Buckle Down Tennessee
EOC High School English I
Lesson 1: Vocabulary Skills
Lesson 2: Reading Strategies
Lesson 3: Logical Relationships
Lesson 4: Author’s Influence
Unit 2
Literature
Lesson 5: Story Elements
Lesson 6: Literary Elements
Unit 3
Informational Text
Lesson 7: Research
Lesson 8: Graphics
Unit 4
Language
Lesson 9: Parts of Speech
Lesson 10: Sentences
Lesson 11: Paragraphs and Transitions
Lesson 12: Word Choice
Unit 5
Mechanics and Usage
Lesson 13: Punctuation and Capitalization
Lesson 14: Spelling
Lesson 15: Proofreading
Tennessee
Go to www.BuckleDown.com to review our complete line of TCAP materials for Grades 3–12
ENGLISH LANGUAGE ARTS • WRITING • MATHEMATICS • SCIENCE
Student Set TN05062S1
P.O. Box 2180
Iowa City, Iowa 52244-2180
Includes: Student Workbook, Form A
Practice Test, Form B Practice Test
PHONE: 800-776-3454
FAX: 877-365-0111
Individual Products:
www.BuckleDown.com
Student Workbook TN05062W1
Form A Practice Test TN05062A1
Form B Practice Test TN05062B1
ISBN 0-7836-5924-5
51699
9 780783 659244
HS
English I
High School ENGLISH I
The Reading Process
Tennessee EOC
Nashville is home to the Radnor
Lake State Natural Area. On 1,200
acres of land, it’s one of the largest
pockets of wilderness close to a
major city. Radnor’s highest priority
is the protection of natural resources.
Biking and jogging is prohibited
because these activities can interfere
with wildlife observation and
disturb the balance of the sensitive
ecosystem.
Unit 1
EOC
TABLE OF CONTENTS
Introduction................................................................................................................ 1
Test-Taking Tips............................................................................................. 2
Part One—Reading
Unit 1 – The Reading Process.................................................................................... 5
Lesson 1: Vocabulary Skills........................................................................... 6
SPIs: 3001.1.12, 3001.1.15, 3001.1.16, 3001.5.2
Lesson 2: Reading Strategies....................................................................... 24
SPIs: 3001.6.1, 3001.6.4
Lesson 3: Logical Relationships.................................................................. 37
SPIs: 3001.5.1, 3001.5.4, 3001.6.4
Lesson 4: Author’s Influence....................................................................... 49
SPIs: 3001.3.9, 3001.3.10, 3001.3.11, 3001.5.3, 3001.5.5, 3001.5.6, 3001.5.7,
3001.5.8, 3001.5.9, 3001.5.10, 3001.5.11, 3001.8.7
Unit 2 – Literature.................................................................................................... 69
Lesson 5: Story Elements............................................................................. 70
SPIs: 3001.8.3, 3001.8.4, 3001.8.6, 3001.8.8, 3001.8.9, 3001.8.13, 3001.8.14,
3001.8.15
Lesson 6: Literary Elements........................................................................ 87
SPIs: 3001.8.1, 3001.8.2, 3001.8.5, 3001.8.10, 3001.8.11, 3001.8.12
Unit 3 – Informational Text................................................................................... 103
Lesson 7: Research.................................................................................... 104
SPIs: 3001.4.1, 3001.4.2, 3001.4.3, 3001.4.4, 3001.4.5, 3001.4.6
Lesson 8: Graphics..................................................................................... 122
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SPIs: 3001.6.2, 3001.6.3
Part Two—Writing
Unit 4 – Language................................................................................................... 135
Lesson 9: Parts of Speech.......................................................................... 136
SPIs: 3001.1.1, 3001.1.8, 3001.1.9
Lesson 10: Sentences................................................................................. 148
SPIs: 3001.1.1, 3001.1.2, 3001.1.3, 3001.1.4, 3001.1.6, 3001.1.7, 3001.3.5,
3001.3.12
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Table of Contents
Lesson 11: Paragraphs and Transitions...................................................... 159
SPIs: 3001.3.2, 3001.3.3, 3001.3.6, 3001.3.7, 3001.3.8
Lesson 12: Word Choice............................................................................ 165
SPIs: 3001.3.4, 3001.3.14, 3001.3.15
Unit 4 EOC Practice................................................................................... 169
Unit 5 – Mechanics and Usage............................................................................... 173
Lesson 13: Punctuation and Capitalization................................................ 174
SPIs: 3001.1.5, 3001.1.10, 3001.1.11, 3001.1.14
Lesson 14: Spelling.................................................................................... 185
SPIs: 3001.1.13, 3001.1.14
Lesson 15: Proofreading............................................................................ 194
SPIs: 3001.1.14, 3001.3.1
To the Teacher:
Tennessee English Language Arts State Performance
Indicator (SPI) codes are listed for each lesson in the
table of contents and for each page in the shaded gray
bars that run across the tops of the pages in the
workbook (see the example at right). These codes
identify the SPIs covered on a given page.
Unit 3
Standards: A1, B2, C3
100
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Unit 5 EOC Practice................................................................................... 196
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Unit 1 – The Reading Process
SPIs: 3001.1.12
Lesson 1: Vocabulary Skills
Good readers don’t always know the meaning of every word they encounter. They do, however,
have strategies for figuring out the meanings of unfamiliar words. In this lesson, you will learn
several methods for determining the meanings of words you don’t know.
Context Clues
There are about one million words in the English language. Fortunately, you don’t need to
memorize them all in order to do well on the EOC test. All of the vocabulary questions ask about
words that appear in context. The context of a word is what surrounds it, either in the sentence,
the paragraph, or the entire passage. The context will almost always give hints to the meaning of
the unknown word. The following tips will help you practice using context when answering
vocabulary questions.
TIP 1:Look for words or phrases with meanings similar to that
of the unknown word.
Sometimes you can figure out the meaning of an unknown word by using the context to look for
synonyms. A synonym is a word with a meaning similar to that of the unknown word.
For example, read the following sentence.
Lily suspected Mr. House of knavery, though at that point she had not yet seen any actual
evidence of mischief.
1. Circle any words in the sentence with meanings similar to the word knavery.
A.
B.
C.
D.
honesty
trickery
nobility
visibility
TIP 2:Look for hints about the opposite meaning of the
unknown word.
The context might also include antonyms, or words that have the opposite meaning of the
unknown word. If you know the opposite of the unknown word, you will have an easier time
figuring out the unknown word’s meaning. Take a look at the following sentence.
Carlita finally understood Pavel’s sadness when they reached the pond of his parents’
old estate outside of Chattanooga: the limpid pool of his childhood was now clouded with
mud and weeds.
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2. What is the meaning of the word knavery as used in the sentence?
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Lesson 1: Vocabulary Skills
SPIs: 3001.1.12
3. Circle any words in the sentence with meanings opposite of the word limpid.
4. What is the meaning of the word limpid as used in the sentence?
A.
B.
C.
D.
shallow
cold
wavy
clear
TIP 3:Look for causes and effects related to the unknown word.
Cause-and-effect relationships can sometimes give clues to the meaning of an unknown word.
Use the following sentence to answer Numbers 5 and 6.
As the astringent liquid dried out my tongue and puckered my lips, I thought, “This isn’t
lemonade—it’s pure lemon juice!”
5. What property of the liquid would make your tongue dry out and your lips pucker?
6. What is the meaning of the word astringent as used in the sentence?
A.
B.
C.
D.
wet
fruity
sour
yellow
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TIP 4:Look for hints that the unknown word fits into a category.
Sometimes the unknown word might be listed with other words that fit into a particular category.
If you can figure out the category, you might be able to make an approximate guess at the
meaning of the word. Look at the following sentence.
All along the shore, if you keep still and quiet, you can watch seagulls, phalaropes, cranes,
and the odd lost duck.
7. What do seagulls, phalaropes, cranes, and ducks all have in common?
8. What is a phalarope?
A.
B.
C.
D.
a type of bird
a type of fish
a type of shell
a type of sand
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Unit 1 – The Reading Process
SPIs: 3001.1.12
TIP 5:Look for descriptions that hint at the meaning of the
unknown word.
The author might include details and descriptions in the nearby text that will help you figure out
the meaning of an unknown word.
Björn, the Icelandic exchange student, was unaccustomed to the Tennessee heat and
spent the hottest part of the day recumbent in the living room, stretched out on the couch in
the breeze of the old fan.
9. Underline any words that help describe the meaning of the word recumbent.
10. What is the meaning of the word recumbent as used in the sentence?
A.
B.
C.
D.
walking
reclining
watching
thinking
TIP 6:Consider the tone and setting of the passage.
Sometimes you will have to look for more subtle clues in the sentence or surrounding paragraph.
Pay especially close attention to the tone and setting of the passage. By understanding where an
event takes place and how events are unfolding, you’re better prepared to fit a new word into this
understanding.
As Farley left the courtroom, free to hug his father and sisters for the first time in
months, he stopped to thank Detective Villalobos. The exculpatory evidence would not have
been found without her hard work and belief in his innocence.
A.
B.
C.
D.
a theater
a library
a police station
a court of law
12. Which of the following best describes the tone of the passage?
A.
B.
C.
D.
suspenseful
joyful
worried
sad
Farley is free to hug his family and is thanking Detective Villalobos, so the general tone is a
happy one.
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11. Where do the events in this passage take place?
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Lesson 1: Vocabulary Skills
SPIs: 3001.1.12, 3001.5.2
13. What is the meaning of the word exculpatory as used in the passage?
A.
B.
C.
D.
clearing of guilt or blame
proving that a crime occurred
indicating involvement with a group
showing the whereabouts of a witness
Given that the events take place in a courtroom and Farley is free for the first time in months, he
must have been charged with a crime. Detective Villalobos, who believed in Farley’s innocence,
must have presented some evidence to help prove his innocence.
TIP 7:Use context clues to understand analogies.
Analogies compare two unlike things in order to illustrate or clarify one of them. Analogies are
often useful to explain complex or confusing ideas. Instead of making a direct comparison,
analogies focus on the relationship between the objects being compared. Here are two ways to
phrase analogy questions:
Bottle is to cap as jar is to
.
bottle : cap :: jar :
When answering analogy questions, first ask yourself, “What is the relationship between the
words in the known half of the analogy?” A cap is the cover of a bottle. Once you have
determined the connection between the first word couple, apply it to the other half of the analogy.
Ask yourself, “What is the cover to a jar?” In doing so, you can see that one possible answer to
the analogy above is lid. You have correctly answered the analogy question when the comparisons
are parallel.
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Directions: Read the following paragraph. Then answer Number 14.
The systems of the human body work together in amazing ways. Blood cells travel
through the vessels like trucks on a highway, rushing from station to station to make
important deliveries. When there is a traffic jam, however, the body can suffer—blood
clots can cause strokes, heart attacks, and other ailments. Keeping the body well
maintained is just as important as proper highway and vehicle maintenance.
14. blood cells : vessels :: trucks :
A.
B.
C.
D.
gasoline
highways
passengers
vehicles
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Unit 1 – The Reading Process
SPIs: 3001.1.12, 3001.1.15, 3001.5.2
Many Words, Many Meanings
Numerous words in our language have multiple meanings. Often, it isn’t good enough just to look up
the meaning of a difficult word. In many situations, you need to be able to determine which meaning
of the word applies in its particular context. The more you read, the more you’ll see words in various
contexts, and your vocabulary will grow. Until then, the following tips—and a dictionary—can help.
TIP 8:Consider both the denotation and the connotation of the
word.
Denotation is the dictionary definition of a word. Connotation is the emotional impact of a word
beyond its basic definition. For example, the words argument and fight can both be used to
describe the same discussion, but the word fight has a much more negative connotation than
argument.
When answering a vocabulary question, pay close attention to the tone of the sentence in which
the word appears. This will help you choose the answer with the correct connotation.
A smile slowly spread across Joseph’s face. He knew from the aroma drifting up to his
room from the kitchen that his dad was baking pumpkin pie.
15. Is the tone of the sentence positive or negative?
16. What is the meaning of the word aroma as used in the sentence?
foul smell
bitter smell
burnt smell
pleasant smell
You are looking for a word with a positive connotation. All of the choices describe smells, but
only one describes a smell that fits with pumpkin pie and the smile on Joseph’s face.
TIP 9:Look out for multiple-meaning words.
Some words can have several meanings that are completely different from one another. Again,
pay close attention to the context in which the word is being used.
Mama and I continued to talk, though she hardly looked up at me as she dredged each
piece of chicken with flour before dropping it into the skillet.
17. Which of the following meanings of dredged describes the word as it is used in the
sentence?
A.
B.
C.
D.
made deeper
sprinkled or coated
dug, gathered, or pulled out
brought to light by searching
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A.
B.
C.
D.
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Lesson 1: Vocabulary Skills
SPIs: 3001.1.12
TIP 10:Look out for words that sound alike but have different
meanings.
Two words can sound alike but be spelled differently and have very different meanings. These
words are called homophones. Take a look at the following sentences.
Margaret was often complimented for her beautiful yellow sweater.
Margaret usually complemented her sweater with a brown silk scarf.
The word complimented (with an i ) means “praised, congratulated, or approved of.” The word
complemented (with an e) means “completed, made whole, or added to.”
18. Which sentence uses the word fare correctly?
A.
B.
C.
D.
Mr. Robinson plans to attend the state fare.
Kari feels that her parents are not being fare.
The weather calls for clear skies and fare winds.
To ride the city bus, you must have the exact fare.
Don’t confuse a homophone with a homograph. Homographs are two or more words that are
spelled alike but have different meanings, and, sometimes, different pronunciations. For example,
desert (a dry, barren region) and desert (to leave, go away from, abandon).
Word Structure
In addition to looking at the context, you can also examine the word itself to figure out its
meaning. The following tips and practice exercises will help you learn how to decode many
unfamiliar words.
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TIP 11:Latin and Greek added important roots and affixes to
English.
Many English words were invented in the Renaissance period, when the study of classical Greek
and Latin was popular. Both roots and affixes were added to English. A root word, sometimes
called a base word, is the most basic part of a word. Affixes are word parts that are added to roots
in order to make new words. Prefixes are added to the beginning of root words to change their
meanings.
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Unit 1 – The Reading Process
SPIs: 3001.1.12
Some common prefixes are listed in the following table.
Prefix
Meaning
Examples
anti-
against
antislavery, antitoxin
ex-
former, outside
ex-captain, expel
com-/con-
with, together
communicate, concert
inter-
among, between
international, intercollegiate
intra-
within
intragalactic, intramural
intro-
inside
introvert, introduce
micro-
small, short
microscope, microfilm
multi-
many
multicolored, multifold
post-
after
postscript, postwar
pro-
favor, forward
pro-business, progress
sub-
under, below
submarine, subhuman
sym-/syn-
with, together, same
sympathy, synonym
tele-
distant
telephone, telescope
trans-
across
transport, transatlantic
Practice Activity 1
Directions: Fill in the blanks to see how prefixes can affect the meanings of base words. Once
you have guessed at the meanings of the new words, look them up in the dictionary to see whether
your meanings and spellings are correct.
Base
New Word
Meaning
1. inter-
act ________________________
________________________
2. intra-
state ________________________
________________________
3. multi-
function _______________________
________________________
4. con-
join _______________________
________________________
5. post-
date _______________________
________________________
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Prefix
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Lesson 1: Vocabulary Skills
SPIs: 3001.1.12
Some common Latin and Greek roots are listed in the following table.
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Root
Meaning
Examples
aero
air
aerobics, aerodynamics
agr
field
agriculture, agrarian
anim
life, spirit
animal, animate
anthrop
man, human
anthropology, philanthropy
aqua
water
aqueduct, aquarium
aud
hear
audible, audio
biblio
book
bibliography, Bible
bio
life
biology, biodiversity
chron
time
chronological, synchronicity
cosm
universe, world
cosmos, cosmonaut
geo
earth
geography, geocentric
graph, gram
letter, written
telegram, phonograph
jud, jur, jus
law
judicial, jury, justice
lingua
tongue
bilingual, linguist
meter
measure
kilometer, barometer
nom, nym
name
nominate, synonym
note
mark, note
notebook, noteworthy
ped
child, foot
pediatrician, pedestrian
phono
sound
phonograph, symphony
photo
light
photographic, photosynthesis
poli
city
metropolis, politics
psych
mind, soul
psychology, psychic
sign
mark
signature, design
spec
see
inspect, spectacles
therm
heat
thermometer, thermostat
urb
city
urban, suburb
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Unit 1 – The Reading Process
SPIs: 3001.1.12
Practice Activity 2
Directions: Answer the following questions by circling the letter of the choice closest in meaning
to that of the given word.
1. bibliophile
A.
B.
C.
D.
city lover
water lover
book lover
animal lover
2. biped
A.
B.
C.
D.
having two feet
having two ears
having two eyes
having two names
3. jurist
A.
B.
C.
D.
one who practices language
one who practices science
one who practices politics
one who practices law
A.
B.
C.
D.
farming business
music business
flying business
legal business
5. microcosm
A.
B.
C.
D.
small time
small world
small sound
small measure
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4. agribusiness
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Lesson 1: Vocabulary Skills
SPIs: 3001.1.12
Suffixes are word parts added to the ending of root words. Some common Latin and Greek
suffixes are listed in the following table.
Suffix
Meaning
Examples
-arium, -orium
place for
planetarium, auditorium
-ectomy
removal of
appendectomy, tonsilectomy
-esque
in the manner of
picturesque, arabesque
-etic
relating to, quality of
athletic, sympathetic
-ette
small
dinette, majorette
-ics
scientific or social
physics, economics
-ious, -uous
state or quality of
spacious, contemptuous
-ion, -sion, -tion
action, process,
result, condition
action, indention,
dehydration, tension
-ism
doctrine of,
characteristic of
Communism, heroism
-ist
practitioner of
capitalist, artist
-ology
the science or study of
biology, geology
-ship
state or quality of
leadership, dictatorship
-phobia
fear of
arachnaphobia,
triskaidekaphobia
-ulent
full of
fraudulent, virulent
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Practice Activity 3
Directions: Fill in the blanks to see how suffixes can affect the meaning and spelling of base
words. Once you have guessed at the meanings of the new words, look them up in the dictionary
to see whether your meanings and spellings are correct.
Base
Suffix
New Word
Meaning
1. aqua
-phobia
________________________
________________________
2. statue
-esque
________________________
________________________
3. anthrop -ology
________________________
________________________
4. grace
-ious
________________________
________________________
5. capital
-ism
________________________
________________________
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Unit 1 – The Reading Process
SPIs: 3001.1.12, 3001.1.16
TIP 12:Use cognates to help you identify unknown words.
Cognates are words that have a common historic origin. For example, the Spanish word agua and
the English prefix aqua- both refer to water. Another example would be the German word nacht
and the English word night. Cognates don’t just occur across languages; they can occur within a
language. For example, the words shirt and skirt both came from the Proto-Indo-European word
sker- (“to cut”). Recognizing cognates may help you figure out meanings of unknown words
because you can better see how words are connected.
TIP 13:Use context clues to understand technical vocabulary.
You can also use vocabulary strategies to help you figure out the meanings of specialized words.
Words that are part of a technical vocabulary are used in a particular field of work. Often, these
are words you are not likely to see in casual reading.
Directions: Read the following information and answer Numbers 19 and 20.
Step 2: Check for injury. After removing any footwear, look for damage to the metatarsal
by gently pressing between the toes and ankle.
19. What is a metatarsal?
A.
B.
C.
D.
part of the fingers
part of the foot
part of the leg
part of a shoe
20. Underline clues in Step 2 that point to the meaning of metatarsal.
Nothing impresses more than to sprinkle your conversation and writing with fancy, foreign
phrases. You sound so . . . mysterious, and . . . well read. Many foreign phrases have become
common in the English language. Below is a list of commonly used phrases. You have carte
blanche to use them—just be sure to use them correctly.
ad nauseam – Latin for “discussed to the point of nausea or sickness.”
We’ve been talking about the subject ad nauseam for goodness sake!
alma mater – Latin for “nourishing mother”; the meaning refers to a former school.
I went back to my alma mater last week to discover that everyone had forgotten me.
alpha and omega – first and last letters of the Greek alphabet, meaning “from A to Z.”
He’s so divine; he’s the alpha and omega of my life.
avant-garde – French for “pushing the boundaries in art and culture.”
Look at that shirt Greta is wearing; she’s so avant-garde.
bon voyage – French for “have a pleasant journey.”
Bon voyage! I hope you have a great trip to the principal’s office.
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Identify commonly used foreign words and phrases.
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Lesson 1: Vocabulary Skills
SPIs: 3001.1.16
More Examples of Foreign Words and Phrases
carte blanche – French for “free to do as you please.”
You have carte blanche on that art project, so long as it looks good.
caveat emptor – Latin for “buyer beware.”
So, you want to buy his old car; caveat emptor, my friend.
cum laude – Latin for “with praise.”
He graduated cum laude from the University of Tennessee.
déjà vu – French for “an eerie sense that this has happened before.”
As Yogi Berra once said, “It’s déjà vu all over again.”
du jour – French for “what is popular for that day or time.”
Could you tell me more about the soup du jour?
E pluribus unum – Latin for “one out of many” or “we’re in this together.”
On the Great Seal, e pluribus unum represents the unity of the United States of America.
esprit de corps – French for “group spirit.”
When you join the team, you commit to its esprit de corps.
faux pas – French for “false step” or “bad manners.”
Burping out loud at school is not appropriate; it’s a real faux pas.
femme fatale – French for “dangerously charming woman.”
Angelina Jolie plays a femme fatale in many of her movies.
hoi polloi – Greek for “the many” or “the people.”
According to the hoi polloi, you should never wear a plaid skirt with a striped blouse.
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joie de vivre – French for “joy of life.”
The laughing child’s uncontained joi de vivre made the storekeeper smile, despite the
broken cystal vase.
prima donna – Italian for “first lady” or “somebody with an attitude.”
Don’t be such a prima donna; you can sit in the back with the rest of the juniors.
RSVP – French acronym for“please reply to this invitation.”
RSVP if you plan to attend the wedding reception.
status quo – Latin for “the way things are.”
If we are to maintain the status quo, only I get to say what the group is allowed to do.
tabula rasa – Latin for “blank slate.”
Dr. Frankenstein thought his creature’s mind was a tabula rasa he could develop with
logic; he was wrong.
verbatim – Latin for “word for word”
Harold always studied for science exams by repeating the professor’s lectures verbatim.
EOC Practice begins on the following page.
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English I EOC
EOC Practice
Directions Read the passage and answer questions 1 through 9.
The Space Race: From
Competition to Cooperation
by Ivy Barger
Things were tense in America in the late 1950s and early 1960s. The Cold War chilled
the nation’s blood. There’s no physical fighting in a “cold” war, but it often seems like the
war could turn hot at any time. America and its adversary, the Soviet Union (Russia and
several surrounding states, now separate countries), flexed their military power, each
trying to strong-arm the other into submission. Previous wars had taken place on the
earth’s surface. The two World Wars had extended to the sky. Now, the Cold War
threatened to take it to another level: space.
American scientists responded by hurriedly completing their satellite projects in an
attempt to surpass the Soviets’ achievement. Several of these early attempts failed.
Adding insult to injury, the Soviets soon launched Sputnik 2. Finally, four months after
the first Sputnik launch, the American satellite Explorer 1 made it into orbit. American
leaders also responded. President Eisenhower improved science education in the nation’s
public schools to ensure a steady pool of capable scientists. Senator Lyndon B. Johnson
led the charge that formed the National Aeronautics and Space Administration (NASA).
The space race had begun.
In 1961, the Soviet Union achieved another consecutive accomplishment by sending a
spacecraft with a human pilot into orbit around the earth, making Yuri Gagarin the first
human in space. So many Soviet successes in a row made American leaders uneasy.
NASA’s plan was to take small steps that would lead to putting humans in space. That
same year, NASA’s Mercury project sent a spacecraft called Freedom 7 into space, piloted
by the first American in space, Alan Shepard. The following year they launched another
craft, Friendship 7, piloted by John Glenn, making him the first American to orbit the
earth. These first trips were short and experimental, but Mercury achieved its goal: to
send a manned spacecraft into orbit around the earth, study the effects on the human
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In 1957, Soviet scientists launched the first artificial Earth satellite, Sputnik 1. The
Soviets, still recovering from World War II, considered Sputnik a scientific triumph.
Americans were not pleased to hear of this Soviet success. People assumed America’s
technology would always be one step ahead of the Soviet Union’s. Furthermore, America
already had its collective eye on space exploration. Most Americans thought their nation
would lead the world into space. Beyond these assumptions, American leaders also saw
Sputnik as a message: this war was not just for control of earth, but of space as well. A
country that could create such a satellite could also create a weapon that could strike from
the opposite side of the earth.
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English I EOC
EOC Practice
body, and bring the pilot home safely. To do this, they needed a mission control center so
scientists on the ground could communicate with the astronauts.
The Mercury missions (as well as the first few Gemini missions, an extension of the
Mercury project) were launched and controlled from Cape Canaveral, Florida. In 1964,
because of the efforts of Johnson and other formidable politicians in Washington, D.C.,
Mission Control moved to Texas. That year, the Manned Spacecraft Center in Houston
opened. It would later be renamed Lyndon B. Johnson Space Center, after the man whose
efforts had helped make the space program and the Houston facility a reality.
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From Building 30 at the new facility, scientists in the Mission Control Center assisted
the astronauts involved in the Gemini project. The first mission controlled from Houston
was NASA’s first extravehicular activity, commonly known as a spacewalk. For the first
time, astronauts left the relative safety of the spacecraft, donning space suits to protect
their bodies in the harsh void of space. This and other Gemini missions would take
astronauts away from Earth for longer and longer missions. The Mercury and Gemini
projects both prepared for a later project, Apollo. The Apollo project’s goal was to land
American astronauts on the moon and bring them home again safely. After Apollo, the
Skylab project installed the first American space station to compete with the Soviet
station, Salyut. After Skylab fell out of orbit in 1979, the space shuttle missions continued
sending Americans into space. None of these missions could succeed without capable
scientists on the ground, coordinating with the astronauts above the sky.
The Mission Control Center at this new facility consisted of two large rooms called
Mission Operations Control Rooms, or MOCRs. At the front of each MOCR was a large
map screen that tracked the spacecraft’s location in space. Facing the map screen were
four rows of consoles, each set up with the proper equipment for handling a small part of
the mission. Mission Control operated from these two identical rooms for the next 44
years, through the Gemini missions that sent humans around the earth, the Apollo
missions that culminated with the moon landing, the Skylab missions, and nearly two
decades of space shuttle missions. In 1998, when the International Space Station was
built, NASA changed the way missions were controlled. There are still two control
rooms, now called Flight Control Rooms (FCRs). The White FCR is used to control space
shuttle missions. The Blue FCR is used for International Space Station missions. From
the Blue FCR, NASA scientists cooperate with scientists from other countries to operate
the International Space Station.
One country now working with NASA scientists is the same country with which
NASA was meant to compete. After the waning of the Cold War and the collapse of the
Soviet Union in 1991, NASA began to work alongside the Russian space program.
Beginning at the Russian space station Mir, and continuing onboard the International
Space Station, American astronauts and Russian cosmonauts live side by side for weeks
or even months at a time. The space race began during a time of tension, when America
was involved in a high-stakes chess match with the Soviet Union. This fierce rivalry gave
way, replaced by trust and shared goals among scientists. Today, the American and
Russian scientific communities play for the same team.
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EOC Practice
English I EOC
1 Read the sentence from the passage.
America and its adversary, the Soviet Union (Russia and several surrounding states, now
separate countries), flexed their military power,
Based on the context in the sentence, what does adversary mean?
A partner
B
possession
C
opponent
D battle
2 Which words from paragraphs 1 and 2 help the reader understand the meaning of
the word collective in paragraph 2?
F
Things were tense in America . . .
G There’s no physical fighting in a “cold” war . . .
H Most Americans thought . . .
J
Beyond these assumptions . . .
3 Read the sentence from the passage.
American scientists responded by hurriedly completing their satellite projects in an
attempt to surpass the Soviets’ achievement.
A justify
B
exceed
C
understand
D heal
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Based on the context in the sentence, what does surpass mean?
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English I EOC
EOC Practice
4 Which words from paragraphs 3 and 4 help the reader understand the meaning of
the word consecutive in paragraph 4?
F
Several of these early attempts . . .
G American leaders also responded.
H . . . putting humans in space.
J
So many Soviet successes in a row . . .
5 Read the sentence from the passage.
In 1964, because of the efforts of Johnson and other formidable politicians in Washington,
D.C., Mission Control moved to Texas.
Based on the context in the sentence, what does formidable mean?
A jealous
B
powerful
C
friendly
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D uninterested
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EOC Practice
English I EOC
6 Read the sentence from the passage.
The first mission controlled from Houston was NASA’s first extravehicular activity,
commonly known as a spacewalk.
Based on the context in the sentence, what does extravehicular mean?
F
outside the vehicle
G inside the vehicle
H behind the vehicle
J
under the vehicle
7 Read the sentence from the passage.
After the waning of the Cold War and the collapse of the Soviet Union in 1991, NASA
began to work alongside the Russian space program.
Based on the context in the sentence, what does waning mean?
A winning
B
fading
C
rising
D losing
F
emphasize the rivalry between America and the Soviet Union in the 1950s.
G describe the way in which America defeated the Soviet Union in the 1950s.
H show that America and the Soviet Union were friendly in the 1950s.
J
explain why America and the Soviet Union interacted in the 1950s.
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8 In paragraph 8, the author uses an analogy to —
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English I EOC
EOC Practice
9 Read the following dictionary entry.
tension \TEN-sh@n\ n. 1. the physical condition of being stretched 2. a state of stress
or pressure, especially between two people or organizations 3. the act of stretching
something tight 4. the tightness of a thread when forming stitches
Which definition best matches the use of the word tension in paragraph 8?
A Definition 1
B
Definition 2
C
Definition 3
D Definition 4
10 Which sentence uses site or cite correctly?
F
His site was impaired after viewing yesterday’s solar eclipse.
G The red-tailed hawk flew over the mountains and far out of site.
H Would you please cite your sources on every English report?
Many protesting parents would not leave the cite of the accident.
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J
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