Grade 8 Paper

Student Name
Grade 8
English Language Arts/Literacy
Test Booklet
Practice Test
TEST BOOKLET SECURITY BARCODE
2
Unit 1
Unit 1
Directions:
Today, you will take Unit 1 of the Grade 8 English Language Arts/Literacy
Practice Test.
Read each passage and question. Then, follow the directions to answer each
question. Mark your answers by completely filling in the circles in your answer
document. Do not make any pencil marks outside of the circles. If you need to
change an answer, be sure to erase your first answer completely.
One of the questions will ask you to write a response. Write your response in the
space provided in your answer document. Be sure to keep your response within
the provided space. Only responses written within the provided space will be
scored.
If you do not know the answer to a question, you may go on to the next
question. If you finish early, you may review your answers and any questions
you did not answer in this unit ONLY. Do not go past the stop sign.
3
Today you will analyze passages from two novels. As you read
Unit 1
these texts, you will gather information and answer questions

about the characters and points of view so you can write an
analytical essay.
Read the passage from the novel Confetti Girl. Then answer questions 1
and 2.
from Confetti Girl

by Diana López
1 Mom always had after-school projects waiting for me. “Can you help decorate
cookies?” she’d say. Or, “Go outside and pick some flowers.” Or, “Fix my nails,
please.” She loved to paint them, but since she wasn’t coordinated with her left
hand, her right-hand nails looked like a preschooler’s coloring page.
2 I guess these projects were chores, but they were fun, too. Now when I come
home, I’ve got to sweep, fold towels, or scrub the bathroom sink. Dad helps,
but sometimes he makes a big mess.
3 Like today. He’s got flour, potato skins, and crumpled napkins on the counter.
The pot boils over with brown scum. And I don’t want to talk to him because
I’m still mad about the volleyball game, but I have to know what he’s up to.
4 “What are you doing, Dad?”
5 “Making dinner. Thought I’d give you a break.”
6 Except for game nights, dinner’s my responsibility. I cook while Dad cleans—
that’s our rule. And even though I don’t cook as well as Mom did, Dad never
complains.
7 “What are you going to make?” I ask.
8 “Carne guisada and papas fritas.”
9 “You need a recipe for that?”
10 “Are you kidding? I need a recipe for peanut butter sandwiches.”
11 How mad can a girl be at a man who makes fun of himself and wears a green
frog apron that says KISS THE COOK and tube socks over his hands for
potholders?
4
12 We clear space on the table. Dinner’s served. The beef’s tough and the papas
Unit 1
are mushy, but who cares? I pretend it’s delicious because my dad lets me
blabber about the Halloween carnival. He laughs out loud when I describe
Vanessa’s potato baby and Ms. Cantu’s creative cascarones,1 so I don’t
complain when I notice he served ranch-style beans straight from the can
instead of heating them up first.
13 Everything’s great until he asks about my English class.
14 “Any new vocabulary words?” he wants to know.
15 “I guess. Maybe. Super . . . super . . . super something. Can’t remember.”
16 “Was it supersede?” he asks. “Supercilious? Superfluous?”
17 “I don’t remember, Dad. It could have been super-duper or super-loop for all I
care.”
18 He gets sarcasm from his students all the time so he’s good at ignoring it.
19 “Remember that super is a prefix that means ‘above and beyond,’” he says.
“So no matter what the word is, you can get its meaning if you take it apart.”
20 “Okay, Dad. I get it. So did I tell you we’re having a book sale for our next
fundraiser?”
21 “What else are you doing in English?” he asks. “Reading any novels?”
22 I sigh, bored, but he doesn’t get the hint. He just waits for my answer. “Yes,” I
finally say. “I don’t remember the title, but it’s got a rabbit on the cover.”
23 “Is it Watership Down? It’s got to be Watership Down.”
24 “Yes, that’s it. But I left it in my locker. I guess I can’t do my homework.”
25 “Nonsense. I’ve got a copy somewhere. Let me look.”
26 He leaves the table to scan the bookshelves, and all of the sudden, I care
about the tough beef, the mushy potatoes, and the cold beans. Why should I
eat when my own father has abandoned his food? Nothing’s more important
than his books and vocabulary words. He might say I matter, but when he goes
on a scavenger hunt for a book, I realize that I really don’t.
27 I take my plate to the kitchen, grab my half-finished soda, and head to my
room. When I walk past him, he’s kneeling to search the lower shelves. He’s
got a paper towel and wipes it lovingly over the titles as if polishing a sports
car. He doesn’t hear my angry, stomping footsteps. I catch the last part of his
sentence.
1cascarones—hollow eggs filled with confetti or toys
5
28 “. . . a classic epic journey,” he says as if he were in class with a bunch of

Unit 1
students. I can’t stand it. I just can’t stand it. I’d rather have Vanessa’s crazy
mom.
29 Later, just as I write I love Luís for the three-hundredth time, my dad peeks
through my bedroom door.
30 “Found my copy of Watership Down,” he says, handing me a paperback whose
spine’s been taped a dozen times. “How far do you have to read tonight?”
31 “The first four chapters,” I say.
32 “That’s a lot. You better get busy.”
33 “Sure, Dad. I’ll start reading right away.”
34 But I don’t. As soon as he leaves, I put the book on my nightstand and use it
as a coaster. The condensation from my soda makes a big, wet circle on the
cover.
From CONFETTI GIRL by Diana López. Copyright © 2009 by Diana López. By

permission of Little, Brown, and Company.
6
1. Part A
Unit 1
What is the meaning of the word sarcasm as it is used in paragraph 18 of
the passage from Confetti Girl?
A. a remark indicating mockery and annoyance
B. a response that is meant to be taken literally
C. an answer that indicates confusion or skepticism
D. an observation that is silly and childish
Part B
Which quotation from the passage helps clarify the meaning of sarcasm?
A. “‘Super . . . super . . . super something. Can’t remember.’”

(paragraph 15)
B. “‘It could have been super-duper or super-loop for all I care.’”

(paragraph 17)
C. “‘So did I tell you we’re having a book sale for our next fundraiser?’”
(paragraph 20)
D. “‘Yes, that’s it. But I left it in my locker. I guess I can’t do my

homework.’” (paragraph 24)
7
2. Part A
Unit 1
What attitude does the narrator of Confetti Girl reveal when she uses the
book as a coaster in paragraph 34?
A. worry about being able to finish her schoolwork
B. dishonesty in lying to her father about her homework
C. carelessness when it comes to doing household chores
D. resentment of her father’s efforts to impose his interests on her
Part B
Which quotation from the passage best shows additional evidence of the
attitude in Part A?
A. “Dad helps, but sometimes he makes a big mess.” (paragraph 2)
B. “And I don’t want to talk to him because I’m still mad about the volleyball
game . . . .” (paragraph 3)
C. “Nothing’s more important than his books and vocabulary words. He

might say I matter, but when he goes on a scavenger hunt for a book, I
realize that I really don’t.” (paragraph 26)
D. “Later, just as I write I love Luís for the three-hundredth time, my dad
peeks through my bedroom door.” (paragraph 29)
8
Unit 1
GO ON TO NEXT PAGE
9
Read the passage from Tortilla Sun. Then answer questions 3

Unit 1
and 4.
from Tortilla Sun

by Jennifer Cervantes
1 Clang cla-clang, clang clang. The next morning, I found Mom in the kitchen
with a chisel and hammer, chipping away at the kitchen counter. Little flecks of
white flew through the air like ceramic snow, landing softly on her olive-colored
cheeks.
2 I ducked as a piece of tile flew at me. “Hey!”
3 She turned toward me with a look of surprise. “Morning, Izzy. I didn’t see you
standing there.”
4 “Wha . . . what are you doing?” I asked.
5 She stepped back and surveyed the half-demolished counter the way someone
stands back to study a newly hung photograph. Wiping her cheek with the back
of her hand she said, “There was this”—she searched the mess on the floor—
”this one broken tile poking out and I thought I should fix it and . . .”
6 I pushed past her to get the broom but she grabbed me by the elbow. A feeling
of nervousness swelled inside me.
7 “Izzy, wait. I have something to tell you.”
8 There it was. My heart buckled in my chest. Something was wrong.
9 Mom leaned back against the counter and sucked in a great gulp of air. “It’s
strange actually. I wasn’t expecting it, but then at the last minute the funding
came through.” She folded her arms across her waist. “I’m going to Costa Rica
to finish my research.”
10 Her words buzzed around me like a swarm of confused bees. “When? For how
long?”
11 “I’ll be gone for most of the summer. I leave Tuesday.”
12 Mom wouldn’t leave me. We’d go together. Right? “But that’s only three days
away.” I stepped away from Mom and the shards of tile.
13 “I don’t have a choice.”
14 “But what am I supposed to do? That’s three whole months.”
10
15 “Two. I’ll be home at the end of July. And after this I can finally graduate. Our
Unit 1
lives will change then.” She reached over and stroked my hair. “For the better.”
16 I rolled those three words around in my mind: for the better.
17 Suddenly last night’s phone call made perfect sense. I inched closer and
pushed at the broken tile with my toes.
18 “Are you sending me to Nana’s?” I asked. “In New Mexico?”
19 A flash of surprise crossed Mom’s face. Like she knew I had heard her phone
conversation. “She’s so excited to have you and . . .”
20 “What happened to all your talk about you guys not seeing eye to eye?” I
asked.
21 “It’s not that we don’t see eye to eye. We just don’t see the world the same
way.”
22 “Why can’t I go with you?” I said.
23 “Izzy . . .”
24 “New Mexico is worlds away from California. And what am I going to do for two
whole months with someone I haven’t seen since I was six? That was half my
life ago. She’s a stranger!” I felt a sudden urge to bolt for the front door and
run.
25 Mom rolled her eyes. “Oh, Izzy. She’s hardly a stranger. She’s family. I already
have your ticket. You leave Monday.” Mom opened the refrigerator and took out
a diet soda, pressing the cold can against her face before opening it.
26 I stared at the mess on the floor. “Why can’t I stay here? Alone.” My voice
quivered.
27 Mom took a swig of her soda, then closed her eyes and took a deep breath.
When she opened them, she spoke slowly and deliberately.
28 “You’re going to New Mexico and that’s final.”
29 I swallowed hard and tried not to cry. “Why do you always get to decide
everything? We just unpacked and I—I had plans.”
30 She raised her eyebrows, surprised. “Plans?”
31 Mom was always bugging me to make friends, which I didn’t see the point of,
considering we moved every few months. And we moved for all sorts of
reasons: closer to the university for her, better school for me, quieter, prettier,
bigger, smaller.
11
32 “I was going to try and find some girls my age here in the complex so I
Unit 1
wouldn’t have to be the new kid in school again,” I said, trying to sound
believable.
33 “Honey, you can make friends at your new school in the fall. Besides, this is a
wonderful opportunity for you.”
34 “Opportunity? For me? Or for you?”
35 I stormed off to my room and threw myself onto my bed. I ached inside. Like
the feeling you get watching a lost balloon float far into the sky until it
becomes an invisible nothing.
36 I reached for a story card and scribbled:
37 Gypsy was sent to prison for stealing the magic ball. And when she
was tossed into the dungeon below the castle she found the word
“opportunity” written across the stone wall.
38 Staring at the card, I wondered what should happen next. Maybe a daring
escape or a sorceress could rescue her. When nothing came to me, I scratched
out the word opportunity until it was a big blob of blue ink and tossed the card
on the floor.
39 I heard Mom’s footsteps coming toward my closed bedroom door. I held my
breath, hoping she wouldn’t knock.
40 Tap. Tap.
41 Silence.
42 “Izzy?” she spoke quietly.
43 My hands wandered beneath my pillow and gripped the baseball I had hidden
there. I squeezed my eyes closed and whispered, “I wish I didn’t have to go. I
wish I didn’t have to go.”
44 “I’ve brought your suitcase.” She stood outside my door for what seemed like
forever. I pictured her on the other side, arms crossed, head down.
45 “I think you’re going to like the village.” Her voice became a little muffled now,
like her mouth was pressed right up against the door. “It’s strange and
beautiful at the same time and a perfect place to explore. You just might be
surprised what you find there.” She paused for a moment then continued.
“Would you please talk to me?”
46 I burrowed my head under the pillow with the baseball. A tiny piece of me felt
guilty for stealing it, but it belonged to my dad and that made it special. That
made it a part of me.
12
47 “I’ll just leave the suitcase here for you,” she said. Her bare feet slapped
Unit 1
against the tile and carried her away.
From TORTILLA SUN, © 2010 by Jennifer Cervantes. Used with permission of

Chronicle Books LLC, San Francisco. Visit ChronicleBooks.com.
13
3. Part A
Unit 1
How do the phrases stormed off, float far, and invisible nothing in
paragraph 35 contribute to the tone of the passage?
A. They call attention to the narrator’s feelings of guilt and disappointment.
B. They emphasize the narrator’s growing sense of hopelessness.
C. They reflect the narrator’s escape into comforting daydreams.
D. They highlight the narrator’s strong sense of independence.
Part B
Which paragraph most directly reinforces the tone created in paragraph 35?
A. paragraph 32
B. paragraph 37
C. paragraph 38
D. paragraph 39
14
4. Part A
Unit 1
Which statement provides an objective summary of the passage?
A. A mother chooses to neglect her daughter’s interests in favor of

completing her degree. She informs her daughter of this decision, and the
daughter rightly points out the mother’s selfishness.
B. A mother decides it would be best for her daughter if they both moved to
another country. The daughter complains that this will disrupt her life, but
the mother holds firm to her decision.
C. A girl learns that she and her mother are moving in with their
grandmother. The girl believes her mother is trying to take the easy way
out. In response, the girl states that her father is a better parent.
D. A girl finds out her mother is going to leave her for the summer. She
believes her mother is being selfish. In response, she becomes negative
and withdrawn.
Part B
Select the three paragraphs that are most relevant to providing an objective
summary of the passage.
A. paragraph 1
B. paragraph 5
C. paragraph 9
D. paragraph 17
E. paragraph 28
F. paragraph 34
G. paragraph 45
15
Refer to the passages from Confetti Girl and Tortilla Sun. Then answer
Unit 1
questions 5 through 7.
5. Part A
In both passages, what causes the conflict between the narrator and her
parent?
A. The narrator does something to disappoint her parent.
B. The narrator misunderstands her parent’s intentions.
C. The parent acts in a way that neglects the narrator’s interests.
D. The parent makes a mess that the narrator will have to clean up.
Part B
Which paragraphs from the two passages best support the answer to Part A?
A. paragraph 3, Confetti Girl; paragraph 1, Tortilla Sun
B. paragraph 12, Confetti Girl; paragraph 5, Tortilla Sun
C. paragraph 19, Confetti Girl; paragraph 6, Tortilla Sun
D. paragraph 26, Confetti Girl; paragraph 9, Tortilla Sun
16
6. Part A
Unit 1
The passage from Confetti Girl begins with the narrator’s memories of her
mother (paragraph 1). The passage from Tortilla Sun ends with Izzy’s
thoughts about the baseball that belonged to her father (paragraph 46). How
do these paragraphs contribute to an understanding of both narrators?
A. The paragraphs reveal that the narrators have little reason to feel upset
about their present situations.
B. The paragraphs suggest the efforts the narrators will go to so that they
may please their parents.
C. The paragraphs emphasize the fact that the narrators may not be
reporting events truthfully.
D. The paragraphs highlight the narrators’ strong desire to regain a sense of

closeness.
Part B
What additional similarity between the narrators builds on the same idea?
A. They both have trouble connecting with their remaining parent.
B. They both have an active and rich imaginary life.
C. They both feel as if there is no point in making friends.
D. They both have parents who value education above all else.
17
7. In the passages from Confetti Girl and Tortilla Sun, the narrators have points
Unit 1
of view different from those of their parents. Write an essay analyzing how
these differences in points of view create tension in both stories. Remember
to use details from both texts to support your ideas.
The dad seemed to disregard the daughter and isn’t able to understand what she
wants sarcasm quote and later books doesn’t love me and she and her dad don’t
understand what each other want or there message
The daughter doesn’t like the idea that her mom was going to make her live with
somone that she hasn’t met before she doesn’t understand why she has to leave
her mom and isn’t a big fan. See the opportunity for u or me quite and how her
mom thi)is it will be a great opportunity for both but she dislikes this
Both texts provide and show how each the kid and parent have difference in
opinion causing one to be angry with another…
18
Unit 1
GO ON TO NEXT PAGE
19
Read the passage from “Emerald Ash Borer.” Then answer questions 8
Unit 1
through 11.
from “Emerald Ash Borer”

by Department of Energy and Environmental Protection
1 The emerald ash borer is a small, green beetle that belongs to a large family of
beetles known as the buprestids, or metallic wood boring beetles. The
description is apt, as many of the adult buprestids are indeed glossy, appearing
as if their wing covers are made of polished metal. The emerald ash borer, with
its green, iridescent wing covers, fits right in. Adult EABs are between 0.3 to
0.55 inches in length—small by most standards but large compared to other
buprestids—and relatively slender.
2 During its life cycle, EAB undergoes a complete metamorphosis. It starts as an
egg, becomes a larva (alternatively called a grub), and then changes to
become a pupa and then an adult. The life cycle of an EAB takes either 1 or
2 years to complete. Adults begin emerging from within ash trees around the
middle of June, with emergence continuing for about 5 weeks. The female
starts laying her eggs on the bark of ash trees about 2 weeks after emergence.
After 7 to 10 days, the eggs hatch and the larvae move into the bark, to begin
feeding on the phloem (inner bark) and cambium of the tree. Throughout each
of its successive instars (larval growth stages), the larva continues to feed
within this same part of the tree. The larval stage may last for nearly two
years. Before becoming an adult, the insect overwinters as a pre-pupal larva. It
then pupates in the spring and emerges as an adult during the summer.
3 EAB feeds strictly on ash trees. The larvae feed on the phloem and cambium,
while the adults feed on leaves. In Connecticut, there are three species of ash
trees—the white ash (Fraxinus americana), the green or red ash
(F. pennsylvanica) and the black ash (F. nigra). Despite its common name,
mountain ash (Sorbus spp.) is not a true ash and does not attract the EAB.
4 Two other buprestids are well-known to those in Connecticut who are
concerned about trees. The bronze birch borer is a pest of ornamental birch
trees. The two-lined chestnut borer often attacks stressed oak trees, including
oaks in the forest.
Why is EAB a Problem?
5 EAB is an insect that is not native to North America. It was first found in 2002
in the vicinity of Detroit, MI, and Windsor, ON. It had arrived sometime within
20
the several years previous, presumably on woody packaging materials. It is
Unit 1
now known to be found in 12 states. It is considered to be established in
several of the upper Midwest states where it was first found. Movement of ash,
in particular ash nursery stock and ash wood in the form of firewood, logs and
wood packaging materials, has been cited as a likely means by which EAB has
been assisted in its spread. More recently, strict regulations have been initiated
to prevent the movement of these materials from infested areas.
from Emerald Ash Borer by Department of Energy and Environmental

Protection—Public Domain
21
8. Part A
Unit 1
How does the author organize the information about the emerald ash borer?
A. by providing general facts followed by a statement of a problem
B. by defining the problem in scientific terms followed by an argument for

proposed action
C. by presenting a problem followed by a suggested solution
D. by listing facts in order of importance followed by causes of a problem
Part B
How does paragraph 3 contribute to the organizational pattern of the

passage?
A. by showing why some facts about EABs are of greater significance than
others
B. by explaining what course of action should be taken to prevent borer

infestations
C. by providing the scientific names of various species of borer insects
D. by contrasting the food sources of the mature and immature EABs
22
9. Part A
Unit 1
What is one reason why the author includes the explanation about the EAB in
paragraph 5?
A. to help the reader understand the types of damage the EAB causes
B. to help the reader understand why the EAB issue did not exist in the
previous century
C. to help the reader understand how the EAB exists in ash trees
D. to help the reader understand where the EAB will mostly likely travel next
Part B
Which detail from paragraph 5 best supports the answer to Part A?
A. “. . . not native to North America.”
B. “. . . known to be found in 12 states.”
C. “. . . in particular ash nursery stock and ash wood . . .”
D. “. . . movement of these materials from infested areas.”
23
10. Part A
Unit 1
What is the meaning of established as it is used in paragraph 5 of the

passage?
A. in a strong position permitting growth
B. proven beyond a doubt
C. well known and respected
D. accepted as a rule or law
Part B
Which phrase from paragraph 5 helps the reader understand the meaning of
established?
A. “. . . not native . . .”
B. “. . . first found . . .”
C. “. . . several years previous . . .”
D. “. . . found in 12 states.”
24
11. Part A
Unit 1
Based on the information in the passage, what is one conclusion that can be
drawn about the emerald ash borer?
A. The habits of the emerald ash borer are harmful to ash trees.
B. The emerald ash borer is the most destructive of the buprestids in North
America.
C. The buprestids, including the emerald ash borer, cause problems for
Connecticut homeowners.
D. Additional laws are needed in North America to protect the ash trees from
the emerald ash borer.
Part B
Which evidence from the passage supports the answer to Part A?
A. “The larvae feed on the phloem and cambium, while the adults feed on
leaves.” (paragraph 3)
B. “Two other buprestids are well-known to those in Connecticut. . . .”

(paragraph 4)
C. “The two-lined chestnut borer often attacks stressed oak trees. . . .”

(paragraph 4)
D. “More recently, strict regulations have been initiated to prevent the

movement of these materials from infested areas.” (paragraph 5)
25 STOP
Unit 1
STOP
You have come to the end of Unit 1 of the test.
• Review your answers from Unit 1 only.

• Then, close your test booklet and answer document and raise your
hand to turn in your test materials.
26 STOP
Unit 2
Directions:
Unit 2
Practice Test.
scored.
27
Today you will read about three texts involving elephants. First
you will read an article about an experiment. Then you will read a
passage from the actual study of the experiment. Finally you will
read about a different study of elephant behavior. As you review
these sources, you will gather information and answer questions
about the purposes and points of view of the authors and
researchers. Then you will write an analytical essay.
Unit 2
Read the article “Elephants Can Lend a Helping Trunk.” Then answer
Elephants Can Lend a Helping Trunk

by Virginia Morell
1 Elephants know when they need a helping hand—or rather, trunk. That’s the
conclusion of a new study that tested the cooperative skills of Asian elephants
(Elephas maximus) in Thailand and showed that the pachyderms understand
that they will fail at a task without a partner’s assistance. The ability to
recognize that you sometimes need a little help from your friends is a sign of
higher social cognition, psychologists say, and is rarely found in other species.
Elephants now join an elite club of social cooperators: chimpanzees, hyenas,
rooks, and humans.
2 To test the elephants’ cooperation skills, a team of scientists modified a classic
experiment first administered to chimpanzees in the 1930s, which requires two
animals work together to earn a treat. If they don’t cooperate, neither gets the
reward. For the elephants, the researchers used a sliding table with a single
rope threaded around it. Two bowls of corn were attached to the table, but the
elephants could reach them only by pulling two ends of the rope
simultaneously. Working with mahout—Asian elephant trainers—trained
elephants at the Thai Elephant Conservation Center in Lampang, the
researchers first taught individual animals to pull the rope with their trunks.
The 12 elephants were then divided into six pairs, and each pair was released
to walk to their waiting ropes. If one animal pulled the rope before the other,
the rope would slip out, leaving the table—and treats—in place. “That taught
them to pull together,” says Joshua Plotnik, a postdoc in experimental
psychology at the University of Cambridge in the United Kingdom and the lead
author of the study, which appears online this week in the Proceedings of the
National Academy of Sciences.
28
3 To find out if the elephants understood that they needed one another’s
assistance, the researchers upped the challenge by releasing the elephants at
different times. Thus, one elephant would arrive at the table before the other
and would have to wait for a partner to show up before pulling the rope. “They
learned to do this faster than the chimpanzees,” says Plotnik. “They would
stand there holding their end of the rope, just waiting.” In another experiment,
the partner’s rope was placed out of reach. “When the partner couldn’t do
Unit 2
anything, the other one would just give up,” Plotnik says. That shows the
elephants understood why the partner was needed, he adds.
4 “These are clever experiments,” says Karen McComb, a behavioral ecologist at
the University of Sussex in the United Kingdom who studies social cognition in
wild elephants. The findings are consistent with observations in nature, she
says. For instance, in East Africa biologists have seen elephants work together
to lift a fallen companion with their tusks. “It’s particularly striking that the
elephants were able to inhibit pulling” longer than chimpanzees do, says
comparative psychologist Nicola Clayton of the University of Cambridge in the
United Kingdom. She and her team showed that rooks, too, could pass a
similar dual-rope exam, although they failed to wait. The study “adds to the
growing body of evidence that elephants show some impressive cognitive
abilities.”
© Joshua Plotnik and Richard Lair
“Elephants Can Lend a Helping Trunk” by Virginia Morell, from Science, March
2011 issue. Copyright © 2011 by American Association for the Advancement of
Science. Reprinted by permission of AAAS.
29
12. Part A
The key terms cognition and cognitive are used in paragraphs 1 and 4 of
the article “Elephants Can Lend a Helping Trunk.” What elephant trait do
these key terms refer to?
A. physical strength
B. emotional expression
Unit 2
C. mental awareness
D. visual sensitivity
Part B
Which group of phrases from the article helps the reader understand the
meaning of cognition and cognitive?
A. “Elephants know . . . .”; “. . . pachyderms understand . . . .”; and

“. . . ability to recognize . . .” (paragraph 1)
B. “. . . they will fail . . . .”; “. . . partner’s assistance . . .”; and “. . . a little

help from your friends . . .” (paragraph 1)
C. “‘. . . clever experiments . . .’”; “. . . observations in nature . . .”; and

“. . . body of evidence . . .” (paragraph 4)
D. “. . . work together to lift a fallen companion . . .”; “. . . inhibit

pulling . . .”; and “. . . dual-rope exam . . .” (paragraph 4)
30
13. Part A
How does paragraph 4 of “Elephants Can Lend a Helping Trunk” contribute to

the topic?
A. The brief summary of other scientists’ research on animal cooperation

suggests that the elephant experiment has not revealed many new
insights.
Unit 2
B. The quotations from the researchers’ fellow scientists emphasize the fact
that these findings about elephants are original and important.
C. Statements from scientists who are more familiar with elephant behavior
in the wild question the researchers’ assertion that elephants cooperate.
D. The scientists’ descriptions of similar experiments on rooks and

chimpanzees show that the elephant study challenged similar research.
Part B
What detail from the article supports the answer to Part A?
A. The ability to recognize the need for cooperation requires higher-level

intelligence.
B. Other species like chimpanzees, hyenas, rooks, and humans also

cooperate with each other.
C. The study on elephants appeared in the Proceedings of the National

Academy of Sciences.
D. The elephants learned to wait for a partner even faster than chimpanzees
did.
31
14. Part A
How does the photograph help readers understand technical information

presented in the article?
A. by illustrating a pair of elephants waiting for their partners
B. by demonstrating how elephants behave in a natural setting

Unit 2
C. by clarifying how the objects in the experiment were set up
D. by showing how the rope might slip out and leave the table out of reach
Part B
Which paragraph from the article supports the same understanding as the
answer to Part A?
A. paragraph 1
B. paragraph 2
C. paragraph 3
D. paragraph 4
32
Unit 2
GO ON TO NEXT PAGE
33
Read the passage from a study on elephants. Then answer questions 15

and 16.
from “Elephants Know When They Need a Helping Trunk

in a Cooperative Task”
by Joshua M. Plotnik
Unit 2
General Setup of the Experimental Apparatus.

1 The table apparatus was comprised of two pieces of plywood painted and
bolted to a rectangular PVC pipe frame 3.3 m wide and 1.2 m deep. The table
was placed 4 m beyond two trees, and three wooden planks set in the ground
ensured smooth movement of the table. A 7-m-wide volleyball net was strung
between the two trees, anchored by two strong, taut wire ropes, forming a
transparent but impassable barrier between the elephants and the table. In
training trials, a single piece of rope, ≈6 m in length, was clipped to the front
of the table and fed through a metal ring set in the ground beneath the net.
Elephants could approach this rope and pull, drawing the table toward them. A
wooden post embedded in the ground (replete with rubber shock absorber
made from old tires) served as a stopper that prevented the table from
advancing past the net. To keep the table centered as it was pulled in,
a ≈2.5-cm-thick wire rope—running perpendicular to the volleyball net—was
strung from the buried table stopper, through the central PVC pipe of the
table’s frame, and then fixed to a tree on the central axis beyond the table.
This rigid guide cable prevented any skewing of the table and thus eliminated
incongruities in food availability. Two red food bowls were attached to wooden
boards, 50 cm in length, one on each side of the table; as the table reached
the stop point, the two bowls became available to the elephant just under the
net. In test trials, a single piece of 16.5-m-long, 1-cm-thick hemp rope was
threaded through guides and around the back and two sides of the PVC frame
so that the loose ends appeared out of two openings on either side of the front
of the table. Each side’s rope end was then threaded through a metal ring set
in the ground underneath the net, leaving 1.6 m of rope available to each
elephant upon approach.
2 To demarcate the test area, from each of the two central trees was strung a
single, flagged green rope ≈1.5 m above the ground and reaching back 10 m
behind the net to the release point. During testing and control trials, a third
flagged rope was strung down the center of the test area, dividing it into two
equally wide lanes (3.5 m); thus, each elephant was released into a single lane
34
and had access only to a single rope end. These two lanes are similar to the
separation between subjects in some previous studies (6), but not others, in
which subjects were allowed to move around (e.g., refs. 5, 7, and 11). Because
of the sheer size of the elephants and their regular, free-contact interaction
with the experimenters and mahouts between trials, these lanes were
necessary for safety reasons, whereas they did not prevent the elephants from
reaching over to their partner or their partner’s food bowl. The lanes did not
Unit 2
seem to compromise the elephant’s ability to learn the experimental task
contingencies.
3 All data were coded from two video cameras. A Panasonic PV-GS500 miniDV
camera was fixed to a metal mount on a 7-m-long bamboo ladder, which was
hoisted on pulleys between the two trees to a height ≈8 m above the ground.
This camera’s view was monitored on the ground via closed-circuit television. A
second camera, a Canon HV20, was placed on a tripod beyond the table,
providing a heads-on view of the elephants.
Procedure
4 In training trials, a mahout1 would walk with his elephant to the single
available rope end and train his animal to pick up and pull the rope by using
vocal commands. Rope-pulling strategies were ultimately at the discretion of
the elephant, but all elephants had earlier, as part of the facility’s routine, been
trained to pull chains. In testing trials, the two mahouts stood at the release
point with their elephants and restrained them by touching the ear or front leg.
When signaled by the experimenters—who were positioned 10 m to the side
and back from the setup—elephants were released down their respective lanes.
Upon release, mahouts turned away from the elephants and remained silent to
minimize chances for cuing, and in position behind the elephants for safety.
Trials began when the mahouts gave release commands—they released their
hold on the elephant and gave a single word, “go” command once so that it
was up to the elephant whether to proceed—and ended when the rope became
unthreaded from the drawer, or when all of the food had been eaten (at which
point a simple “stop” command was given by the experimenters and the
elephants were recalled). During simultaneous and delayed release trials, each
of the two food bowls on the table contained two halves of a full ear of corn, a
highly desirable but rarely used food reward at the elephant facility. During the
final tolerance condition, two trials each of the following were randomized over
six trials: (i) each bowl was baited as in test trials, with two half-ears of corn,
(ii) one (or the other) bowl was baited with six half-ears of corn. In between all
1mahout—the keeper or driver of an elephant
35
trials, mahouts gave elephants pieces of banana and sugarcane to ensure they
remained relaxed. Commands were never given during trials, and mahouts
were cued to release their elephants with a hand signal that was not visible to
the subjects. The interval between trials was 30 s, and elephant pairs never
received >30 trials a day. Testing occurred between January and May 2009.
Depending on prior obligations at the facility, elephants were tested in the early
morning or early afternoon and were often hosed down with water on
Unit 2
exceptionally hot days.

5 Success rate per day of delayed release testing in previously trained (≤ 25 s)
and untrained (26 ≤ s ≤ 45) delay intervals. Elephants were given 10 trials of
each type per day randomized across the session.
Percent Success (%)
100
90 Day 1
80 Day 2
70 Day 3
60
50
s ≤ 25 26 ≤ s ≤ 45
Release Interval (s)
From “Elephants Know When They Need a Helping Trunk in a Cooperative Task”
by Joshua M. Plotnik. From Proceedings of the National Academy of Sciences,
February 3, 2011, edition. Copyright © 2011 by Joshua M. Plotnik. Reprinted
by permission of Proceedings of the National Academy of Sciences.
36
15. Part A
In the explanation of the procedure, the author includes the information that
the elephants were released after the mahouts were given a hand signal that
the elephants could not see. Why was this step included in the procedure?
A. to guarantee the elephants were making their own choices rather than
following direction
Unit 2
B. to keep the elephants calm and make sure they would not be startled by
sudden movements
C. to prevent the elephants from misunderstanding the commands they

were being given
D. to protect the mahouts and the researchers during their close contact
with the elephants
Part B
What other step in the procedure serves the same purpose?
A. “In training trials, a mahout would walk with his elephant to the single
available rope end and train his animal to pick up and pull the rope by
using vocal commands.”
B. “In testing trials, the two mahouts stood at the release point with their
elephants and restrained them by touching the ear or front leg.”
C. “Upon release, mahouts turned away from the elephants and remained
silent to minimize chances for cuing, and in position behind the elephants
for safety.”
D. “In between all trials, mahouts gave elephants pieces of banana and
sugarcane to ensure they remained relaxed.”
37
16. Part A
How does the chart build on information provided in the passage?
A. It provides more specific information about the length of time between

the release of the first elephant and the release of the second, and
whether the pair was successful in the test.
B. It confirms that the length of time between tests for each pair of
Unit 2
elephants was never more than 30 seconds and that no elephant pair had
more than 30 trials in a day.
C. It shows the length of the rope in each trial and the distance that the
pairs of elephants had to pull the table in order to get the corn close
enough to eat.
D. It records the distance that the mahouts stood away from the elephants
in each trial and whether the elephant pairs were successful in retrieving
the treats.
Part B
The chart provides further details for which paragraph in the passage?
A. paragraph 1
B. paragraph 2
C. paragraph 3
D. paragraph 4
38
Unit 2
GO ON TO NEXT PAGE
39
Read the article “Elephants Console Each Other.” Then answer questions
17 through 19.
Elephants Console Each Other

by Virginia Morell
Unit 2
1 Elephants, both African and Asian, have long been considered empathetic
animals. They help baby elephants stuck in mud holes, use their trunks to lift
other elephants that are injured or dying, and even reportedly reassure
distressed individual elephants with a gentle touch of their trunk. But it’s one
thing to witness something that looks like consolation, and another to prove
that this is what elephants are doing. Now, scientists have shown that Asian
elephants do indeed get distressed when they see others in trouble, and they
reach out to console them—just as we do when we see someone suffering.
Elephants, thus, join a short list of other animals, including great apes,
canines, and some birds, that scientists have shown to reassure others.
2 The study “is the first to investigate responses to distress by Asian elephants,”
which “is inherently difficult to assess because one has to wait for opportunities
to arise spontaneously,” says Shermin de Silva, a behavioral ecologist at the
Uda Walawe Elephant Research Project in Sri Lanka. It would not be ethical to
intentionally create stressful situations for the animals as a test, she notes—
which is why, until now, researchers have had to rely on well-documented but
anecdotal observations of wild and captive elephants to back up claims that
they reassure each other.
3 Joshua Plotnik, a behavioral ecologist at Mahidol University, Kanchanaburi, in
Thailand, and Frans de Waal, a primatologist at Emory University in Atlanta,
got around this problem by comparing Asian elephants’ behaviors during times
of stress to periods when little upset them. For 1 to 2 weeks every month for
nearly a year, Plotnik spent 30 to 180 minutes daily watching and recording 26
captive Asian elephants. The animals ranged in age from 3 to 60 years old and
lived within a 30-acre area of Elephant Nature Park in northern Thailand. Most
of the elephants, aside from mother-juvenile pairs, were unrelated and did not
live in family groups as wild elephants do. Instead, the park’s Mahouts, or
keepers, organized them into six groups which they then guided through a
daily routine—bathing and feeding them in the morning, and tethering them at
night. But during the day, the elephants were left alone to roam and graze at
will.
40
4 Plotnik watched the elephants during their free periods and recorded their
reactions to stressful events, such as a dog walking nearby, a snake rustling in
the grass, or the presence of an unfriendly elephant. Other researchers have
previously shown that when upset, an elephant flares its ears and erects its
tail; it may also trumpet or roar, or make a low rumble to show its distress.
When elephants in the park saw another elephant behaving in this manner, the
observers typically responded by “adopting the same emotion,” Plotnik says,
Unit 2
“just as we do when watching a scary movie together. If an actor is frightened,
our hearts race, and we reach for each other’s hands”—a reaction known as
“emotional contagion.”
5 For example, in one event recorded on video, the female Mae Perm rushes to
the side of another adult female, Jokia, who was upset after hearing the roar of
a captive bull elephant in another nearby park. Both elephants push their ears
forward and raise their tails—but Mae Perm does so only after seeing Jokia’s
distress. Mae Perm also makes loud chirps, which are known to be reassuring
calls, and then caresses Jokia with her trunk, finally placing it in Jokia’s
mouth—an act which “might send a signal, ‘I’m here to help you, not hurt
you,’” Plotnik says. Jokia, in turn, places her trunk in Mae Perm’s mouth—a
gesture which is probably like a hug, the researchers say.
6 Sometimes several elephants were present when one was spooked by
something. These bystanders typically reacted the same way, adopting the
agitated behavior of the victim, as Plotnik calls the distressed individual, raising
their tails, flaring their ears, and sometimes urinating and defecating while
chirping. In some cases, they also formed a protective circle around the victim.
7 Plotnik recorded 84 such stressful incidents, noting where each occurred, the
time of day, weather, and what other elephants were present—and how these
individuals reacted. For a control, he compared these incidents with periods
with as many matching variables as possible, but when nothing stressful
occurred. The researchers’ subsequent analysis—reported today in PeerJ—
showed that the elephants’ emotional contagion and distinctive, reassuring
behaviors happened almost exclusively in response to some stressful trigger.
8 Most significantly, the elephants seemed capable of recognizing distress in their
fellows, a behavior that may require empathy. “It’s that ability to put yourself
emotionally into another’s shoes,” Plotnik says.
9 But proving that is what elephants are doing will take more studies, he and
others say, and preferably in wild, not captive, populations. “What is unclear is
whether this reassurance primarily benefits the distressed animal, or the
responders,” de Silva says.
41
10 Nevertheless, the study “provides a very interesting first exploration” into the
“post-distress behavior of elephants,” says Graeme Shannon, a behavioral
ecologist at Colorado State University, Fort Collins, adding that the findings are
“intriguing because they parallel what has been observed in captive and wild
non-human primates, further underlining the complex cognitive abilities of
elephants.”
11 Some think the work may aid conservation efforts. “Any good science that
Unit 2
supports the idea that elephants are sentient1 beings capable of empathy is
important,” adds Cynthia Moss, an ethologist and director of the Amboseli
Elephant Research Project in Kenya, who has observed “reassurance behaviors”
daily among the elephants there for more than 40 years.
1sentient—capable of feeling
From “Elephants Console Each Other” by Virginia Morell, 18 February 2014.

Web. 21 July 2014. Reprinted with permission.
42
17. Part A
What does the phrase anecdotal observations mean as it is used in

paragraph 2?
A. a method of recording an event using special processes
B. a perspective on a subject area that reveals its inner significance
Unit 2
C. a description of an event that lacks seriousness and seeks to entertain
through humor
D. a report that is somewhat unreliable because it is based on a personal

account
Part B
Which sentence from paragraph 1 provides the best evidence for the answer
to Part A?
A. “Elephants, both African and Asian, have long been considered

empathetic animals.”
B. “But it’s one thing to witness something that looks like consolation, and
another to prove that this is what elephants are doing.”
C. “Now, scientists have shown that Asian elephants do indeed get

distressed when they see others in trouble, and they reach out to console
them—just as we do when we see someone suffering.”
D. “Elephants, thus, join a short list of other animals, including great apes,
canines, and some birds, that scientists have shown to reassure others.”
43
18. Part A
Which statement best expresses the central idea in the article?
A. Science plays an important role in educating people about elephants,

which may help protect elephants in the wild.
B. Science has provided new support for long-held beliefs that elephants
possess advanced social characteristics.
Unit 2
C. Researchers believe that many gestures made by elephants are similar to

human hugs.
D. Researchers have used creative methods to design successful studies of

elephants.
Part B
Which quotation best expresses the central idea in the answer to Part A?
A. “Instead, the park’s Mahouts, or keepers, organized them into six groups
which they then guided through a daily routine—bathing and feeding
them in the morning, and tethering them at night.” (paragraph 3)
B. “‘What is unclear is whether this reassurance primarily benefits the

distressed animal, or the responders . . . .’” (paragraph 9)
C. “. . . the findings are ‘intriguing because they parallel what has been
observed in captive and wild non-human primates, further underlining the
complex cognitive abilities of elephants.’” (paragraph 10)
D. “Some think the work may aid conservation efforts.” (paragraph 11)
44
19. Part A
What is the purpose of paragraph 2 of the passage?
A. to give a broad overview of the scientific study before describing the

study in greater detail
B. to introduce the perspective of an expert whose opinion differs from that

of the other scientists described in the article
Unit 2
C. to suggest that some aspects of elephant behavior are more important to
study than others, even though that has only recently been recognized
D. to establish that some elephant behaviors have proved difficult to study,

in order to reinforce the importance of the study described in the article
Part B
Which sentence from the passage provides the best support for the answer
to Part A?
A. “Elephants, thus, join a short list of other animals, including great apes,
canines, and some birds, that scientists have shown to reassure others.”
(paragraph 1)
B. “Joshua Plotnik, a behavioral ecologist at Mahidol University,

Kanchanaburi, in Thailand, and Frans de Waal, a primatologist at Emory
University in Atlanta, got around this problem by comparing Asian
elephants’ behaviors during times of stress to periods when little upset
them.” (paragraph 3)
C. “Most of the elephants, aside from mother-juvenile pairs, were unrelated

and did not live in family groups as wild elephants do.” (paragraph 3)
D. “Other researchers have previously shown that when upset, an elephant

flares its ears and erects its tail; it may also trumpet or roar, or make a
low rumble to show its distress.” (paragraph 4)
45
Refer to the article “Elephants Can Lend a Helping Trunk,” the passage from
“Elephants Know When They Need a Helping Trunk in a Cooperative Task,”
and the article “Elephants Console Each Other.” Then answer question 20.
20. You have read three passages about studies involving the behavior of
elephants:
Unit 2
• “Elephants Can Lend a Helping Trunk”

• from “Elephants Know When They Need a Helping Trunk in a Cooperative
Task”
• “Elephants Console Each Other”
Write an essay analyzing each author’s purpose in describing the studies of

elephant behavior, and compare the information about the behavior of
elephants each author presents in the passages. Remember to use evidence
from all three passages to support your response.
46 STOP
Unit 2
STOP

47 STOP
Unit 2
STOP
48
Unit 3
Directions:
Practice Test.
scored.
Unit 3
49
Today you will read and answer questions on a story about a man
seeking to complete an important mission. When you have
finished reading and answering questions, you will write a
narrative story using details from your reading.
Read the passage from The Seven Keys of Balabad. Then answer
from The Seven Keys of Balabad

by Paul Haven
1 Bahauddin Shah stumbled through the darkened passageway, gripping the cold
stone wall for balance and keeping his head low to avoid the rocky ceiling. The
sound of his footsteps echoed back at him through the gloom, and his heart
thumped beneath his loose-fitting shirt.
2 The old man wore a heavy iron key chain around his belt, and it weighed down
on him in more ways than one.
3 There was so little time!
4 Bahauddin held a small lantern in his right hand that threw his shadow onto
the dark red wall above him, making his face seem impossibly long and his
beard even thicker than it really was, which was pretty thick indeed. The
shadow would have scared the living daylights out of anyone who’d seen it,
except there was no daylight down there, and certainly nobody living to be
scared of it.
5 The tunnel twisted and turned. Every once in a while smaller passageways
veered off at odd angles into the darkness. Sometimes Bahauddin came out
into vast open rooms that rose up into shapeless voids. There were even
enormous darkened ponds, wretched and foul-smelling, like the stink of rotten
eggs.
Unit 3
6 Bahauddin covered his nose with a piece of old cloth and tried to stay focused.
A man could easily get lost in the Salt Caverns.
7 In fact, that was the whole idea.
8 But Bahauddin would not get lost. He knew every corner of this underground
world, and his old body pulled him toward the exit like a falcon returning to his
master’s arm.
50
9 Bahauddin had just turned into a wet, narrow passage and was examining
some black marking on the wall when the thud of cannon fire above him jolted
him to the ground. Debris rained down from the ceiling as he knelt on the floor,
catching his breath.
10 His hand groped for the key chain, and he smiled when his fingers felt the cold
iron.
11 They were all there. All seven of them.
12 The blast that had knocked Bahauddin to the ground could not have been more
than twenty feet above him. He was nearly at the surface.
13 For the first time, Bahauddin allowed himself to think what he would find up
there, twelve hours after he had set off on the most important mission of his
life. What would be left of his city, his family, the palace?
14 “It does not matter,” the old man reassured himself, brushing his clothes off in
the darkness. “Baladis are survivors. We will rebuild. It just might take some
time.”
15 The outsiders would eventually lose interest, just like all the other outsiders
who had come before them, Bahauddin thought.
16 Balabad’s great defense was that it was impossible to hold on to, and any
rational outsider eventually came to the same conclusion. There were vast
deserts in the south, impossibly tall mountain ranges in the east, endless plains
in the west, and ten thousand feuding tribes in the north, all angry about some
long-ago slight, and all willing to drag a foreigner into their squabbles.
17 Of course, it usually took a decade or so before the invaders would see that it
was not worth sticking around, for invaders do not easily give up.
18 Bahauddin reached the end of the narrow passageway and held his lantern
above his head. A small shaft ran straight up from the stone ceiling, about the
size of a chimney and just big enough for a man to climb through. You would
never have seen it had you not known where to look.
Unit 3
“The Seven Keys of Arachosia (Chapter 1)” from THE SEVEN KEYS OF BALABAD
by Paul Haven, text copyright © 2009 by Paul Haven. Used by permission of
Random House Children’s Books, a division of Random House LLC. All rights
reserved.
51
21. Part A
Which sentence states a central idea of the passage?
A. Bahauddin Shah is lost in a vast underground cave, and he is frightened.
B. Bahauddin Shah is the guardian of an important secret that will allow the
people of his city to survive after a destructive attack.
C. The Salt Caverns are a secret underground hiding place for the citizens of
the city, and Bahauddin Shah is the only one who can open the caverns.
D. Outsiders who come to conquer Bahauddin Shah’s city soon realize they
are in very hostile territory.
Part B
Which detail from the passage best states the central idea?
A. “The sound of his footsteps echoed back at him through the gloom, and
his heart thumped beneath his loose-fitting shirt.” (paragraph 1)
B. “‘Baladis are survivors. We will rebuild. It just might take some time.’”
(paragraph 14)
C. “Balabad’s great defense was that it was impossible to hold on to, and
any rational outsider eventually came to the same conclusion.”
(paragraph 16)
D. “You would never have seen it had you not known where to look.”
(paragraph 18)
Unit 3
52
22. Part A
How does paragraph 1 help to develop the plot of the passage?
A. The paragraph creates admiration for Bahauddin Shah by describing his

determination.
B. The paragraph establishes the conflict by explaining the reason

Bahauddin Shah is alone in the dark.
C. The paragraph creates suspense by providing sensory details in the

scene.
D. The paragraph foreshadows later events in the passage by describing the

rising action.
Part B
Which additional quotation from the passage helps to develop the plot in the
same way as paragraph 1?
A. “He knew every corner of this underground world, and his old body pulled
him toward the exit like a falcon returning to his master’s arm.”
(paragraph 8)
B. “Bahauddin had just turned into a wet, narrow passage and was
examining some black marking on the wall when the thud of cannon fire
above him jolted him to the ground.” (paragraph 9)
C. “. . . ten thousand feuding tribes in the north, all angry about some
long-ago slight, and all willing to drag a foreigner into their squabbles.”
(paragraph 16)
D. “Bahauddin reached the end of the narrow passageway and held his
lantern above his head.” (paragraph 18)
Unit 3
53
23. Part A
What aspect of Bahauddin Shah’s character is revealed throughout the

passage?
A. He does not give up when faced with difficult circumstances.
B. He takes his position in Balabad seriously.
C. He is concerned about the well-being of his fellow citizens of Balabad.
D. He has confidence that the city will remain untouched.
Part B
Which two details from the passage provide evidence to support the answer
to Part A?
A. “Sometimes Bahauddin came out into vast open rooms that rose up into
shapeless voids.” (paragraph 5)
B. “But Bahauddin would not get lost.” (paragraph 8)
C. “. . . his old body pulled him toward the exit like a falcon returning to his
master’s arm.” (paragraph 8)
D. “‘It does not matter,’ the old man reassured himself . . . .” (paragraph 14)
E. “The outsiders would eventually lose interest, just like all the other
outsiders who had come before them, Bahauddin thought.”
(paragraph 15)
F. “Bahauddin reached the end of the narrow passageway and held his
lantern above his head.” (paragraph 18)
Unit 3
54
24. Part A
Which inference can the reader make about Bahauddin Shah from the
information in paragraph 2?
A. Bahauddin Shah was too weak to carry the key chain farther.
B. Bahauddin Shah felt a great responsibility to his fellow citizens for

keeping the keys safe.
C. Bahauddin Shah was worried that the key chain would keep him from
accomplishing his task.
D. Bahauddin Shah felt that the keys were a symbol of his authority over
others.
Part B
Which two sentences from the passage support the answer to Part A?
A. “The old man wore a heavy iron key chain around his belt, and it weighed
down on him in more ways than one.” (paragraph 2)
B. “But Bahauddin would not get lost.” (paragraph 8)
C. “His hand groped for the key chain, and he smiled when his fingers felt
the cold iron.” (paragraph 10)
D. “He was nearly at the surface.” (paragraph 12)
E. “What would be left of his city, his family, the palace?” (paragraph 13)
F. “You would never have seen it had you not known where to look.”
(paragraph 18)
Unit 3
55
25. Write a continuation of the story of Bahauddin Shah using details from the
passage. Describe what you think might happen after Bahauddin Shah climbs
out of the Salt Caverns. What obstacles might he face, and what actions
might he take to overcome them?
Unit 3
56
GO ON TO NEXT PAGE
Unit 3
57
Today you will read two articles that explain how to participate in
two sports which are growing in popularity.
Read the passage from “A Beginner’s Guide to Snowboarding.” Then

answer questions 26 and 27.
from “A Beginner’s Guide to Snowboarding”

by Monica Nelson
1 So, are you getting as excited for the season as I am? Not only is
snowboarding fun, but it’s good for you, too. You can burn up to 400 or 500
calories an hour, and you work your entire body. I’m talking your legs (glutes,
hamstrings, calves and especially your quads, as well as your core and back
muscles). Snowboarding with your family is also a fun way to stay active and
connected this winter. Plus, your kids will think you’re very cool.
2 The best situation is learning on a mountain that’s not pure ice and isn’t too
intimidating. Start by taking a few lessons or go with a friend who’s a great
teacher – and very patient. Hopefully this same friend also has extra gear for
you and can show you the ropes for a day or two. (Bonus points if she has a
hot tub for the hours after the hill, too.)
Getting Your Gear
3 The most important items to pay attention to are your board, bindings and
boots. Chances are, you’re not trying to make a living at this, so you may feel
like you need just the basic equipment. However, it’s important to consider that
higher-end gear can give you much more control, which generally results in
less falling, and therefore keeps you more comfortable. Your local ski and
snowboard shop will hook you right up. Tell them it’s your first time, and they
should do a great job of telling you everything you need to know.
4 So what size board do you need? It depends mainly on your weight and height.
For example, a board that’s too big will be more difficult to maneuver and
Unit 3
control, while a board that’s too small may feel loose and harder to control at
high speeds and in deeper snow. Having comfortable boots that fit is very
important, too – it’s frustrating if they’re too big or tight. The good news is that
the crew at the shop will suggest what size board, boots and bindings you
need.
58
5 Next, you need to figure out which direction you’ll face when riding down the
mountain – also known as your stance. If your left foot is in front, you ride
“regular,” and if your right foot is in front, you ride “goofy.” If you’ve surfed or
skateboarded before, you probably already know which stance to take. But the
folks at the rental shop can also help you decide what feels most natural.
The Basics
6 Here are some tips I’ve learned throughout 15 years of “shredding.” These
basics are very important, because you don’t want to develop bad habits.
These apply to all types of snowboarding, from halfpipe, to big air, to back
country and free riding.
7 Getting on and off the lift can be scary; if need be, ask the operator to slow the
chair down for you at the top and bottom. Keep in mind you only have one foot
strapped in because you push off with the other foot. Go slow at first, and
you’ll be just fine.
8 Your ideal day would be clear and sunny with a good amount of soft snow for
extra padding when you take a fall. Check out the weather reports as you plan
your trip. Lots of snow is great for those who know what they’re doing, but not
so ideal for beginners. Spring, meanwhile, is often a good time to learn,
because it’s warmer out and you can see what you’re doing at all times.
9 When starting, edge control is everything. Always keep the forward/downward-
facing edge of your board in mind, and don’t let it down to catch the snow.
10 Remember that falling is part of learning. To be completely honest, I broke my
wrist while I was learning, and I also bruised my tail bone. The good news is
that wrist guards and butt pads are now available. So if you do take a fall,
there won’t be as much impact on your body.
11 It’s also worth mentioning that skiing and snowboarding are completely
different. Skiers have four edges and two poles, and their legs face forward.
Snowboarders, on the other hand, have two edges and no poles, and our legs
face sideways.
12 When you’re first coming down the mountain, it’s important to learn how to
Unit 3
stop, control your speed and make long, proper turns. It may feel strange, but
watch how quickly your body adapts to this new environment. Just remember,
soon you’ll “be one” with the board. That said, you may be sore the next day.
This is normal; just make sure to give yourself proper rest. Spend some time in
a hot tub, or try an Epsom salt bath if you really have muscle soreness.
59
13 Most important, remember to have fun and that nothing happens over night.
Snowboarding is one of the most rewarding sports to learn and a great way to
enjoy the winter.
Copyrighted 2014. U.S. News & World Report. 112960: 1014BC

Unit 3
60
26. Part A
In paragraph 3 of “A Beginner’s Guide to Snowboarding,” how does the author

show a connection between the professional snowboarder and the amateur
snowboarder?
A. by suggesting that both the professional and the amateur need

high-quality equipment
B. by contrasting the kinds of equipment available to professionals with the

equipment available to amateurs
C. by comparing the kinds of equipment that professionals use to the

equipment amateurs select
D. by implying that sales associates treat an inexperienced amateur

differently than an experienced professional when trying to make a sale
Part B
Which piece of evidence from paragraph 3 best supports the answer to

Part A?
A. “. . . you need just the basic equipment.”
B. “. . . consider that higher-end gear can give you much more control . . . .”
C. “Your local ski and snowboard shop will hook you right up.”
D. “. . . a great job of telling you everything you need to know.”
Unit 3
61
27. Part A
Based on the passage, what can the reader infer is one purpose the author
has for writing “A Beginner’s Guide to Snowboarding”?
A. to promote snowboarding by discussing the benefits it offers for people

willing to learn the sport
B. to provide objective instructions to help beginning snowboarders improve

their skills
C. to advise beginners about the benefits and hazards of participating in an

extreme sport
D. to entertain the reader with humorous anecdotes about how she learned
to snowboard
Part B
Which three sentences from the passage best support the answer to Part A?
A. “Not only is snowboarding fun, but it’s good for you, too.” (paragraph 1)
B. “Snowboarding with your family is also a fun way to stay active and
connected this winter.” (paragraph 1)
C. “These basics are very important, because you don’t want to develop bad
habits.” (paragraph 6)
D. “Go slow at first, and you’ll be just fine.” (paragraph 7)
E. “To be completely honest, I broke my wrist while I was learning, and I

also bruised my tail bone.” (paragraph 10)
F. “When you’re first coming down the mountain, it’s important to learn how
to stop, control your speed and make long, proper turns.” (paragraph 12)
G. “Snowboarding is one of the most rewarding sports to learn and a great

way to enjoy the winter.” (paragraph 13)
Unit 3
62
GO ON TO NEXT PAGE
Unit 3
63
Read “How to get started sandboarding.” Then answer questions 28

through 30.
How to get started sandboarding

by Harriet Potter
1 DESPITE HAVING NORTH America’s tallest sand dunes, Colorado’s Great Dunes
are relatively unknown outside the state. Located at the foot of the Sangre de
Cristo mountain range, about 4 hours south of Denver, the Great Dunes cover
more than 30 square miles and contain over 170 billion cubic feet of sand.
They look out of place, like someone dropped the Sahara at the foot of the
Rockies.
2 While the dunes, the most recent addition to America’s national park system,
see some 270,000 visitors each year, few come for the sandboarding.
3 Although there’s evidence of this pastime in ancient Egypt and China, it’s only
really been in the past 10 years that it’s become a recognized sport. In terms
of technique and equipment, sandboarding is very similar to snowboarding, but
much cheaper and arguably less risky.
4 Sandboarding is still a niche sport, for a few reasons. The locations are remote,
and trudging up to the top of the dune after every run (there are no sand lifts)
requires a reasonable degree of fitness.
5 We were headed for Star Dune, one of the tallest in the park. Getting there is a
journey in itself; in between the 3-mile hike from the parking lot and the park’s
location at 8,000 feet above sea level, you have to be committed to the cause.
6 I can’t remember the last time I had so much fun while exercising, although
my legs and butt really paid for it the day after. Compared to busy ski slopes, it
was a joy to be somewhere so quiet and empty.
7 As a complete beginner, I was at liberty to make a complete fool of myself
without getting in anyone else’s way or having to worry about what I looked
Unit 3
like.
Gear
8 If you’re looking for a smooth, fast ride, you’ll want a board that has a slick
base. Modern sandboards are made from a combination of wood, Formica™, or
glass fiber and resin. There are 3 basic types: freestyle, freeride, and speed.
64
9 The cheapest boards retail for about $150 (good online vendors include
www.venomousboards.com and www.oceanculture.com) while rentals range
from $10-50 a day. If you’re on a budget, there are plenty of tips online about
making your own.
Technique
10 Place your board pointing downhill, without letting it run away from you. Strap
yourself in while sitting down on the sand.
11 Stand up with both knees bent and your head facing the direction you are
going, keeping your weight over the center of the board. Holding your arms out
for balance, shift your weight to your back foot and take off.
Where to go
12 While most sand dunes are open parks with free access, it is important to keep
conservation in mind, as dunes can be fragile ecosystems. Before heading out
to a particular location, do some research on acceptable use and designated
areas.
Oregon Dunes National Recreation Area, USA
Monte Kaolino, Germany
Great Sea of Sand, Egypt
Namib Desert, Namibia
Fish Hoek Dunes, South Africa
South and Western Australia
Cerro Blanco, Peru
Huacachina, Peru
Cerro Iman, Chile
Taklamakan Desert, China
WWW.MATADORNETWORK.COM Unit 3
65
28. Part A
How does the author structure paragraph 1 of “How to get started

sandboarding” to provide information to the reader about the Great Dunes?
A. as a comparison to help the reader grasp the beauty of the Great Dunes
B. as a list of facts to help the reader understand that the dunes exist in
other countries
C. as a comparison to help the reader visualize the size of the Great Dunes
D. as a list of facts to help the reader comprehend the importance of the

Great Dunes to the United States
Part B
Which detail in paragraph 1 best demonstrates the answer to Part A?
A. “. . . North America’s tallest sand dunes . . .”
B. “. . . relatively unknown outside the state.”
C. “. . . contain over 170 billion cubic feet of sand.”
D. “. . . like someone dropped the Sahara at the foot of the Rockies.”

Unit 3
66
29. Part A
In paragraph 4 of “How to get started sandboarding,” the author refers to

sandboarding as a “niche sport.” What is the meaning of niche as it is used
in the article?
A. Sandboarding is an activity that offers more excitement than similar

sports.
B. Sandboarding is a specialized sport that offers a unique experience to a

few people.
C. Sandboarding is one way to achieve recognition in the sports world.
D. Sandboarding is a more environmentally friendly activity than other

sports.
Part B
Which paragraphs offer the best support for the meaning of niche?
A. paragraphs 1 and 2
B. paragraphs 5 and 6
C. paragraphs 8 and 9
D. paragraphs 11 and 12
Unit 3
67
30. Part A
What can the reader infer is the author’s purpose for including the list at the
end of “How to get started sandboarding”?
A. to share understanding about the areas that are making efforts to protect
sand dunes from becoming overused
B. to provide evidence of the pastime’s widespread popularity around the

globe
C. to explain why sandboarding is not as popular in the U.S. as it is in other

countries
D. to inform readers of places a person can go to participate in the sport
Part B
Which detail from the article serves a similar purpose as the answer in Part A?
A. “Located at the foot of the Sangre de Cristo mountain range . . .”

(paragraph 1)
B. “. . . there’s evidence of this pastime in ancient Egypt and China . . . .”

(paragraph 3)
C. “. . . you have to be committed to the cause . . . .” (paragraph 5)
D. “. . . dunes can be fragile ecosystems . . . .” (paragraph 12)

Unit 3
68
Refer to the passage from “A Beginner’s Guide to Snowboarding” and the

article “How to get started sandboarding.” Then answer question 31.
31. Part A
How do the authors develop a similar central idea in the passage from “A
Beginner’s Guide to Snowboarding” and “How to get started sandboarding”?
A. by sharing personal experiences in the sport
B. by emphasizing the enjoyment of the sport
C. by describing the costs of the sport
D. by warning of dangers of the sport
Part B
Select one piece of evidence from the passage from “A Beginner’s Guide to
Snowboarding” and one piece of evidence from “How to get started
sandboarding” to support the answer to Part A.
A. “So, are you getting as excited for the season as I am?” (from “A
Beginner’s Guide to Snowboarding,” paragraph 1)
B. “The best situation is learning on a mountain that’s not pure ice and isn’t
too intimidating.” (from “A Beginner’s Guide to Snowboarding,”
paragraph 2)
C. “Here are some tips I’ve learned throughout 15 years of ‘shredding.’”

(from “A Beginner’s Guide to Snowboarding,” paragraph 6)
D. “In terms of technique and equipment, sandboarding is very similar to

snowboarding, but much cheaper and arguably less risky.” (“How to get
started sandboarding,” paragraph 3)
E. “Compared to busy ski slopes, it was a joy to be somewhere so quiet and Unit 3
empty.” (“How to get started sandboarding,” paragraph 6)
F. “If you’re on a budget, there are plenty of tips online about making your
own.” (“How to get started sandboarding,” paragraph 9)
69 STOP
STOP

Unit 3
70 STOP
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these texts, you will gather information and answer questions

from Confetti Girl

1cascarones—hollow eggs filled with confetti or toys

28 “. . . a classic epic journey,” he says as if he were in class with a bunch of

From CONFETTI GIRL by Diana López. Copyright © 2009 by Diana López. By

A. a remark indicating mockery and annoyance

B. a response that is meant to be taken literally

C. an answer that indicates confusion or skepticism

D. an observation that is silly and childish

A. “‘Super . . . super . . . super something. Can’t remember.’”

B. “‘It could have been super-duper or super-loop for all I care.’”

D. “‘Yes, that’s it. But I left it in my locker. I guess I can’t do my

A. worry about being able to finish her schoolwork

B. dishonesty in lying to her father about her homework

C. carelessness when it comes to doing household chores

D. resentment of her father’s efforts to impose his interests on her

A. “Dad helps, but sometimes he makes a big mess.” (paragraph 2)

C. “Nothing’s more important than his books and vocabulary words. He

Read the passage from Tortilla Sun. Then answer questions 3

from Tortilla Sun

From TORTILLA SUN, © 2010 by Jennifer Cervantes. Used with permission of

A. They call attention to the narrator’s feelings of guilt and disappointment.

B. They emphasize the narrator’s growing sense of hopelessness.

C. They reflect the narrator’s escape into comforting daydreams.

D. They highlight the narrator’s strong sense of independence.

A. A mother chooses to neglect her daughter’s interests in favor of

A. The narrator does something to disappoint her parent.

B. The narrator misunderstands her parent’s intentions.

C. The parent acts in a way that neglects the narrator’s interests.

A. paragraph 3, Confetti Girl; paragraph 1, Tortilla Sun

B. paragraph 12, Confetti Girl; paragraph 5, Tortilla Sun

C. paragraph 19, Confetti Girl; paragraph 6, Tortilla Sun

D. paragraph 26, Confetti Girl; paragraph 9, Tortilla Sun

D. The paragraphs highlight the narrators’ strong desire to regain a sense of

A. They both have trouble connecting with their remaining parent.

B. They both have an active and rich imaginary life.

C. They both feel as if there is no point in making friends.

from “Emerald Ash Borer”

the several years previous, presumably on woody packaging materials. It is

from Emerald Ash Borer by Department of Energy and Environmental

A. by providing general facts followed by a statement of a problem

B. by defining the problem in scientific terms followed by an argument for

C. by presenting a problem followed by a suggested solution

D. by listing facts in order of importance followed by causes of a problem

How does paragraph 3 contribute to the organizational pattern of the

B. by explaining what course of action should be taken to prevent borer

C. by providing the scientific names of various species of borer insects

D. by contrasting the food sources of the mature and immature EABs

Which detail from paragraph 5 best supports the answer to Part A?

A. “. . . not native to North America.”

B. “. . . known to be found in 12 states.”

C. “. . . in particular ash nursery stock and ash wood . . .”

D. “. . . movement of these materials from infested areas.”

What is the meaning of established as it is used in paragraph 5 of the

A. in a strong position permitting growth

B. proven beyond a doubt

C. well known and respected

D. accepted as a rule or law

C. “. . . several years previous . . .”