RLA Achieve Pretest

Directions: Read the following passage. Then choose the best answer to questions 1 through 4. The pharaoh and other members of the royal family were at the top of ancient Egyptian society, followed by the upper class of priests and nobles. Priests took care of the temples and celebrated religious ceremonies, while nobles oversaw the government. The rest of the people were divided into educated professionals, such as scribes and doctors, and a broad working class. At the bottom of Egyptian society were the tenant farmers, servants, and slaves. 1. Which of the following best expresses the author's purpose for writing the paragraph? to persuade readers to visit Egypt to list the jobs done by ancient Egyptians to entertain people with stories about life in ancient Egypt to inform readers about the class structure in ancient Egypt 2. What is the function of the word while in the second sentence? to introduce a cause to introduce a contrast to introduce a solution to introduce the next step in a process 3. Which of the following is the best summary of the text? People in ancient Egypt had different roles in society. Priests had religious duties, and nobles ran the government. Others worked in various jobs. At the top of Egyptian society were the pharaoh and members of the royal family, followed by the upper class of priests and nobles. At the bottom were the tenant farmers, servants, and slaves. In ancient Egypt, there were different classes. For instance, there were scribes and doctors, who were highly educated, and tenant farmers and servants, who were dependent on others for their livelihood. Egyptian society was organized in a strict hierarchy headed by the pharaoh and royal family. Next came priests and nobles, then a professional class, an independent working class, and lastly, dependent workers. 4. What type of details does the author use to support the main idea? descriptions examples reasons statistics Directions: Read the following passage. Then choose the best answer to questions 5 through 9. Jong-Kyu took a deep breath and gripped the overhanging rock with all his strength. Then, pushing off with his legs and pulling with his arms, he managed to launch himself up and past the lip of the overhang. For a moment he lay listening to his heart slow. When he could no longer hear it beating, he stood and looked down into the valley of his birth, his childhood-- the valley of his greatest loss.It was hard to pinpoint where it had happened. Time had torn down familiar landmarks and raised up strange ones. He thought, though, that broad tree might be the one they'd sheltered under during the storm. Closing his eyes, he let himself recall her face.Mi-Na's short hair was pasted against her head by the rain, and she was panting with laughter after the race for the shelter of the tree. He would tell her now, he decided, looking into her sparkling eyes. He would ask her to come with him when he left the valley to find work. Before he could speak, though, Mi-Na had sprinted away, calling to him to follow. Then, suddenly, thunder exploded around them, and his sweet, sweet girl was a blinding blaze of blue and gold.Jong-Kyu opened his eyes. He could hear his heart again. No, that was not the tree, he thought. It had been farther to the left, maybe where the cell-phone factory stood now. 5. What structural technique is used in the passage? alternating viewpoints flashback foreshadowing parallel plots 6. Which word or phrase best describes the text structure of the last two sentences in the passage? chronology spatial description order of importance cause followed by effect 7. What is the dominant tone of the passage? angry hopeful melancholy threatening 8. What is the relationship between paragraph 1 and paragraph 3? Paragraph 3 describes the loss mentioned in paragraph 1. Paragraph 1 explains the cause of the event in paragraph 3. Paragraph 1 introduces the characters that appear in paragraph 3. The event in paragraph 3 happens after the event in paragraph 1. 9. Which of the following details from the passage supports a theme of the lingering effects of loss? "Jong-Kyu took a deep breath and gripped the overhanging rock with all his strength." "Time had torn down familiar landmarks and raised up strange ones." "Mi-Na's short hair was pasted against her head by the rain. . . " "Closing his eyes, he let himself recall her face." Directions: Read the following passage. Then choose the best answer to questions 10 through 13. 10. Which of the following best explains why the author wrote this e-mail message? to send attachments to the recipients to explain what the Attach File button is for to describe two ways to attach files to an e-mail message to prevent further formatting errors in employees' e-mail messages 11. What is the overall structure of the e-mail message? cause and effect comparison order of importance problem and solution 12. Which of the following is NOT an effect that the writer hopes to achieve? for recipients to stop attaching so many files to the e-mail messages they send for recipients to use the Attach File button whenever they attach files to e-mail messages for recipients to stop attaching files by dragging them into the body of an e-mail message for recipients to understand why text has been disappearing form e-mail messages they have sent 13. What is the tone of the passage? angry apologetic businesslike optimistic Directions: Read the following passage. Then choose the best answer to questions 14 through 17. It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of ourselves and the half of our posterity, but to the whole people -- women as well as men. And it is a downright mockery to talk to women of their enjoyment of the blessings of liberty while they are denied the use of the only means of securing them provided by this democratic-republican government-- the ballot.For any state to make sex a qualification that must ever result in the disfranchisement of one entire half of the people, is to pass a bill of attainder, or, an ex post facto law, and is therefore a violation of the supreme law of the land. By it the blessings of liberty are forever withheld from women and their female posterity. --- From "On Women's Right to Suffrage" by Susan B. Anthony 14. What is the main idea of paragraph 2? People who cannot vote are not free. It is illegal for women to vote in many states. Denying women the right to vote goes against the US Constitution. Keeping women from voting is the same as condemning them without trial. 15. This passage uses sophisticated vocabulary and sentence structure to discuss an abstract concept, making it an example of a complex text. historical fiction. literary nonfiction. a rhetorical device. 16. Which phrase from the passage helps convey an angry tone? "the male citizens" "downright mockery" "the blessings of liberty" "supreme law of the land" 17. According to the passage, the only way to ensure one's liberty is by voting. achieving posterity. passing laws. reading the US Constitution. Directions: Read the following passage. Then choose the best answer to questions 18 through 21. Many people think that dangerous team sports such as football and soccer are the best way for children to stay fit and to gain important team-building skills. Of course, it is true that children need physical exercise and opportunities to interact with others. However, dance is a better way to address these needs. Children who are involved in dance build tremendous strength, endurance, and flexibility in a calm and collaborative environment. In addition, they build their cognitive skills when they are memorizing choreography and team-building skills when they are performing in recitals. 18. The words of course at the beginning of sentence 2 introduce a statement of agreement with an opposing argument. a statement of disagreement with an opposing argument. the assumption on which the author's argument is based. the evidence that the author uses to refute an opposing argument. 19. Which of the following statements about the passage is true? The author's evidence is relevant to the claim, but not sufficient. The author's evidence is relevant to the claim and sufficient. The author's evidence is not relevant to the claim or sufficient. The author's evidence is relevant to the claim, but the sources are not credible. 20. Which of the following signal words or phrases in the passage indicates contrast? however in addition of course when 21. Which of the following is a hidden assumption that the author makes about dance? It is active. It is not dangerous. It does not require strength. It requires children to work together. Directions: Read the following passage. Then choose the best answer to questions 22 through 26. The SpectreThe immediate cause. . . of the prevalence of supernatural stories. . . was doubtless owing to the vicinity of Sleepy Hollow. There was a contagion in the very air that blew from that haunted region; it is breathed forth an atmosphere of dreams and fancies infecting all the land. Several of the Sleepy Hollow people were present at Van Tassel's, and, as usual, were doling out their wild and wonderful legends. Many dismal tales were told about funeral trains, and mourning cries and wailings heard and seen about the great tree where the unfortunate Major Andre' was taken. . . Some mention was made also of the woman in white, that haunted the dark glen. . . and was often heard to shriek on winter nights before a storm, having perished there in the snow.The chief part of the stories, however, turned upon the favorite spectre of Sleepy Hollow, the Headless Horseman, who. . . it was said, tethered his horse nightly among the graves in the churchyard.The sequestered situation of this church seems always to have made it a favorite haunt of troubled spirits. It stands on a knoll, surrounded by locust-trees and lofty elms. . . To look upon its grass-grown yard, where the sunbeams seem to sleep so quietly, one would think that there at least the dead might rest in peace. . . Not far from the church, was . . . a wooden bridge. . . thickly shaded by overhanging trees, which cast a gloom about it, even in the daytime. . . Such was one of the favorite haunts of the Headless Horseman, and the place where he was most frequently encountered. The tale was told of old Brouwer. . . how he met the Horseman. . . and was obliged to get up behind him; how they galloped. . . until they reached the bridge; when the Horseman suddenly turned into a skeleton, threw old Brouwer into the brook, and sprang away over the tree-tops with a clap of thunder. --- From "The Legend of Sleepy Hollow" by Washington Irving 22. How does the graveyard setting affect the story about the Headless Horseman? The sunny, quiet churchyard provides a contrast to the frightening spectre. The setting is necessary because it is a story about a ghost whose body was buried there. All the ghost stories mentioned in the passage are set in the graveyard, so this one is, too. The story of the horseman is made more frightening because he appears in a secluded graveyard. 23. How can you tell that this passage is a work of fiction? It is written in paragraphs. It includes segments in chronological order. It tells about imaginary events and characters. It uses many details to describe people, places, and events. 24. This passage is from the beginning of a story. What will the rest of the story most likely be about? the Headless Horseman the Sleepy Hollow church an evening at Van Tassel's the adventures of old Brouwer 25. Which graphic organizer would be best for recording the characteristics of the headless horseman? concept web time line two-column chart Venn diagram 26. How does the writer make clear the transition between the first and second paragraphs? The first paragraph is about stories, and so is the second one. The second paragraph is about the Headless Horseman, but the first paragraph is not. The word howeverin the second paragraph tells the reader that the two paragraphs are about opposing topics. The second paragraph introduces the subject of "the chief part of the stories" described in the first paragraph. Directions: Read the following passage. Then choose the best answer to questions 27 through 30. (1) For the trip, each man was expected to furnish his own accoutrements [equipment]. (2) In saddles, we had the ordinary Texas make. . .(3) Our bridles were in keeping with the saddles, the reins as long as plough lines, while the bit was frequently ornamental and costly.(4) The indispensable slicker, a greatcoat of oiled canvas, was ever at hand, securely tied to our cantle strings.(5) Spurs were a matter of taste.(6) If a rider carried a quirt [short riding whip], he usually dispensed with spurs, though, when used, those with large, dull rowels [part of a spur: a turning wheel with sharp points] were the make commonly chosen.(7) In the matter of leggings, not over half our outfit had any, as a trail herd always kept in the open, and except for night herding, they were too warm in summer.(8) Our craft never used a cattle whip, but if emergency required, the loose end of a rope served instead and was more humane.-- From The Log of a Cowboy by Andy Adams 27. What is the purpose of the paragraph? to tell a story about cowboys to explain the work cowboys do to describe cowboys' equipment to introduce the main characters in a novel 28. Which of the following statements most accurately compares the impact of the photo and the text? The photo has a greater impact because it illustrates the dramatic setting for cowboys' work. The photo has a greater impact because it immediately shows all the equipment that cowboys use. The text has a greater impact because it uses dramatic language to express cowboys' experiences. The text has a greater impact because it provides deeper insight into cowboys' use of their equipment. 29. What is the antecedent of the pronoun they in sentence 7? spurs leggings outfit herd 30. Which details in the text support the idea that cowboys did not want to hurt the animals? They used ornamental bits and long reins. They wore slickers but seldom had leggings. Their spurs had dull rowels, and they didn't use cattle whips. They kept the herd in the open and sometimes herded at night. Directions: Read the following passages about secondhand smoke. Then choose the best answer to questions 31 through 37. Children and Secondhand Smoke Breathing secondhand smoke can be harmful to children's health. [It has been linked to ] asthma, Sudden Infant Death Syndrome (SIDS), bronchitis and pneumonia, and ear infections.Children's exposure to secondhand smoke is responsible for1. increases in the number of asthma attacks and severity of symptoms in 200,000 to 1 million children with asthma;2. between 150,000 and 300,000 lower respiratory tract infections (for children under 18 months of age); and3. respiratory tract infections resulting in 7,500 to 15,000 hospitalizations each year.The developing lungs of young children are severely affected by exposure to secondhand smoke for several reasons, including that children are still developing physically, have higher breathing rates than adults, and have little control over their indoor environments. Children receiving high doses of secondhand smoke, such as those with smoking [parents], run the greatest risk of damaging health effects.Join the millions of people who are protecting their children from secondhand smoke. You can become a child's hero by keeping a smoke-free home and car. --- from the U.S. Environmental Protection AgencyA Letter to the EditorThe move toward smoke-free apartment buildings is discriminatory. Although it might be true that secondhand smoke is dangerous, there is no justification for telling people what they can and cannot do in their homes. As long as people are not smoking in a public place, they are harming no one but themselves. They say taxes on cigarettes go toward funding the treatment of smoking-related diseases, so smokers are also contributing to their own healthcare costs. Until cigarettes are banned entirely, smoking is legal, and the rights of smokers to enjoy a cigarette in their homes must be protected! 31. What is the purpose of the numbered list in "Children and Secondhand Smoke"? to describe the progression of a smoking-related illness to explain the three most important ways in which smoking can affect your health to list statistics of children's respiratory illnesses from the most to the least prevalent to identify the three groups of children who are most vulnerable to smoking-related illnesses 32. The argument in "Children and Secondhand Smoke" is based on what hidden assumption? All parents smoke. Children imitate their parents. Parents want their children to be healthy. Smoking around children can damage their health. 33. Which of the following best analyzes the validity of the argument in "Children and Secondhand Smoke"? The evidence is contradictory, so the argument is invalid. The author offers relevant and verifiable facts to present a valid argument. The author offers a biased opinion that cannot be confirmed, resulting in an invalid argument. The argument is based on a logical assumption but unsound reasoning. 34. Which of the following is an underlying assumption stated in the letter? People have the right to do anything legal in private. Secondhand smoke is illegal. People pay taxes when they purchase cigarettes. Smoker's health care costs are higher than others' costs. 36. Read this sentence from "Children and Secondhand Smoke": "The developing lungs of young children are severely affected by exposure to secondhand smoke. . . " How might you rewrite the sentence in the active voice and keep the same meaning? Smoking has severe effects on the developing lungs of young children. Young children's lungs are still developing and are severely affected by secondhand smoke. Exposure to secondhand smoke severely affects the developing lungs of young children. Young children's lungs were severely affected by exposure to secondhand smoke. Directions: Read the following passages about Cleopatra, a queen of Egypt. (It was once believed that Cleopatra committed suicide by holding an asp-- a type of poisonous snake -- to her chest until it bit her.) Then choose the best answer to questions 37 through 40. Cleopatra: Peace, peace!Dost thou not see my baby at my breast,That sucks the nurse asleep? --- From Antony and Cleopatra by William ShakespeareThe story of Cleopatra's suicide is not without its detractors. Although classical historians believed that she died from the bite of the asp, later scholars thought it was more likely that her death came from the bite of a cobra. More recently, historians have challenged the notion that she committed suicide at all, suggesting instead that she was murdered by her enemy, Octavian. 37. What can you tell about the Shakespeare passage from the boldfaced word "Cleopatra" followed by a colon? It is drama. It is fiction. It is a poem. It is an essay. 38. What is the structure of the second passage? cause an effect compare and contrast description sequence 39. What example of figurative language does Shakespeare use? He uses a simile, likening death to sleep. He uses a metaphor, comparing an asp to a baby. He uses dramatic language to exaggerate the event. He uses repetition to emphasize Cleopatra's request for "peace." 40. Based on the two passages, which of the following statements is probably true? Shakespeare's play presents a factual account of Cleopatra's suicide. Shakespeare's play served as a reference source for the second passage. Shakespeare's play contradicts the belief that Cleopatra died from a snake bite. Shakespeare's play reflects the belief of earlier scholars that Cleopatra died from a snake bite.