Bcsd english Language Arts English I assessment Item Bank



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BCSD English Language Arts

English I Assessment Item Bank


Because of the density of indicators in the 2015 SC ELA College and Career Ready Standards, it is rare to find a test item that assesses an entire indicator.  When using the item bank, teachers and PLCs should be careful to select multiple items to be sure that student performance on all parts of an indicator is measured.
Assessment Items Reading Passages


Inquiry-Based Literacy Standards

IB.1.1

IB.2.1

IB.3.1

IB.3.2

IB.3.3

IB.3.4

IB.4.1

IB.4.2

IB.4.3

IB.5.1

IB.5.2

IB.5.3

Reading-Literary Text

RL.5.1

RL.5.2

RL.6.1

RL.7.1

RL.7.2

RL.8.1

RL.9.1

RL.9.2

RL.10.1

RL.10.2

RL.11.1

RL.11.2

RL.12.1

RL.12.2

Reading-Informational Text

RI.5.1

RI.5.2

RI.6.1

RI.7.1

RI.8.1

RI.8.2

RI.9.1

RI.9.2

RI.10.1

RI.11.1

RI.11.2

Writing

W.1.1

W.2.1

W.3.1

W.4.1

W.5.2

Assessment Items



EI-RL.5.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; identify multiple supported interpretations.




EI-RL.5.1

Q1
Back to page 1



In the beginning, Jill finds a quiz taped to her mirror by her mother. What may readers infer from that discovery?

  1. Jill’s mother is critical of her daughter.

  2. Jill likes to keep her favorite articles.

  3. Allen is trying to get back at his ex-girlfriend.

  4. Jill fits the definition of a perfectionist.




“Pancakes”

1180L


EI-RL.5.1

Q1
Back to page 1



What theme is presented in this chapter as Trisha listens to her mother and brother argue about their lives?

  1. Children always argue with their parents.

  2. Children are often unaware of the complexity of parent/teen relationships.

  3. Children are obedient to everything adults say.

  4. Children often wander away from parents in the woods to escape conflict.




“Pregame”

1220L


EI-RL.5.1

Q2
Back to page 1



What central idea is the author trying to present in this chapter when the narrator remarks, “The world had teeth and it could bite you with them anytime it wanted”?

  1. The Tom Gordons of the world smile at everyone.

  2. The world can be cruel.

  3. Animals that live in the woods have teeth.

  4. The world needs to learn not to bite others.




“Pregame”

1220L


EI-RL.5.1

Q1
Back to page 1



What can be inferred about Boo Radley when Dill remarks, “Maybe he doesn’t have anywhere to run off to…”?

  1. He falls from grace and fortune.

  2. He has a lack of privacy experienced by heroes.

  3. He needs to feel loved and needed among friends and family.

  4. He interacts well with others.




To Kill a Mockingbird

690L


EI-RL.5.1

Q2
Back to page 1



What sentence from the text BEST shows the effect of a child narrator in distorting the way the scene unfolds?

  1. “That’s a lie. Aunty said God drops ‘em down the chimney. At least that’s what I think she said.” For once, Aunty’s diction had not been too clear.

  2. As Dill explained, I found myself wondering what life would be if Jem were different, even from what he was now; what I would do if Atticus did not feel the necessity of my presence, help and advice.

  3. “Well that ain’t so. You get babies from each other. But there’s this man, too – he has all these babies just waitin’ to wake up, he breathes life into ‘em….”

  4. He could add and subtract faster than lightning, but he preferred his own twilight world, a world where babies slept, waiting to be gathered like morning lilies.




To Kill a Mockingbird

690L











EI-RL.5.2

Students are expected to build upon and continue applying previous learning.

Grade 2 Make predictions before and during reading; confirm or modify thinking.













EI-RL.6.1

Determine a theme of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.




EI-RL.6.1

Q2
Back to page 1



Why might the author have focused the story on Jill’s perfectionism in the beginning?

  1. to foreshadow a major theme of the text

  2. to help readers become perfect

  3. to develop a character by showing potential flaws

  4. to allow readers to develop strong feelings of resentment toward Jill’s mother




“Pancakes”

1180L


EI-RL.6.1

Q3
Back to page 1



How does the author use indirect characterization to convey the overall theme of the text?

  1. describing a character in detail in order to help readers understand the theme

  2. showing Jill in her role as a perfectionist where it plays a key role in the text

  3. letting Jill ramble about her boyfriend, creating an angry angst-ridden teen

  4. developing Jill into a character that will make wonderful perfect pancakes




“Pancakes”

1180L


EI-RL.6.1

Q2
Back to page 1



Which of the following quotes from “The Labyrinth” BEST supports the theme about overcoming fear as demonstrated by Theseus?

a. “Then, using the string as a guide, Theseus made his way back

through the labyrinth’s dark, twisting depths to Ariadne’s

welcoming arms.”

b. “The maze was a sprawling puzzle, and Theseus struggled to

find his way through its twists and turns.”

c. “The sound of the Minotaur’s roaring in the distance

frightened him, but he kept the image of Ariadne in his

mind and steeled his resolve.”

d. “When Theseus arrived in Crete, he told King Minos of his

intention to kill the Minotaur, but Minos didn’t believe

Theseus would succeed.”




“The Labyrinth”


EI-RL.6.1

Q2
Back to page 1



In what way does the plot contribute to the theme in “Of Monsters and Mazes”?

a. The character must make sacrifices for the good of the family.

b. The character must travel through a labyrinth to find her

classes.


c. The character must overcome her fears about getting lost

and meeting the new teacher.

d. The character must make a decision to flee or to stay at the

new school.




“Of Monsters and Mazes”

980L












EI-RL.7.1

Trace the development of a common theme in two different artistic mediums.













EI-RL.7.2

Investigate how literary texts and related media allude to themes and archetypes from historical and cultural traditions.




EI-RL.7.2

Q1
Back to page 1



What shared theme is suggested by the main characters in “The Labyrinth” and “Of Monsters and Mazes”?

  1. It is important to ask for help when you are in a difficult situation.

  2. True courage involves facing your fears.

  3. Disobeying your parents can get you in serious trouble.

  4. You should not always believe what you hear about someone.




“Of Monsters and Mazes”

980L
“The Labyrinth”

1250L











EI-RL.8.1

Analyze how characters or a series of ideas or events is introduced, connected, and developed within a particular context.




EI-RL.8.1

Q4
Back to page 1



What is the thesis statement in the above passage?

a. “Sleep loss is increasingly being implicated in other health

conditions as well.”

b. “Irregular sleep patterns associated with intense weekday

work may drive diabetes and obesity.”

c. “A growing body of research is showing that if you don’t sleep

enough or get it at the wrong time, you expose yourself to a

wide range of health consequences.”

d. “It took me about 50 years of my life to understand what an

alarm clock means,” Rosenberg concludes. “It means that you

haven’t slept your biological sleep to the end.


From “Social Jet Lag” by Erik Ness

1240L


EI-RL.8.1

Q1

Back to page 1



Which of the following contributes to the author's development of Thea's resilient character in “Of Monsters and Mazes”?

  1. "In shock, Thea sat down in an empty desk."

  2. "Thea stared at the maze of hallways with wide eyes as a congested flow of students passed by her on each side."

  3. "Thea navigated through the endless hallways, using the map to guide her."

  4. "When she reached room 201, Thea gathered her courage and prepared to face the teacher's wrath."




“The Labyrinth”

1250L












EI-RL.9.1

Determine the figurative and connotative meanings of words and phrases; analyze the impact of specific word choices on meaning and tone.




EI-RL.9.1

Q3
Back to page 1



Determine the figurative meaning of the following phrase: “She needed a breather, simple as that.”

a. She needed someone to breathe for her.

b. She needed to stop and take a breath.

c. She needed to take a break from the tense situation.

d. She needed to drop behind a little bit.


“Pregame”

1220L


EI-RL.9.1

Q3
Back to page 1



What detail does the author use to create a sense of humor in this passage?

  1. Scout wondering how her life would be if Jem were different

  2. The children’s discussion of babies and their origins

  3. Scout describing Dill’s thought process

  4. Mentioning Boo Radley




To Kill a Mockingbird

690L


EI-RL.9.1

Q4
Back to page 1



What is the purpose for the underlined word in the following lines?

Dill tried to deepen his voice. "You're not a boy. Boys get out and play baseball with other boys, they don't hang around the house worryin' their folks."



    1. To show the seriousness of what Dill is saying.

    2. To illustrate the increase in Dill’s maturity.

    3. To demonstrate the way Dill thinks his father talks.

    4. To frighten Scout.




To Kill a Mockingbird

690L











EI-RL.9.2

Students are expected to build upon and continue applying previous learning.

Grade 7 Analyze the impact of the author’s use of words, word phrases, and conventions on meaning and tone.













EI-RL.10.1

Use context clues to determine meanings of words and phrases.




EI-RL.10.1

Q6

Back to page 1



If the word “anecdote” is taken directly from Greek anekdota, meaning “things unpublished,” what is most likely the meaning of the word “anecdotal” in this passage?

a. Based on old wives’ tales

b. Based on reliable scientific evidence

c. Based on reliable personal observations

d. Based on unreliable unscientific evidence


From “Social Jet Lag” by Erik Ness

1240L


EI-RL.10.1

Q7
Back to page 1



The word “dysfunction” in paragraph 4 most likely means_____

a. Deviation from social norms

b. Disorder in which a body part wastes away

c. Abnormality or impairment in organ function

d. Abnormal, often precancerous, changes in cells


From “Social Jet Lag” by Erik Ness

1240L











EI-RL.10.2

Students are expected to build upon and continue applying previous learning.

Grade 5 Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.













EI-RL.11.1

Analyze and provide evidence of how the author’s choice of point of view, perspective, and purpose shape content, meaning, and style.













EI-RL.11.2

Students are expected to build upon and continue applying previous learning.

Grade 3 Compare and contrast the reader’s point of view to that of the narrator or a character.













EI-RL.12.1

Determine the significance of the author’s use of text structure and plot organization to create the effects of mystery, tension, or surprise citing support from the text.













EI-RL.12.2

Analyze how an author’s choices concerning how to structure a text, order events within the text, and manipulate time create different effects.




EI-RL.12.2

Q3
Back to page 1



In this article, Ness may use the example of shift worker’s sleeping habits in order to ______________.

a. show that cancer deaths among patients with severe apnea

were five times higher than those without

b. Provide an example of how erratic sleeping routines can lead to

bad health.

c. Report on the strain that working more than 50 hours a week

has on the nervous system.

d. Inform readers of how important sugar and metabolism is

when powering the body.


From “Social Jet Lag” by Erik Ness

1240L











EI-RI.5.1

Cite significant textual evidence in order to articulate explicit

meanings and meanings that can be inferred from the text;

identify multiple supported interpretations.




EI-RI.5.1

Q1
Back to page 1



Which line from the text BEST supports the main idea?

  1. I'd learned important new information out in the shade of the cottonwoods.

  2. They looked angry, like a million soldiers.

  3. What I learned was clear: Bad people started wars, and Americans had to go fight.

  4. “Well, those boys got killed. They died for America, Tommy Ray."




American Soldier

730L


EI-RI.5.1

Q4
Back to page 1



The author makes the case that everyone had important jobs during the war by _______.


  1. identifying why the wars were fought

  2. showing how people would work in the service of their country

  3. identifying how kids did not have toys

  4. showing how young men died in Pearl Harbor




American Soldier

730L











EI-RI.5.2

Students are expected to build upon and continue applying previous learning.

Grade 2 Make predictions before and during reading; confirm or modify thinking.













EI-RI.6.1

Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.




EI-RI.6.1

Q1
Back to page 1



Which of the following is the BEST summary of the passage?

  1. Siblings may have challenges, but there are solutions to overcome the challenges.

  2. There are different types of fights siblings tend to have with one another during their childhoods.

  3. Birth order matters because it will determine one’s personality.

  4. Parents should help alleviate some of the challenges so that siblings will grow up to be better-adjusted adults.




“Sibling Face-Off”

970L











EI-RI.7.1

Explain how the use of different mediums, modalities, or formats impacts the reader’s understanding of events, topics, concepts, and ideas in argument or informative texts.




EI-RI.7.1

Q8
Back to page 1



Why does the author use the cause and effect structure for this expository text?

a. To show the effectiveness of research and data collection.

b. To demonstrate the relationship between sleep patterns and

health risks.

c. To emphasize the connection between sleep deprivation

and obesity.

d. To show the worst health risk associated with sleep

deprivation is diabetes.




From “Social Jet Lag” by Erik Ness

1240L


EI-RI.7.1

Q1
Back to page 1



Which of the following strategies could a writer use to make the Old Family Feud Spills Blood article more objective?

    1. Removing loaded language such as referring to Tybalt as “Proud Tybalt” or that Romeo “felt honour bound to avenge.”

    2. Write the article in first person point of view, according to the elderly citizen of Verona.

    3. Include quotes without commentary from other family members.

    4. Add in more complex sentence structures and transition phrases to improve the flow of the article.




Old Family Feud Spills Blood

1000L











EI-RI.8.1

Determine figurative, connotative, or technical meanings of words and phrases; analyze the impact of specific words, phrases, analogies or allusions on meaning and tone.













EI-RI.8.2

Determine how an author uses text features and structures to shape meaning and tone.




EI-RI.8.2

Q2
Back to page 1



Which of the following sentences from this passage reflects a more formal tone?

a. Growing up with a sibling of the opposite gender can have

positive effects on your future romantic relationships, says

Jeffrey Kluger, author of The Sibling Effect: What the Bonds



Among Brothers and Sisters Reveal About Us.

b. Sure, siblings can sometimes be a pain and you may get into

fights (a lot), but the brother-and-sister bond (or brother-and-

brother bond or sister-and-sister bond) is like none other.

c. If so, Kluger says, don’t start snitching in retaliation unless you

want a tattle battle.

d. Regardless of whether you and your sibs are the best of pals or

more like squabbling strangers, sibling relationships can be

confusing.



“Sibling Face-Off”

970L











EI-RI.9.1

Use context clues to determine meanings of words and phrases.













EI-RI.9.2

Students are expected to build upon and continue applying previous learning.

Grade 6 Determine or clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases and affixes.













EI-RI.10.1

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.




EI-RI.10.1

Q5
Back to page 1



How does Frank create a story that helps others empathize with the importance of giving to one’s country and making a sacrifice for the good of all?

a. Sharing a personal story of how his father taught him the value

of what he has because of American soldiers

b. Showing the number of soldiers who died in Pearl Harbor

c. Showing a father who served his country as a mechanic

d. Reminding readers that people need to work hard as a

carpenter


American Soldier

730L


EI-RI.10.1

Q1
Back to page 1



Which of the following statements would best express the author's purpose for writing “America’s Child-Marriage Problem”?

  1. To inform readers that marriage is a legal right that every child and adult should have.

  2. To persuade readers that child marriage has serious consequences for society.

  3. To persuade readers that children under 18 should not be allowed to marry, even with parental consent.

  4. To explain why families give many different reasons their children should be married.




Adapted from America’s Child-Marriage Problem

1120L



EI-RI.10.1

Q2
Back to page 1



In “America’s Child-Marriage Problem,” how does the author's choice to use quotation marks around the words “family honor" convey his attitude about his opponent's point of view?

a. This shows that he is quoting his opponent word for word.

b. This shows that these words are important to his

argument.

c. This shows that he agrees with the families that were

interviewed for this article.

d. This shows that he is using sarcasm to respond to this

counterclaim.





Adapted from America’s Child-Marriage Problem

1120L



EI-RI.10.1

Q3
Back to page 1



Which of the following is an example of an emotional appeal (pathos) found in “America’s Child-Marriage Problem” that the author uses to evoke an emotional response from the audience?

a. "The minimum marriage age in most states is 18, but every

state allows exceptions under which children under age 18

can wed."

b. "Even in the case of a girl’s sobbing openly while her parents

sign the application and force her into marriage, the clerk

usually has no authority to intervene."

c. "Often families use forced marriage to enhance their status

or gain economic security."

d. "Marriage is a legal contract and it should be reserved for

adults.”


Adapted from America’s Child-Marriage Problem

1120L



EI-RI.10.1

Q4
Back to page 1



How does the author's use of a call to action in the “America’s Child-Marriage Problem” article support his view of child marriage?

a. If people donate money to the author's foundation, the

group can work more effectively to end child marriage.

b. Fewer parents will allow child marriages to occur if more

people are aware of this issue.

c. If state legislators change current laws, child marriages will

no longer be allowed.

d. A law should be passed that requires all states to raise the

minimum age for marriage even with parental consent.


Adapted from America’s Child-Marriage Problem

1120L












EI-RI.11.1

Explain how the author’s ideas or claims are supported through the use of text features and structures.













EI-RI.11.2

Analyze and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.




EI-RI.11.2

Q2
Back to page 1



Which of the following techniques does the author use to persuade his audience that American soldiers are important?

  1. He uses parallel structure to show how his father taught him about life.

  2. He uses the story that his father taught him as a little boy to convey his message.

  3. He uses metaphors and similes to great effect.

  4. He personifies how ants look like soldiers.



American Soldier

730L


EI-RI.11.2

Q5
Back to page 1



Which of the following pieces of evidence from America’s Child-Marriage Problem is not relevant to the author's argument?

  1. "The average age of first marriage in the United States is 27 for women and 29 for men."

  2. "Most states allow children age 16 or 17 to marry if their parents sign the marriage license application."

  3. “Globally, 88 percent of countries set 18 as the minimum marriage age, but over half allow minor girls to marry with “parental consent."

  4. “. . . only 10 states or jurisdictions have specific laws that can be used to prevent or punish forced marriage."




Adapted from America’s Child-Marriage Problem

1120L



EI-RI.11.2

Q6
Back to page 1



Which of the following statements from “America’s Child-Marriage Problem” contains a logical fallacy or error in reasoning?

  1. "Forced and child marriages happen almost everywhere, yet only 10 states or jurisdictions have specific laws that can be used to prevent or punish forced marriage."

  2. "Tactics used against the victims included threats of ostracism, beatings or death."

  3. "Often families use forced marriage to enhance their status or gain economic security."

  4. “Based on my own experience working with forced­marriage victims across the United States, I am sure many of these children had to marry against their will.”




Adapted from America’s Child-Marriage Problem

1120L



EI-RI.11.2

Q1
Back to page 1




Which piece of evidence is not found in both “America’s Child-Marriage Problem” and the Child Marriage infographic to support the author’s claim?

a. The negative impact of child marriage on

girls' health.

b. Girls who give birth before the age of 15

are 5 times more likely to die in

childbirth.

c. The increased risk of violence to child

brides.


d. The fact that child marriage is an

ongoing, global phenomenon.




Child Marriage Infographic

NR


EI-RI.11.2

Q2
Back to page 1




In evaluating the evidence from “America’s Child-Marriage Problem” and the Child Marriage infographic, how do the authors’ claims differ?

  1. In “America’s Child-Marriage Problem,” the author’s claim directed towards the United States, whereas the Child Marriage infographic focuses on the issue internationally.

  2. In “America’s Child-Marriage Problem,” the author’s claim states that child marriage is allowable with a judge’s permission. In the Child Marriage infographic, the claim is that child marriage is never okay.

  3. In America’s Child-Marriage Problem, the author claims that there are some benefits to child marriage. In the Child Marriage infographic, only the

negative consequences of child

marriage are included.



  1. The claims do not differ; they are

both the same.



Child Marriage Infographic

NR











EI-IB.1.1

Use a recursive process to develop, evaluate, and refine, questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.













EI-IB.2.1

Analyze ideas and information from text and multimedia by formulating questions, proposing interpretations and explanations, and considering alternative views and multiple perspectives.




EI-IB.2.1

Q3
Back to page 1



Which of the following details BEST suggests that challenges among siblings may be beneficial?

a. Tagalong sibs are actually a compliment because their

behavior means they think you’re cool, Kluger says.

b. Growing up with a sibling of the opposite gender can have

positive effects on your future romantic relationships, says

Jeffrey Kluger, author of The Sibling Effect: What the Bonds

Among Brothers and Sisters Reveal About Us.

c. A little competition between siblings is normal, especially if

parents, relatives, and teachers often make comparisons.

d. Sometimes they get involved because they are concerned

about your well-being.


“Sibling Face-Off”

970L











EI-IB.3.1

Develop a plan of action by using appropriate discipline-specific strategies.













EI-IB.3.2

Examine historical, social, cultural, or political context to broaden inquiry and create questions.




EI-IB.3.2

Q3
Back to page 1



Which of the following lines from the text support the author’s argument that American soldiers are a necessary and relevant part of our country?

  1. Those boys went to fight and just kept going till they got to heaven.

  2. "Well, those boys got killed. They died for America, Tommy Ray."

  3. He wiped his face with a handkerchief, laid another plank across the tailgate, and lined up the saw.

  4. When there are wars, boys go to fight, mothers work hard, and kids like me go without toys.



American Soldier

730L


EI-IB.3.2

Q5
Back to page 1



Which of the following research questions would promote further inquiry about the novel?

a. Who was Harper Lee, and how did her life inform her

writing?

b. What is the best way to kill a mockingbird?

c. What happened to Jem, Scout, and Dill the next

morning?


d. Is it possible for Scout and Dill to raise a baby on their

own?




To Kill a Mockingbird

690L


EI-IB.3.2

Q6
Back to page 1



This passage might inspire you to investigate any of the following issues EXCEPT_________.

a. The importance of friendships among children

b. The way children are educated

c. The most effective methods of raising children

d. The best diet for children


To Kill a Mockingbird

690L











EI-IB.3.3

Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.













EI-IB.3.4

Organize and categorize important information; synthesize relevant ideas to build a deeper understanding; communicate new learning; and identify implications for future inquiry.













EI-IB.4.1

Employ a critical stance to analyze relationships and patterns of evidence to confirm conclusions.













EI-IB.4.2

Evaluate findings; address conflicting information; identify misconceptions; and revise.













EI-IB.4.3

Determine appropriate disciplinary tools to communicate findings and/or take informed action.













EI-IB.5.1

Acknowledge and consider individual and collective thinking; use feedback to guide the inquiry process.













EI-IB.5.2

Analyze and evaluate previous assumptions; test claims; predict outcomes; and justify results to guide future action.













EI-IB.5.3

Analyze the process to evaluate and revise plan and strategies; address successes and misconceptions; and apply learning to future inquiry.













EI-W.1.1

Write arguments that:

a. introduce a precise claim and differentiate between the claim

and counterclaims;

b. use relevant information from multiple print and multimedia

sources;

c. assess the credibility and accuracy of each source;

d. use an organizational structure that logically sequences

and establishes clear relationships among claims,

counterclaims, reasons, warrants, and evidence;

e. develop the claim and counterclaims ethically without

bias, providing credible evidence and accurate interpretation

of data for each while delineating the strengths and

limitations of the claim and counterclaims;

f. develop and strengthen writing as needed by planning,

revising, editing, rewriting;

g. quote or paraphrase the data and conclusions of others

while avoiding plagiarism and following a standard format

for citation;

h. avoid logical fallacies and an understanding of objectivity

and subjectivity;

i. provide a concluding statement or section that follows

from and supports the argument presented; and

j. include a call to action.




EI-W.1.1

Q1
Back to page 1



Which of the following techniques does the author use to persuade his audience that his argument is valid?

  1. The author conducts his own studies on sleep deprivation targeting different health concerns in each study.

  2. The author provides his own professional opinion, but fails to back it with any true research.

  3. The author uses a variety of case studies to prove the negative effects of sleep deprivation.

  4. The author conducts a panel of questions and reports his findings from 100 participants.




From “Social Jet Lag” by Erik Ness

1240L


EI-W.1.1

Q2
Back to page 1



Eve Van Cauter’s study differs from the Swedish brain scan study in that___________.
a. The Swedish study focuses on hunger control while Cauter’s

study focuses on the metabolism of glucose in fat cells.

b. Cauter’s study focuses on hunger control while the Swedish

study focuses on the metabolism of glucose in fat cells.

c. Cauter’s study focuses on hunger control while the Swedish

study focuses on hypertension.

d. The Swedish study focuses on Alzheimer’s disease while

Cauter’s study focuses on the metabolism of glucose in fat cells.





From “Social Jet Lag” by Erik Ness

1240L











EI-W.2.1

Write informative/explanatory texts that:

  1. introduce a topic;

  2. use relevant information from multiple print and multimedia sources;

  3. organize complex ideas, concepts, and information to make connections and distinctions;

  4. assess the credibility and accuracy of each source;

  5. include formatting, graphics, and multimedia to aid comprehension as needed;

  6. develop the topic with well chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic;

  7. quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation;

  8. develop and strengthen writing as needed by planning, revising, editing, rewriting;

i. use appropriate and varied transitions to link the major

sections of the text, create cohesion, and clarify the

relationships among complex ideas and concepts;

j. use precise language and domain-specific vocabulary to

manage the complexity of the topic;

k. establish and maintain a consistent style and objective tone

while attending to the norms and conventions of the

discipline; and

l. provide a concluding statement or section that follows from

and supports the information or explanation presented.




EI-W.2.1

Q4
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If you were to write a paper on how sibling relationships affect adulthood, which question would BEST help you refine your topic?

a. Do all siblings fight?

b. Does birth order matter?

c. Should everyone have a sibling?

d. Are people that grow up with siblings more successful?






EI-W.2.1

Q4
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If your teacher asked you to write an essay in which you analyzed the theme of the story excerpt, which of the organizational structures below would be appropriate to the task?

    1. summary, description, and analysis

    2. cause and effect

    3. problem and solution

    4. definition




“Pancakes”

1180L


EI-W.2.1

Q6

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The whole country went to work. People planted victory gardens for their food. The boys in my Scout troop collected tin cans and newspapers.”
Which type of writing does this quote BEST showcase?

a. Narrative

b. Descriptive

c. Argumentative

d. Informative


American Soldier

730L











EI-W.3.1

Gather ideas from texts, multimedia, and personal experience to

write narratives that:

  1. develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences;

  2. engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events;

c. use narrative techniques of dialogue, pacing, description,

reflection, and multiple plot lines to develop experiences,

events, and/or characters;

d. use a variety of techniques to sequence events so that they

build on one another to create a coherent whole;

e. develop and strengthen writing as needed by planning,

revising, editing, rewriting;

f. use precise words and phrases, telling details, and sensory

language to convey a vivid picture of the experiences,

events, setting, and/or characters; and

g. provide a conclusion that follows from and reflects on what

is experienced, observed, or resolved over the course of the

narrative.












EI-W.4.1

When writing:

a. use parallel structure;

b. identify and use gerunds, infinitives, and participles;

c. identify and use active and passive verbs;

d. explain and use indicative, imperative, subjunctive,

conditional verb moods to communicate different

messages; and

e. use noun, verb, adjectival, adverbial, participial,

prepositional, and absolute phrases and independent,

dependent, noun, relative, and adverbial clauses to convey

specific meanings and add variety and interest to writing.




EI-W.4.1

Q4
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Which of the following sentences correctly demonstrates parallel structure?

a. The princess liked expensive toys, likes beautiful jewels,

and must choose a suitor.

b. The suitors are young, rode horses, and will bring the

princess a gift.

c. The princess was raised to like gold, like jewels, and

like pearls.

d. The third prince plodded to the castle, he brings her a

tin box, and he hopes the princess will choose him.





EI-W.4.1b
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Identify the

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