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Question 1 |
Use the following passage to answer questions 1–4.
Should a government decide to control emissions, it may choose from a broad menu of regulatory approaches. One option is direct controls, which set emissions standards for equipment and processes, require households and businesses to use specific types of equipment, or prohibit them from using others. A government could also adopt more indirect, incentive-based approaches, either singly or in combination—for example, by restricting overall quantities of emissions through a system of permits or by raising the price of emissions through fees or taxes. Incentive-based approaches are generally more cost-effective than direct controls as a means of regulating greenhouse gas emissions.
In the context of the passage, what is the meaning of “incentive-based”?
giving people an example of what will happen if they don’t comply. | |
persuading people to change using rewards. | |
requiring everyone to follow the same rules. | |
using research to decide the best course of action. |
Question 1 Explanation:
After using the term “incentive-based,” the author discusses raising taxes on emissions to incentivize, or reward, people who emit less greenhouse gases. This means that choice (B) is correct. Choice (C) is incorrect because the government is not requiring people to follow a rule, they are simply taxing them if they don’t meet a standard. Choices (A) and (D) are not supported by the passage.
Question 2 |
Should a government decide to control emissions, it may choose from a broad menu of regulatory approaches. One option is direct controls, which set emissions standards for equipment and processes, require households and businesses to use specific types of equipment, or prohibit them from using others. A government could also adopt more indirect, incentive-based approaches, either singly or in combination—for example, by restricting overall quantities of emissions through a system of permits or by raising the price of emissions through fees or taxes. Incentive-based approaches are generally more cost-effective than direct controls as a means of regulating greenhouse gas emissions.
The organizational structure of the passage can BEST be described as…
An analysis of cause and effect. | |
A sequential explanation of how to do something. | |
A descriptive list of options. | |
A comparison of two opposing ideas. |
Question 2 Explanation:
The author begins the passage by suggesting that there are several options for governments that want to control emissions. The passage then goes on to list these options and discuss the advantages of each, which makes answer choice (C) correct. While the passage discusses the effect that each of these options, answer choice (A) is not the best description of its overall structure. Similarly, the passage discusses choices, but they are not really opposing ideas, as suggested in answer choice (D). There is no evidence in the passage to support answer choice (B).
Question 3 |
Should a government decide to control emissions, it may choose from a broad menu of regulatory approaches. One option is direct controls, which set emissions standards for equipment and processes, require households and businesses to use specific types of equipment, or prohibit them from using others. A government could also adopt more indirect, incentive-based approaches, either singly or in combination—for example, by restricting overall quantities of emissions through a system of permits or by raising the price of emissions through fees or taxes. Incentive-based approaches are generally more cost-effective than direct controls as a means of regulating greenhouse gas emissions.
What is the main purpose of the passage?
To call governments to action and convince them to implement emission control programs. | |
To convince readers that there is one right way for governments to control emissions. | |
To provide the author’s opinion on which method of emission control is the most effective. | |
To provide readers with information on the different ways that governments can control emissions. |
Question 3 Explanation:
The passage is informative and discusses several different methods that governments can employ to control emissions, which makes answer choice (D) correct. The author does not suggest which of these methods is the most effective, which eliminates both answer choice (B) and answer choice (C). If this passage were expanded, it might serve well in a piece that is designed to convince governments to make a change, as suggested in answer choice (A). However, this passage itself is not calling governments to action.
Question 4 |
Should a government decide to control emissions, it may choose from a broad menu of regulatory approaches. One option is direct controls, which set emissions standards for equipment and processes, require households and businesses to use specific types of equipment, or prohibit them from using others. A government could also adopt more indirect, incentive-based approaches, either singly or in combination—for example, by restricting overall quantities of emissions through a system of permits or by raising the price of emissions through fees or taxes. Incentive-based approaches are generally more cost-effective than direct controls as a means of regulating greenhouse gas emissions.
What inference can readers draw from the final sentence of the passage (“Incentive-based approaches…greenhouse gas emissions.”)?
Greenhouse gases are negatively affecting climate change. | |
Enforcing direct emission controls on a community is expensive. | |
Smart governments are using incentive-based emission controls. | |
Governments don’t currently have any sort of emission controls. |
Question 4 Explanation:
Since incentive-based controls are described as “more cost effective,” one can infer that direct controls are more expensive, which makes answer choice (B) correct. Answer choice (C) might be tempting, but the author doesn’t suggest that the cost-effective method is the smartest. There is no evidence in the passage to support answer choices (A) and (D) regardless of whether the statements are accurate or not.
Question 5 |
Use the following chart to answer questions 5–7.
What type of material has been the most recycled?
paper | |
metal | |
glass | |
cannot be determined from the chart |
Question 5 Explanation:
In each decade, the green bar representing paper is the tallest.
Question 6 |
In what year did the recycling of plastic get close to 10%?
1980 | |
1990 | |
2000 | |
2010 |
Question 6 Explanation:
The orange bar representing plastic is well below 10% until the final year on the chart, 2010.
Question 7 |
Which of the following conclusions can be made with certainty about the chart?
Recycling of some products increased in 1960 from the previous years. | |
There was no recycling during the years between 1960 and 1970. | |
There is no data indicated on the chart to show if 1960 held an increase or decrease in recycling for any of the materials. | |
The general population was not environmentally aware of recycling in the years prior to 1960. |
Question 7 Explanation:
Since we do not have data about what happened before 1960, we cannot tell if recycling increased or decreased in 1960. This eliminates choices (A) and (D). Although the chart does not show the amount of recycling in the years between 1960 and 1970, it would be a mistake to assume that all recycling stopped during those years and then resumed in 1970; the study simply decided to portray the data for each tenth year.
Question 8 |
Use the following passage to answer questions 8–11.
Dolphins produce two primary types of vocalizations: clicks and whistles. Dolphins generally use clicks for the purposes of echolocation and whistles for communication. Dolphins emit clicks as rapid broadband bursts that are sent out and then echo back, giving them information about their surroundings. Whistles differ from clicks by being sent out as narrow-band signals. Strong evidence supports the idea that dolphins use signature whistles to identify and call to each other. Researchers have noticed that large packs rely on a highly organized method of communication when responding to predators, such as sharks. When a group of dolphins reacts to an unexpected disturbance, it will quickly move in near-unison to avoid the threat. In this way, dolphins rely on visual and auditory cues to communicate their location and to interpret the locations of others in the pod.
Which of the following sentences from the passage BEST supports the idea presented in the following statement?
Researchers study the level of communication among dolphins because communication systems can offer insight into an animal’s intelligence.
"Dolphins produce two primary types of vocalizations: clicks and whistles.” | |
"Dolphins emit clicks as rapid broadband bursts that are sent out and then echo back, giving them information about their surroundings.” | |
“Whistles differ from clicks by being sent out as narrow-band signals.” | |
“When a group of dolphins reacts to an unexpected disturbance, it will quickly move in near-unison to avoid the threat. In this way, dolphins rely on visual and auditory cues to communicate their location and to interpret the locations of others in the pod.” |
Question 8 Explanation:
The only option that really points to dolphin communication systems providing insight into their intelligence is answer choice (D). If taken alone, the other answer choices may suggest that dolphins are intelligent, but they don’t suggest that that is why people are studying their communication habits.
Question 9 |
Dolphins produce two primary types of vocalizations: clicks and whistles. Dolphins generally use clicks for the purposes of echolocation and whistles for communication. Dolphins emit clicks as rapid broadband bursts that are sent out and then echo back, giving them information about their surroundings. Whistles differ from clicks by being sent out as narrow-band signals. Strong evidence supports the idea that dolphins use signature whistles to identify and call to each other. Researchers have noticed that large packs rely on a highly organized method of communication when responding to predators, such as sharks. When a group of dolphins reacts to an unexpected disturbance, it will quickly move in near-unison to avoid the threat. In this way, dolphins rely on visual and auditory cues to communicate their location and to interpret the locations of others in the pod.
Based on information contained in the passage, it is reasonable to infer that dolphins:
communicate well with each other | |
are more intelligent than previously thought | |
are smarter than other cetaceans | |
communicate better than their predators |
Question 9 Explanation:
The correct answer is (A). The discussion of how dolphin pods work in concert to avoid predators supports this statement. We do not have enough information from the passage to make a comparison between dolphin intelligence and the intelligence of other cetaceans or their predators. Remember to avoid extreme claims for inference questions. The best answer must match the general tone of the passage.
Question 10 |
Dolphins produce two primary types of vocalizations: clicks and whistles. Dolphins generally use clicks for the purposes of echolocation and whistles for communication. Dolphins emit clicks as rapid broadband bursts that are sent out and then echo back, giving them information about their surroundings. Whistles differ from clicks by being sent out as narrow-band signals. Strong evidence supports the idea that dolphins use signature whistles to identify and call to each other. Researchers have noticed that large packs rely on a highly organized method of communication when responding to predators, such as sharks. When a group of dolphins reacts to an unexpected disturbance, it will quickly move in near-unison to avoid the threat. In this way, dolphins rely on visual and auditory cues to communicate their location and to interpret the locations of others in the pod.
What is the main purpose of the passage?
To show readers the difference between dolphins and other sea mammals. | |
To persuade readers to be sympathetic towards dolphins and want to protect them. | |
To inform readers of the different communication strategies dolphins employ. | |
To entertain readers with stories about how dolphins are similar to people. |
Question 10 Explanation:
The passage provides information on “clicks” and “whistles,” how they are used, and how communication helps dolphins work together and survive. This makes answer choice (C) correct. While the passage may be entertaining, as suggested in answer choice (D), that is not its primary purpose. Answer choice (A) is wrong because the passage doesn’t mention other sea mammals, and answer choice (B) is wrong because there is no indication in the passage that dolphins are in danger.
Question 11 |
Dolphins produce two primary types of vocalizations: clicks and whistles. Dolphins generally use clicks for the purposes of echolocation and whistles for communication. Dolphins emit clicks as rapid broadband bursts that are sent out and then echo back, giving them information about their surroundings. Whistles differ from clicks by being sent out as narrow-band signals. Strong evidence supports the idea that dolphins use signature whistles to identify and call to each other. Researchers have noticed that large packs rely on a highly organized method of communication when responding to predators, such as sharks. When a group of dolphins reacts to an unexpected disturbance, it will quickly move in near-unison to avoid the threat. In this way, dolphins rely on visual and auditory cues to communicate their location and to interpret the locations of others in the pod.
In the context of the passage, the word “vocalization” more nearly means
Spoken words | |
Clicks | |
Purposeful sounds | |
Songs |
Question 11 Explanation:
If you find where “vocalizations” is used and read the rest of the sentence, it refers to both clicks and whistles. These are both purposeful sounds made by dolphins, making answer choice (C) correct. Answer choice (B) may be tempting, but it is too limited. Answer choice (A) is incorrect because dolphins can’t speak, and answer choice (D) is incorrect because “songs” imply that these noises are made for entertainment purposes.
Question 12 |
Use the following passage to answer questions 12–15.
In 1921, Mahatma Gandhi took charge of the Indian National Congress, a group of thirteen men in the Indian government who fought discrimination and unfair taxation against farmers and urban laborers. Using the nonviolent tactic of civil disobedience, Gandhi and his followers resisted British control over Indian life, choosing not to follow unfair, discriminatory laws and policies. The British responded to this resistance by strengthening their military presence in India, often at the cost of human lives. Gandhi was eventually imprisoned in 1942 for his “radical” beliefs, but he refused to recognize violence as a means of fighting the British. He gained international attention for his hunger strikes, refusing to eat until the British changed their unjust policies.
The orderly arrangement of this paragraph is best described as
chronological | |
spatial | |
ascending order of importance | |
descending order of importance |
Question 12 Explanation:
“Chronological” means in order of time. The paragraph progresses through time with the non-violent protests, the initial response of the British, the imprisonment of Gandhi, and finally his hunger strikes.
Question 13 |
In 1921, Mahatma Gandhi took charge of the Indian National Congress, a group of thirteen men in the Indian government who fought discrimination and unfair taxation against farmers and urban laborers. Using the nonviolent tactic of civil disobedience, Gandhi and his followers resisted British control over Indian life, choosing not to follow unfair, discriminatory laws and policies. The British responded to this resistance by strengthening their military presence in India, often at the cost of human lives. Gandhi was eventually imprisoned in 1942 for his “radical” beliefs, but he refused to recognize violence as a means of fighting the British. He gained international attention for his hunger strikes, refusing to eat until the British changed their unjust policies.
Which of the following quotes from the passage contains an opinion?
“…Gandhi and his followers resisted British control over Indian life, choosing not to follow unfair, discriminatory laws and policies.” | |
“…strengthening their military presence in India, often at the cost of human lives.” | |
“…but he refused to recognize violence as a means of fighting the British.” | |
"He gained international attention for his hunger strikes…” |
Question 13 Explanation:
While much of the passage is objective, the author does insert his opinion about British policies in India, calling them “unfair” and “discriminatory.” Answer choices (B), (C), and (D) only reflect factual information.
Question 14 |
In 1921, Mahatma Gandhi took charge of the Indian National Congress, a group of thirteen men in the Indian government who fought discrimination and unfair taxation against farmers and urban laborers. Using the nonviolent tactic of civil disobedience, Gandhi and his followers resisted British control over Indian life, choosing not to follow unfair, discriminatory laws and policies. The British responded to this resistance by strengthening their military presence in India, often at the cost of human lives. Gandhi was eventually imprisoned in 1942 for his “radical” beliefs, but he refused to recognize violence as a means of fighting the British. He gained international attention for his hunger strikes, refusing to eat until the British changed their unjust policies.
Which of the following best summarizes the main ideas of this selection?
Gandhi started a congress in India to pass legislation to fix unfair labor policies in the country. | |
Gandhi was against paying taxes, taking human life, and eating while unjustly imprisoned. | |
Gandhi was probably the most effective historical figure to use the tactic of a hunger strike. | |
Gandhi used non-violent protests to successfully alert the world to unfair practices of the British against his country of India. |
Question 14 Explanation:
Answer choice (A) only states one point provided in the selection rather than summarizing the main ideas. Answer choice (B) offers three points, but they are not the main points of the passage. Answer choice (C) may be true, but it does not summarize the selection effectively. Answer choice (D) is the only option that succinctly gives a good summary of the main thoughts of the passage.
Question 15 |
In 1921, Mahatma Gandhi took charge of the Indian National Congress, a group of thirteen men in the Indian government who fought discrimination and unfair taxation against farmers and urban laborers. Using the nonviolent tactic of civil disobedience, Gandhi and his followers resisted British control over Indian life, choosing not to follow unfair, discriminatory laws and policies. The British responded to this resistance by strengthening their military presence in India, often at the cost of human lives. Gandhi was eventually imprisoned in 1942 for his “radical” beliefs, but he refused to recognize violence as a means of fighting the British. He gained international attention for his hunger strikes, refusing to eat until the British changed their unjust policies.
Which of the following quotes from the passage supports the statement below?
The British government were careless in how they tried to combat Ghandi’s protests.
“…refusing to eat until the British changed their unjust policies.” | |
“…who fought discrimination and unfair taxation against farmers and urban laborers.” | |
“…strengthening their military presence in India, often at the cost of human lives.” | |
“…Gandhi and his followers resisted British control over Indian life, choosing not to follow unfair, discriminatory laws and policies.” |
Question 15 Explanation:
Answer choices (A), (B), and (D) might be tempting because they reflect the unfair practices of the British government. Only answer choice (C), however, comments on the true cost of the British governments attempts to suppress Ghandi: “human lives.”
Question 16 |
Use the following passage to answer questions 16–17.
Today, U.S. Senator Claire McCaskill took aim at weight-loss diet scams that she said represent “a crisis in consumer protection.” McCaskill used a hearing in the Consumer Protection panel that she leads to pose tough questions to popular TV host Dr. Mehmet Oz regarding his frequent claims about “miracle” products. McCaskill’s goal is to explore options for regulators and industry to crack down on deceptive practices and to urge media outlets to strengthen screening of false advertising.
In the context of the passage what does “crack down” mean?
To use violence as a way of solving problems. | |
To adopt a stricter approach to handling a given situation. | |
To stop wasting so much time trying to solve a mundane problem. | |
To handle a situation with grace and care. |
Question 16 Explanation:
The colloquial phrase “crack down” is used in modern vernacular to indicate a stricter approach to handling a given situation, which is answer choice (B). The panel took some of its time to explore options to enable regulators and industry to legally reduce the deceptive practices. Answer choice (A) is incorrect since the passage is not suggesting violence in any way. Answer choice (C) is almost directly opposed to the message of the passage. Answer choice (D) reflects a carefulness that isn’t in line with the phrase “crack down.”
Question 17 |
Today, U.S. Senator Claire McCaskill took aim at weight-loss diet scams that she said represent “a crisis in consumer protection.” McCaskill used a hearing in the Consumer Protection panel that she leads to pose tough questions to popular TV host Dr. Mehmet Oz regarding his frequent claims about “miracle” products. McCaskill’s goal is to explore options for regulators and industry to crack down on deceptive practices and to urge media outlets to strengthen screening of false advertising.
Which of the following quotes from the passage reflects Senator Claire McCaskill’s opinion?
"McCaskill used a hearing in the Consumer Protection panel…” | |
“…urge media outlets to strengthen screening of false advertising.” | |
“…his frequent claims about ‘miracle’ products.” | |
“McCaskill’s goal is to explore options for regulators and industry…” |
Question 17 Explanation:
In answer choice (C), the writer uses quotation marks to reflect McCaskill’s opinion of the products being advertised, ironically calling them “’miracle’ products.” Answer choice (B) might be tempting because of its reference to false advertising, but this sentence is not making a judgment towards anything specific. Answer choices (A) and (D) are also incorrect because they are not based on opinion.
Question 18 |
Use the following passage to answer questions 18–20.
The Megatherium is an extinct type of giant ground sloth that lived from two million to perhaps 4,400 years ago. While medium-sized sloths continue to live in arborous habitats in Central and South America, the ground-dwelling Megatherium lived in parts of North and South America. These animals were as big as elephants and had huge claws on their feet. The giant sloth’s extinction occurred at about the same time as humans arrived on the continent.
The organizational structure of this passage can best be described as
An analysis of cause and effect. | |
A sequential explanation of how to do something. | |
A descriptive exploration of a topic. | |
A comparison of two opposing things. |
Question 18 Explanation:
The passage reflects a descriptive exploration of the Megatherium, a giant ground sloth, which is reflected in answer choice (C). Answer choice (D) might be tempting because the passage does briefly compare the megatherium to medium-sized sloths, this comparison isn’t carried on throughout the rest of the passage. Answer choices (A) and (B) don’t reflect what is presented in the passage.
Question 19 |
The Megatherium is an extinct type of giant ground sloth that lived from two million to perhaps 4,400 years ago. While medium-sized sloths continue to live in arborous habitats in Central and South America, the ground-dwelling Megatherium lived in parts of North and South America. These animals were as big as elephants and had huge claws on their feet. The giant sloth’s extinction occurred at about the same time as humans arrived on the continent.
Which of the following inferences can be drawn from the information in the passage?
The Megatherium went extinct because of humans. | |
Humans first arrived on the continent around 4,400 years ago. | |
The Megatherium is the biggest recorded sloth in the animal kingdom. | |
The Megatherium evolved from medium-sized sloths and migrated to North America. |
Question 19 Explanation:
According to the passage, the Megatherium went extinct around the time that humans first appeared on the continent. The passage also asserts that the Megatherium went extinct around 4,400 years ago, which means that humans arrived on the continent 4,400 years ago, making answer choice (B) correct. Answer choice (A) might be tempting because mentioning that the sloths became extinct around the time when humans showed up makes it seem like humans caused their extinction. However, the passage does not suggest that these two incidents were related, merely that they coincided with one another. Answer choices (C) and (D) are not supported by the passage.
Question 20 |
The Megatherium is an extinct type of giant ground sloth that lived from two million to perhaps 4,400 years ago. While medium-sized sloths continue to live in arborous habitats in Central and South America, the ground-dwelling Megatherium lived in parts of North and South America. These animals were as big as elephants and had huge claws on their feet. The giant sloth’s extinction occurred at about the same time as humans arrived on the continent.
What is the main purpose of the passage?
To inform readers about the Megatherium | |
To entertain readers with funny anecdotes about the Megatherium | |
To persuade readers that the Megatherium is a more interesting animal than medium-sized sloths. | |
To compare and contrast different types of sloths. |
Question 20 Explanation:
The passage is entirely informative, and focuses mainly on the Megatherium, so answer choice (A) is correct. Answer choice (C) and (D) are incorrect because the main subject of the passage is the Megatherium, with only a brief mention of a different type of sloth. While readers might be entertained by the passage, it does not include any anecdotes, which makes answer choice (B) incorrect.
Question 21 |
Students in the class are asked to sound out words in a group. Which of the following words does not make a long “e” vowel sound?
Green | |
Lean | |
Ten | |
We |
Question 21 Explanation:
A long vowel sound is when the vowel makes a sound that mimics the way the letter itself is pronounced. “Green,” “Lean,” and “We” all use long “e” vowel sounds. Answer choice (C) is correct because it uses the short “e” vowel sound.
Question 22 |
A teacher taught his class about root words. Which of the following is the root of the word “rephrased”?
Phrase | |
Phrased | |
Re– | |
–ed |
Question 22 Explanation:
The root word is the basic form of the word with no prefixes or suffixes added. Answer choice (A) is correct because “phrase” is the basic form of the word “rephrased.” Answer choice (B) might be tempting, but the past tense suffix “–ed” is included in the answer, which is not part of the root word. Answer choices (C) and (D) are incorrect because they represent the word’s prefix and suffix, respectively.
Question 23 |
Students are working in groups to create pairs of synonyms. One group produced the following pairs. Which pair is correct?
run and ran | |
Stop and go | |
Our and hour | |
Fly and soar |
Question 23 Explanation:
Synonyms are words that have a similar meaning. Answer choice (D) is correct because “fly” and “soar” both mean similar things. Answer choice (A) is a verb conjugated differently, answer choice (B) contains antonyms, and answer choice (C) contains homophones.
Question 24 |
A paraprofessional is teaching a group of students how to use pre-reading strategies. Which of the following is not a pre-reading strategy?
Analyzing how a theme appears in a text. | |
Reviewing the cover of the text. | |
Taking note of bolded and italicized words. | |
Reading the first sentence of each paragraph in a passage. |
Question 24 Explanation:
The correct answer is answer choice (A) because students can’t analyze a theme in the text before they have read the text. Each of the other answer choices represents a helpful and effective pre-reading strategy.
Question 25 |
Use the following passage to answer questions 25–26.
The teacher has asked students in a class to read the following passage:
Achilles was the greatest warrior in the Trojan War, and was thought to be part-god. Everyone looked up to him, even Hector and Paris, who were his opponents. Agamemnon, his general, thought differently. Agamemnon thought that he deserved everyone’s attention because he was the general. So, he called a muster, and all the soldiers grouped together to hear what Agamemnon had to say.
A paraprofessional is helping students understand words in context. Which word in the passage above best helps the reader to define the word “muster”?
general | |
grouped | |
soldiers | |
deserved |
Question 25 Explanation:
Based on the context of the passage, it is clear that a “muster” has something to do with the soldiers getting together in a group, therefore answer choice (B) is the correct answer. Answer choices (A), (C), and (D) would not help you better understand the word “muster,” and based on the way the passage is organized it wouldn’t make sense if they did.
Question 26 |
Achilles was the greatest warrior in the Trojan War, and was thought to be part-god. Everyone looked up to him, even Hector and Paris, who were his opponents. Agamemnon, his general, thought differently. Agamemnon thought that he deserved everyone’s attention because he was the general. So, he called a muster, and all the soldiers grouped together to hear what Agamemnon had to say.
A student is trying to make a list that puts all of the characters in the passage in alphabetical order. Which name would be the last name on the list?
Paris | |
Agamemnon | |
Hector | |
Achilles |
Question 26 Explanation:
Answer choice (A) is correct because “P” (for Paris) is later in the alphabet that “H” (for Hector, answer choice (C)) and “A” (for Agamemnon and Achilles, answer choices (B) and (D)).
Question 27 |
Use the following passage to answer questions 27–28.
The teacher has asked students in a class to read the following passage:
Ronaldo wanted to go to the mall to find new gloves. His mom had promised to knit him some new ones, but she was too busy. He wanted a pair that were black, but could only find magenta gloves. He finally decided to give up.
The teacher has asked a student to pronounce the word “knit” for the class. What is the best way to help the student understand how to say the word?
Have the student sound out each letter. | |
Have the student break the word down into phonemes. | |
Start with a familiar word that uses a similar letter pairing, like “knock.” | |
Use a visual that shows a person knitting. |
Question 27 Explanation:
With tricky silent letters, it’s best to have the student look at similar words, so answer choice (C) is correct. Answer choices (A) and (B) are probably not going to help the student figure out how to pronounce a silent letter, and answer choice (D) wouldn’t really help for the pronunciation of any word.
Question 28 |
Ronaldo wanted to go to the mall to find new gloves. His mom had promised to knit him some new ones, but she was too busy. He wanted a pair that were black, but could only find magenta gloves. He finally decided to give up.
The teacher has asked the students to define some of the words in the passage. The student has opened up a dictionary to several different pages and needs help finding the word “magenta.” On which of the following pages would the student find the word “magenta”?
Page 813 (“mad-madrigal”) | |
Page 814 (“maestro-magma”) | |
Page 815 (“magnanimous-magneton”) | |
Page 816 (“magnetron-mahogany”) |
Question 28 Explanation:
Answering this question just requires you to figure out where “magenta” would exist in an alphabetical list. Answer choice (B) is correct because words beginning with “mage-” can be found between “mae-” (“maestro”) and “magm” (“magma”). The other answer choices do not present a range within which one would expect to find “magenta.”
Question 29 |
Use the following passage to answer questions 29–30.
The teacher has asked students in a class to read the following passage:
Before the United States entered World War II, they began restricting trade with the Japanese, and made it difficult for the Japanese to trade with other countries. Feeling like they had no other choice, the Japanese attacked Pearl Harbor, a United States naval base in Hawaii, on December 7, 1941. It was this attack that finally convinced the United States to officially join World War II.
A student is asked, “Why did the United States enter World War II?”, and they answer, “because they began restricting trade with the Japanese.” What does this say about the student?
They do not realize that the answer comes later in the passage. | |
They have a learning disability and need to be tested as soon as possible. | |
They need to be referred to a Student Support Team for extra help. | |
They did not understand what was happening between the United States and Japan. |
Question 29 Explanation:
Answer choice (A) is correct because the student didn’t look far enough into the passage for the answer. Answer choice (D) might be tempting, but the student’s answer shows that they at least understood something about the relationship between Japan and the United States. Answer choices (B) and (C) are overreactions, and are not appropriate considerations based on this one isolated data point.
Question 30 |
Before the United States entered World War II, they began restricting trade with the Japanese, and made it difficult for the Japanese to trade with other countries. Feeling like they had no other choice, the Japanese attacked Pearl Harbor, a United States naval base in Hawaii, on December 7, 1941. It was this attack that finally convinced the United States to officially join World War II.
After the students read the passage, the teacher gives them a worksheet that asks them to “arrange the events of the passage in chronological order.” The first event that a student writes is, “The United States enters World War II.” How has this student misunderstood the directions?
They listed an event that isn’t mentioned in the passage. | |
They thought the directions wanted to put the events in order of importance. | |
They began listing the events in alphabetical order. | |
They picked the event that is first listed, not the first event that occurred chronologically. |
Question 30 Explanation:
The correct answer is (D) because it is the most logical explanation. This student either carelessly read the directions or doesn’t know what the word “chronologically” means. Answer choice (B) might be tempting, but the passage doesn’t discuss which events are most important, so this is not as likely of a mistake as answer choice (D). Answer choices (A) and (C) are not supported by the passage.
Once you are finished, click the button below. Any items you have not completed will be marked incorrect.
There are 30 questions to complete.
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