contribute to the reader's understanding
of the setting.
Part B: B “A tyrant spell has bound me” indicates
that, despite the ominous weather all around him or
her—weather that might threaten his or her wellbeing—the place seems to be exerting a strange
force and keeping him or her there.
10. Part A: B The narrator is committed to staying
despite the darkening cold. This represents the
central idea of the poem.
Part B: D The repetition of the line “I cannot go”
is one of the notable features of the poem that
reinforces the main idea.
11. Part A: D This claim is made by penny
advocates as a reason not to get rid of the penny.
Part B: B A statement in the passage says that
eliminating pennies could drive up prices.
12. The three statements that represent the
arguments for keeping the penny are: “Among
these advocates’ arguments is the idea that
abandoning the penny might drive prices up.”;
“Others just love the tradition of the Lincoln penny
and just can't imagine life without it.”; “Pennies
might help those in need, too.” The first sentence
introduces the pro-penny position and the other
sentences provide details that support the three
main arguments.
13. Part A: A, C, D These three items correspond
to ideas presented in the third paragraph of the
passage.
Part B: D According to penny opponents, the
inconveniences related to eliminating the penny
would be overcome by the ease of spending.
14. A1, B4, C2, D3, E5 Definitions can be determined
by looking at context clues. Advocates means
“people who are in favor of something”; tradition
means “a custom or practice”; opponents means
“people who are against something”; discard
means “to get rid of or throw out something”;
convenience means “something that is easy to do.”
8. A4, B5, C3 Definitions can be determined by
looking at context clues. Tyrant suggests an
unshakable hold; boughs are branches; drear
means “gloomy.”
15. The statements that are arguments against
discontinuing the penny are A, C, and F. The
statements that are arguments for discontinuing
the penny are B, D, and E.
9. Part A: The claim that is best supported by
the poem is the first claim listed: “The narrator
appears to be making a choice that’s not in his or
her best interest.”
16. Part A: B
12
Part B: C None of the details suggest that kudzu
is toxic, useful, or legal. The fact that it blocks the
sun from other plants shows how it is intrusive.
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Practice Test 2
Answer Keys (continued)
17. Part A: The claim best supported by the passage
is that kudzu is a pest.
Part B: D The fact that kudzu covers everything
shows how it is a pest.
18. A3, B4, C5, D1, E2 The meanings of less
commonly used terms such as “surface control”
and “targeted diseases” can by determined by
paying close attention to sentence-level context.
19. Part A: B
Part B: Answers to circle: “After all, exposed dirt
can blow away, and the fast-growing kudzu would
surely hold it in place.” “With its wide green leaves
and delicate flower spikes, it seemed a perfect
way to shade a front porch from hot summer sun.”
These sentences explain that at first, the kudzu
was a helpful plant, but became invasive over time.
26. Part A: A The passage talks about being
watchful around the condor, because it is
endangered.
Part B: People are supposed to stay at least
seventy-five feet away from condors.
Part 2 Responses will vary. See rubric on page 5.
Students should include claims that can be supported
with textual evidence about things the narrator
suggests but does not state directly. Responses should
be well organized, use textual evidence, and follow the
rules for correct grammar.
Part 3 Responses will vary. See rubric on page 5.
Students should make points of comparison between
the ancient and modern-day Olympic Games.
Responses should be well organized, use details from
both texts, and follow the rules for correct grammar.
20. Part A: D The phrase illustrates the
pervasiveness of kudzu’s growth.
Part B: B Kudzu is very difficult to eradicate,
showing how persistent its growth can be.
21. A3, B2, C1, D4 Definitions for terms such as
adjacent uplands and erosional forms can be
gleaned through context clues in the text.
22. Part A: B
Part B: A This choice supports the claim that the
Grand Canyon is great for studying geology with
its description of the canyon's dimensions and
some of its geological features.
23. Part A: B The answer can be found in the
first sentence of the fourth paragraph under the
subhead “From the South Rim.”
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Part B: B The response to Part A is supported
by the sentence that immediately follows in the
text, discussing the condor’s status as a once
almost extinct species.
24. Part A: C Monsoon comes from the Arabic word
mausim, which means “season.”
Part B: C This statement supports the fact that
monsoon is a season.
25. Part A: D The North Rim is described as having
“awe-inspiring views” and a feeling of going back
in time.
Part B: A The first paragraph under the subhead
“From the North Rim” mentions the feeling of
going back in time.
13
Introduce Students to the
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