CAASPP Grade 8 ELA
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Last updated about 1 month ago
33 questions
Read the text and answer questions 1–11.
Antoine of Oregon
A Story of the Oregon Trail
by James Otis
Susan rode with me, as she had from the beginning of the journey. Nothing of note happened to us, unless I should set down that this day was stormy, and on that day the sun shone, until we came into the valley of the North Fork of the Platte, through a pass which is known as Ash Hollow.
There we drove down a dry ravine on our winding way to the river bottoms, stopping now and then to gather a store of wild currants and gooseberries which grew in abundance.
Near the mouth of the ravine we came upon a small log cabin, which had evidently been built by trappers, but the emigrants on their way into the Oregon country had converted it into a post office, by sticking here and there, in the crevices of the logs, letters to be forwarded to their friends in the States. Hung on the wall where all might see it, was a general notice requesting any who passed on their way to the Missouri River to take these missives, and deposit them in the nearest regular post office.
The little cabin had an odd appearance, and Susan confessed that, almost for the first time since leaving Independence, she was growing homesick, solely because of seeing this post office.
After crossing the stream we came upon a party of emigrants from Ohio, having only four wagons drawn by ten yoke of oxen, and driving six cows.
Truly it was a small company to set out on so long a march, and when the leader begged that they be allowed to join us, I could not object, understanding that unless the strangers had someone of experience to guide them, the chances were strongly against their arriving at the Columbia River.
There was in the company a girl of about Susan's age, whose name was Mary Parker, and from that time I had two companions as I rode in advance of the train.
I could have found no fault with these new members of our company, for they obeyed my orders without question from the oldest man to the youngest child.
Mary Parker was a companionable girl, and she and Susan often cheered me on the long way, for even when the rain was coming down in torrents, drenching them to the skin, they rode by my side, laughing and singing.
On the twenty-fourth day of June we arrived at Fort Laramie, in the midst of a heavy storm. We had traveled six hundred sixty-seven miles since leaving Independence, if our course had been the most direct; but allowing for the distances some of us had ridden in search of cattle or here and there off the trail looking for a camping place it must have been that we made at least a hundred miles more.
Fort Laramie is on the west side of a stream known as Laramie's Fork and about two miles from the Platte River. It is a trading post belonging to the North American Fur Company, and built of adobe, by which I mean sun dried bricks, with walls not less than two feet thick and twelve or fourteen feet high.
This fort, if it can be called such, is simply a wall enclosing an open square of twenty-five yards each way, along the sides of which are the dwellings, storerooms, blacksmith shops, carpenter shops, and offices all fronting inside, while from the outside can be seen only two gates, one of which faces the north and the other the south.
Just south of the fort is a wall enclosing about an acre of land, which is used as a stable or corral, while a short distance farther on is a cultivated field, the scanty crops of which give good evidence that the soil is not suitable for farming.
About a mile below Fort Laramie, and having much the same appearance as that fortification, although not so large, is Fort John, which is in possession of the St. Louis Fur Company.
We were given quarters inside Fort Laramie, which was much to our liking.
Then, when we set off once more, it was with greater cheerfulness and increased hope, for the way could not have been improved nor made more pleasant.
Ten days after we celebrated the independence of this country we encamped near the Narrows, within sight of the snow-capped Wind River Mountains, and then it was that our company got some idea of what a herd of buffaloes looked like.
When we broke camp in the morning it seemed as if the entire land was covered with the animals. They were in such throngs that the sound of their hoofs was like the rumbling of distant thunder.
One could compare the scene to nothing more than to an ocean of dark water surrounding us on every side, pitching and tossing as if under the influence of a strong wind.
It was such a sight as I had seen more than once, but to my companions it was terrifying at the same time that it commanded their closest attention.
"Antoine of Oregon" by James Otis, from http://www.gutenberg.org/cache/epub/43897/pg43897.txt. In the public domain.
Required
1
The reader can infer that the narrator is in charge of the group. Which sentence from the text best supports this inference?
The reader can infer that the narrator is in charge of the group. Which sentence from the text best supports this inference?
Required
2
What is the author's message about the Oregon Trail? Use details from the text to support your answer.
What is the author's message about the Oregon Trail? Use details from the text to support your answer.
Required
1
Read the sentences from the text.
When we broke camp in the morning it seemed as if the entire land was covered with the animals. They were in such throngs that the sound of their hoofs was like the rumbling of distant thunder.
What does the phrase broke camp mostly suggest? Select three options.
Read the sentences from the text.
When we broke camp in the morning it seemed as if the entire land was covered with the animals. They were in such throngs that the sound of their hoofs was like the rumbling of distant thunder.
What does the phrase broke camp mostly suggest? Select three options.
Required
1
This question has two parts. First answer part A. Then, answer part B.
Part AWhat inference can be made about the travelers' feelings toward their stay at Fort Laramie?
This question has two parts. First answer part A. Then, answer part B.
Part A
What inference can be made about the travelers' feelings toward their stay at Fort Laramie?
Required
1
Part BWhich sentences from the text best supports your answer in part A?
Part B
Which sentences from the text best supports your answer in part A?
Required
1
This question has two parts. First, answer part A. Then, answer part B.
Part AWhich statement best summarizes the central idea of the text?
This question has two parts. First, answer part A. Then, answer part B.
Part A
Which statement best summarizes the central idea of the text?
Required
1
Part BWhich detail from the text best supports your answer in part A?
Part B
Which detail from the text best supports your answer in part A?
Required
1
Read the sentence from the text.
One could compare the scene to nothing more than to an ocean of dark water surrounding us on every side, pitching and tossing as if under the influence of a strong wind.
It was such a sight as I had seen more than once, but to my companions it was terrifying at the same time that it commanded their closest attention.
Which of these most likely describes why the author ended with these lines of text?
Read the sentence from the text.
One could compare the scene to nothing more than to an ocean of dark water surrounding us on every side, pitching and tossing as if under the influence of a strong wind.
It was such a sight as I had seen more than once, but to my companions it was terrifying at the same time that it commanded their closest attention.
Which of these most likely describes why the author ended with these lines of text?
Required
1
Read the sentences from the text.
When we broke camp in the morning it seemed as if the entire land was covered with the animals. They were in such throngs that the sound of their hoofs was like the rumbling of distant thunder.
One could compare the scene to nothing more than to an ocean of dark water surrounding us on every side, pitching and tossing as if under the influence of a strong wind.
Which statement best describes what the underlined metaphor in the sentence adds to the meaning of the text?
Read the sentences from the text.
When we broke camp in the morning it seemed as if the entire land was covered with the animals. They were in such throngs that the sound of their hoofs was like the rumbling of distant thunder.
One could compare the scene to nothing more than to an ocean of dark water surrounding us on every side, pitching and tossing as if under the influence of a strong wind.
Which statement best describes what the underlined metaphor in the sentence adds to the meaning of the text?
Required
2
What inference can be made about the narrator's feelings toward the new traveling companions? Support your answer with details from the text.
What inference can be made about the narrator's feelings toward the new traveling companions? Support your answer with details from the text.
Required
1
Read the sentences from the text.
Near the mouth of the ravine we came upon a small log cabin, which had evidently been built by trappers, but the emigrants on their way into the Oregon country had converted it into a post office, by sticking here and there, in the crevices of the logs, letters to be forwarded to their friends in the States. Hung on the wall where all might see it, was a general notice requesting any who passed on their way to the Missouri River to take these missives, and deposit them in the nearest regular post office.
What does the word missives most likely mean?
Read the sentences from the text.
Near the mouth of the ravine we came upon a small log cabin, which had evidently been built by trappers, but the emigrants on their way into the Oregon country had converted it into a post office, by sticking here and there, in the crevices of the logs, letters to be forwarded to their friends in the States. Hung on the wall where all might see it, was a general notice requesting any who passed on their way to the Missouri River to take these missives, and deposit them in the nearest regular post office.
What does the word missives most likely mean?
Read the text and answer questions 12–18.
Master of Beautiful Music
by Ellen Seiden
The following text describes the music camp run by world famous violinist Itzhak Perlman and his wife, Toby.
From personal experience, Mr. Perlman advises students that in order to succeed in music, art, or anything outside of "normal" activities, "First of all, you have to love what you do. That's number one. And number two, you have to have some sort of discipline. I always felt I was more successful when I had a routine . . . routine is much easier. You spend a certain time of the day doing A and a certain time of the day doing B. In music, for example, no matter how much of a gift you have, practicing is very important, so if you're serious, you have to practice. Being programmed, in some ways, is very, very effective. And as long as you program in some free time, just to rest, then you're O.K. Whatever the extracurricular activities, dancing or sports or music, if you're programmed up to the gills, as a result—at least I found this in my case—you can lose enjoyment."
Young, musically talented students can put into practice what Mr. Perlman preaches when they attend the noteworthy, nurturing summer program founded in 1995 by his wife, Toby, also an accomplished violinist. At the Perlman Music Program in East Hampton, New York, led by a handpicked, caring faculty, tomorrow's professional musicians from the ages of eleven to eighteen play to their heart's content.
Special features make this two-week August sleep-away program different and unusual. As Mrs. Perlman, the artistic director, explained to me, "One of the unique aspects of our program is that we are small, only thirty-five students, and small means intimate. I always know what's going on with each child." She continued, "Second, the playing level is very high, but it's highly noncompetitive." Instead of auditioning for seats in the orchestra according to ability, as is tradition, "Our kids are seated in the section randomly. Often the smallest gets to sit in front," she said, laughing. Participants know there is no penalty for musical problems, and that Toby's motto, "If you don't do well, it doesn't mean it's your fault," rules.
"We care about the total child. We try to create a healthy, happy, normal environment during their stay. It doesn't mean they don't work really hard, but there's a lot of talking that goes on. They come to us and suddenly they're a part of a community, a family, and they find out that many of the feelings they have are shared by other kids. It's very nice."
The students, who come from all over the world, attend a weekly dinner at the Perlmans' house, themed to discuss such issues as dealing with stage fright. All students must also sing in the chorus, where they harmonize and experience a different form of musical expression. Time for recreational sports and arts and crafts rounds out the program.
The children are at first awed by, and then come to accept, the active involvement of famous musicians in their training. Often, Itzhak Perlman and other masters such as violinist/violist/conductor Pinchas Zukerman and pianist Emanuel Ax drop in to work with the students. Itzhak Perlman explained, "Not many children have that camp experience, not only to be taught by world-class artists, but also to participate in playing and performing with them. We also have an orchestra made up of all the kids, and I try to conduct and coach them." Invited to attend rehearsals, people who live in the community during the summer, such as Steven Spielberg and his family, stop by to listen. Mr. Spielberg became the first major contributor to future expansion plans for the Perlman Music Program.
Mrs. Perlman said, "At the end of the session, we have two concerts. One is an evening of orchestral and choral music, and then we have a chamber music marathon. It starts at 11:00 in the morning on the last day, and the playing goes on until we finish!"
Intensely proud of her program, Toby Perlman enthusiastically states that "It's like a fairy tale program, it's so wonderful. No matter what I say about it, I can't put into words what it feels like, tastes like, and smells like when you're there. Everybody who comes to visit gets it. They're there for a minute and a half and they want to stay forever. We're lucky to have such a wonderful faculty and wonderful kids."
Reflecting on his own training and lengthy career as a professional musician, Mr.Perlman believes that he, too, has earned the right to some time off every now and then. "I can take vacation from music for a while when I just want to relax," he said and chuckled. But he did caution, "The important thing is not to go on vacation while you do your music, or while you do anything else in the arts. Once I play, I have to be, and I am, really committed to it. Your audience can sense this . . . it has to be really given, it has to be felt across the stage. One should not be a passenger in music, getting on the notes and riding them. One has to always feel that one is re-creating something, that there's a spontaneity all the time. The main challenge for a musician is to play something for the five hundredth time and make your audience think that you're playing it for the first time."
A modest man, Itzhak Perlman remarked on himself and his tremendous talent, "I don't think there's anything unusual. People say 'You're amazing,' but I say that I do whatever I am capable of doing. The important thing is to know what you're capable of and do it. That's all."
Excerpt from Master of Beautiful Music by Ellen Seiden. Copyright © 2000 by Carus Publishing Company. Reprinted by permission of Carus Publishing Company.
Required
1
The reader can infer that the Perlmans believe in both practice and passion.
Which sentence from the text best supports this inference?
The reader can infer that the Perlmans believe in both practice and passion.
Which sentence from the text best supports this inference?
Required
2
Summarize the author's message about the Perlmans' dedication to the camp. Use evidence from the text to support your summary.
Summarize the author's message about the Perlmans' dedication to the camp. Use evidence from the text to support your summary.
Required
2
What inference can be made about the author's opinion on the likelihood of students returning for multiple years?Support your answer with evidence from the text.
What inference can be made about the author's opinion on the likelihood of students returning for multiple years?
Support your answer with evidence from the text.
Required
1
This question has two parts. First, answer part A. Then, answer part B.
Part AClick on the statement that best provides an inference that can be made about the author's opinion of the Perlman Music Program.
This question has two parts. First, answer part A. Then, answer part B.
Part A
Click on the statement that best provides an inference that can be made about the author's opinion of the Perlman Music Program.
Required
1
Part BClick on the section from the text that best supports your answer in part A.Choose one option.
Part B
Click on the section from the text that best supports your answer in part A.
Choose one option.
Required
1
Read the following paragraph from the text.
From personal experience, Mr. Perlman advises students that in order to succeed in music, art, or anything outside of "normal" activities,"First of all, you have to love what youdo. That's number one. And number two, you have to have some sort of discipline. I always felt I was more successful when I had a routine . . . routine is much easier. You spend a certain time of the day doing A and a certain time of the day doing B. In music, for example, no matter how much of a gift you have, practicing is very important, so if you're serious, you have to practice. Being programmed, in some ways, is very, very effective. And as long as you program in some free time, just to rest, then you're O.K. Whatever the extracurricular activities, dancing or sports or music, if you're programmed up to the gills, as a result-at least I found this in my case-you can lose enjoyment."
Select the phrases that best explain why the author chose to include this paragraph. Select two options.
Read the following paragraph from the text.
From personal experience, Mr. Perlman advises students that in order to succeed in music, art, or anything outside of "normal" activities,
"First of all, you have to love what you
do. That's number one. And number two, you have to have some sort of discipline. I always felt I was more successful when I had a routine . . . routine is much easier. You spend a certain time of the day doing A and a certain time of the day doing B. In music, for example, no matter how much of a gift you have, practicing is very important, so if you're serious, you have to practice. Being programmed, in some ways, is very, very effective. And as long as you program in some free time, just to rest, then you're O.K. Whatever the extracurricular activities, dancing or sports or music, if you're programmed up to the gills, as a result-at least I found this in my case-you can lose enjoyment."
Select the phrases that best explain why the author chose to include this paragraph. Select two options.
Required
1
Read the paragraph from the text.
From personal experience, Mr. Perlman advises students that in order to succeed in music, art, or anything outside of "normal" activities,"First of all, you have to love what youdo. That's number one. And number two, you have to have some sort of discipline. I always felt I was more successful when I had a routine . .. routine is much easier. You spend a certain time of the day doing A and a certain time of the day doing B. In music, for example, no matter how much of a gift you have, practicing is very important, so if you're serious, you have to practice. Being programmed, in some ways, is very, very effective. And as long as you program in some free time, just to rest, then you're O.K. Whatever the extracurricular activities, dancing or sports or music, if you're programmed up to the gills, as a result-at least I found this in my case-you can lose enjoyment."
Why did the author use the phrase programmed up to the gills in the paragraph? Select two options.
Read the paragraph from the text.
From personal experience, Mr. Perlman advises students that in order to succeed in music, art, or anything outside of "normal" activities,
"First of all, you have to love what you
do. That's number one. And number two, you have to have some sort of discipline. I always felt I was more successful when I had a routine . .. routine is much easier. You spend a certain time of the day doing A and a certain time of the day doing B. In music, for example, no matter how much of a gift you have, practicing is very important, so if you're serious, you have to practice. Being programmed, in some ways, is very, very effective. And as long as you program in some free time, just to rest, then you're O.K. Whatever the extracurricular activities, dancing or sports or music, if you're programmed up to the gills, as a result-at least I found this in my case-you can lose enjoyment."
Why did the author use the phrase programmed up to the gills in the paragraph? Select two options.
Required
1
A student is writing an editorial for the student newspaper about the effects of watching television. Read the draft of the editorial and complete the task that follows.
Highlight two sentences that are not relevant to the student's argument and so should be deleted.
A student is writing an editorial for the student newspaper about the effects of watching television. Read the draft of the editorial and complete the task that follows.
Highlight two sentences that are not relevant to the student's argument and so should be deleted.
Television has become part of many people's everyday life. While there is such a thing as too much television viewing, it is not something that needs to be eliminated completely. Each year, television manufacturers and broadcast companies make new products like high-definition screens and on-demand program selection. People's lives are busier than ever. After a long day at school or on the job, people need to unwind. Watching a show can achieve the relaxation that people are looking for. A comedy or sporting event can act as entertaining stress relief. Additionally, the full schedules of most households leave little room for family time. Again, television can be the answer. A program that all family members enjoy can be one of the few times in the busy week that can be set aside to be together. News programs also provide information to stay updated on current events. When used correctly, television offers a chance for relaxing and bonding.
Required
1
A student is writing a narrative for her English teacher about a recipe gone wrong. The student wants to revise the draft to better organize its details. Read the draft of the narrative and complete the task that follows.
Recipe Gone Wrong
The recipe was simple enough: flour, baking powder, salt, eggs, and milk; what could go wrong? I gathered the dry ingredients and dumped them in the mixing bowl; flour floated in the air, sticking on my lips and lashes. Many types of flour exist, but I chose bread flour because it is high in protein.Cracking the eggs was much more difficult than I had expected. Shell pieces floated in the bowl, and I used my fingers to pick them out one by one. Eventually, all the ingredients were amassed and ready inside my mixing bowl. My mixer is a swanky, bright blue stand-up type with a large bowl-very impressive, if I do say so myself. As soon as I turned it on, sticky yellow batter flew from the bowl and dotted the counters, cabinets, and me. "How do you turn this thing down?" I yelled to Mom in the next room.
Click on the two sentences that are distracting or interrupt the flow of the narrative.
A student is writing a narrative for her English teacher about a recipe gone wrong. The student wants to revise the draft to better organize its details. Read the draft of the narrative and complete the task that follows.
Recipe Gone Wrong
The recipe was simple enough: flour, baking powder, salt, eggs, and milk; what could go wrong? I gathered the dry ingredients and dumped them in the mixing bowl; flour floated in the air, sticking on my lips and lashes. Many types of flour exist, but I chose bread flour because it is high in protein.
Cracking the eggs was much more difficult than I had expected. Shell pieces floated in the bowl, and I used my fingers to pick them out one by one. Eventually, all the ingredients were amassed and ready inside my mixing bowl. My mixer is a swanky, bright blue stand-up type with a large bowl-very impressive, if I do say so myself. As soon as I turned it on, sticky yellow batter flew from the bowl and dotted the counters, cabinets, and me. "How do you turn this thing down?" I yelled to Mom in the next room.
Click on the two sentences that are distracting or interrupt the flow of the narrative.
The recipe was simple enough: flour, baking powder, salt, eggs, and milk; what could go wrong? I gathered the dry ingredients and dumped them in the mixing bowl; flour floated in the air, sticking on my lips and lashes. Many types of flour exist, but I chose bread flour because it is high in protein. Cracking the eggs was much more difficult than I had expected. Shell pieces floated in the bowl, and I used my fingers to pick them out one by one. Eventually, all the ingredients were amassed and ready inside my mixing bowl. My mixer is a swanky, bright blue stand-up type with a large bowl—very impressive, if I do say so myself. As soon as I turned it on, sticky yellow batter flew from the bowl and dotted the counters, cabinets, and me. "How do you turn this thing down?" I yelled to Mom in the next room.
Required
2
A student is writing a realistic fiction narrative for language arts class. Read the draft of the narrative and complete the task that follows.
An Important Decision
With a few clicks on the school's website, I find what I am looking for - the dates for volleyball tryouts.Nothing makes me happier than that sport. Whether I am casually bumping the ball with friends in the backyard or spiking one into the opposition's court with laser accuracy, I feel completely alive. Even though the official tryouts are a few weeks away, I have been practicing relentlessly when the gymnasium is open to students.
My excitement leads me to call my best friend Katelyn. As soon as I hear the line ringing, a thought occurs to me and makes my heart flutter. The first day of tryouts is the same date as Katelyn's dance recital! She is depending on my moral support. When Katelyn's chipper voice answers, a sudden paralysis takes over my mind and body. Eventually I mumble, "Hey Katelyn... hang on a second... uh, let me call you back."
Continue the narrative by writing one to three paragraphs that help readers better understand the central conflict of the story.
A student is writing a realistic fiction narrative for language arts class. Read the draft of the narrative and complete the task that follows.
An Important Decision
With a few clicks on the school's website, I find what I am looking for - the dates for volleyball tryouts.
Nothing makes me happier than that sport. Whether I am casually bumping the ball with friends in the backyard or spiking one into the opposition's court with laser accuracy, I feel completely alive. Even though the official tryouts are a few weeks away, I have been practicing relentlessly when the gymnasium is open to students.
My excitement leads me to call my best friend Katelyn. As soon as I hear the line ringing, a thought occurs to me and makes my heart flutter. The first day of tryouts is the same date as Katelyn's dance recital! She is depending on my moral support. When Katelyn's chipper voice answers, a sudden paralysis takes over my mind and body. Eventually I mumble, "Hey Katelyn... hang on a second... uh, let me call you back."
Continue the narrative by writing one to three paragraphs that help readers better understand the central conflict of the story.
Required
1
A student is writing a presentation for social studies class about a famous person. Read the draft of the presentation and complete the task that follows.
Sojourner Truth was a woman whose ideas were advanced for the time in which she lived. After escaping slavery, she often spoke at women's rights conventions. At the Ohio Women's Rights Convention in 1851, Sojourner Truth gave a speech that she had not written down or practiced, but it would become famously known as her "Ain't I a Woman?" speech. Her powerful, on-the-spot speech inspired the crowd with ideas of women being intelligent and strong, both physically and mentally. The 19th Constitutional amendment, which gave women the right to vote, did not pass until almost 40 years later.
Choose the best way to revise the underlined phrase so that the presentation maintains a consistenttone.
A student is writing a presentation for social studies class about a famous person. Read the draft of the presentation and complete the task that follows.
Sojourner Truth was a woman whose ideas were advanced for the time in which she lived. After escaping slavery, she often spoke at women's rights conventions. At the Ohio Women's Rights Convention in 1851, Sojourner Truth gave a speech that she had not written down or practiced, but it would become famously known as her "Ain't I a Woman?" speech. Her powerful, on-the-spot speech inspired the crowd with ideas of women being intelligent and strong, both physically and mentally. The 19th Constitutional amendment, which gave women the right to vote, did not pass until almost 40 years later.
Choose the best way to revise the underlined phrase so that the presentation maintains a consistent
tone.
Required
1
Click on the two sentences that contain errors in spelling.
Click on the two sentences that contain errors in spelling.
Required
1
Select the two sentences that are punctuated correctly.
Select the two sentences that are punctuated correctly.
A Flower Power: Planting for the Past and the Future Listen to the presentation. Then answer questions 25–27.
Excerpt from “Flower Power: Planting for the Past and the Future” by the US Forest Service and Cradle of Forestry in America Interpretive Association, from the Natural Inquirer Monograph Series. In the public domain.
Required
1
What is the most likely reason the scientists conducted the study about memorial gardens?
What is the most likely reason the scientists conducted the study about memorial gardens?
Required
1
Read the sentence from the presentation. Then answer the question.
These people created communities of practice.
Which statement best describes the meaning of the sentence?
Read the sentence from the presentation. Then answer the question.
These people created communities of practice.
Which statement best describes the meaning of the sentence?
Required
1
According to the presentation, which statements best describe the survey respondents' motivations for planting memorial gardens? Select two options.
According to the presentation, which statements best describe the survey respondents' motivations for planting memorial gardens? Select two options.
A Search for Identity Listen to the presentation. Then answer questions 28-30.
Excerpt from “A Search for Identity” by James C. Hall, from Footsteps, Vol. 6, No. 2, 2004. Copyright © 2004 by Carus Publishing Company. Reused by permission of Carus Publishing Company.
Required
1
According to the presentation, which of the following statements about Langston Hughes is true?
According to the presentation, which of the following statements about Langston Hughes is true?
Required
1
How did Hughes's struggle after leaving college most likely impact him?
How did Hughes's struggle after leaving college most likely impact him?
Required
1
What additional information could be added to the presentation to support the claim that African Americans struggled to become professional writers in Langston Hughes's time?
What additional information could be added to the presentation to support the claim that African Americans struggled to become professional writers in Langston Hughes's time?
Required
1
A student is writing a research report about pandas in captivity, in areas such as zoos and wildlife preserves. Read the sentences from her report and the directions that follow.
Pandas are an endangered species that have fascinated people the world over for centuries. Pandas live in the mountain ranges of China. Although the Chinese government has been able to protect a portion of the panda's habitat, much of the animals' land has been used for farming or has been clear-cut and used for land-development purposes. Currently there are as few as 1,600 pandas living in their natural habitat of China. With the declining population of pandas, biologists and researchers have found it necessary to try raising pandas in captivity. Currently there are approximately 300 pandas living in captivity around the world, mostly in China. Raising pandas in captivity is a challenge.
Select two sources that would most likely give the student more information for the paragraph from her report.
A student is writing a research report about pandas in captivity, in areas such as zoos and wildlife preserves. Read the sentences from her report and the directions that follow.
Pandas are an endangered species that have fascinated people the world over for centuries. Pandas live in the mountain ranges of China. Although the Chinese government has been able to protect a portion of the panda's habitat, much of the animals' land has been used for farming or has been clear-cut and used for land-development purposes. Currently there are as few as 1,600 pandas living in their natural habitat of China. With the declining population of pandas, biologists and researchers have found it necessary to try raising pandas in captivity. Currently there are approximately 300 pandas living in captivity around the world, mostly in China. Raising pandas in captivity is a challenge.
Select two sources that would most likely give the student more information for the paragraph from her report.
Required
1
A student is writing a research report about long-term memory for a science class. She found a trustworthy source. Read the source and the directions that follow.
Source 1: "A Study on Changing Memories"
In this study on how memories are constructed participants were told a story about a girl whose family trip was cancelled. In the story the girl's friend noticed how upset she was, so he threw a party for her on the day she would have left. After hearing the story half of the participants in the study were asked about how the girl must have felt. The other half, meanwhile, answered questions about her friend and why he threw the party.
One week later the study participants were asked to retell the story they heard. Most of the participants forgot some details and invented others. The participants that answered questions about the girl's feelings were more likely to invent details about how sad she felt. However, the participants who were asked about her friend were more likely to make up details about the plans he made for the party.
The student found another source. Highlight two sentences in Source 2 that support the information presented in Source 1.
A student is writing a research report about long-term memory for a science class. She found a trustworthy source. Read the source and the directions that follow.
Source 1: "A Study on Changing Memories"
In this study on how memories are constructed participants were told a story about a girl whose family trip was cancelled. In the story the girl's friend noticed how upset she was, so he threw a party for her on the day she would have left. After hearing the story half of the participants in the study were asked about how the girl must have felt. The other half, meanwhile, answered questions about her friend and why he threw the party.
One week later the study participants were asked to retell the story they heard. Most of the participants forgot some details and invented others. The participants that answered questions about the girl's feelings were more likely to invent details about how sad she felt. However, the participants who were asked about her friend were more likely to make up details about the plans he made for the party.
The student found another source. Highlight two sentences in Source 2 that support the information presented in Source 1.
Source 2: "A History of the Brain"
Most people think they have accurate memories. Years of research have shown that we "rebuild" our memories, and to rebuild them we fill in the gaps with things that seem right. For example, we sometimes change memories to fit our beliefs. If I feel that I am a caring person, I may remember being more helpful than I really was on a certain day. Other times, if we think a lot about one part of a memory, we exaggerate how much we really know about it. Lastly, we can be tricked into remembering something that did not happen if we once heard someone claim that it did.
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A student is writing an argumentative report about dogs learning words. She found possible sources for her report. Read the sources and the directions that follow.
Source 1: "Researchers Test Dog's Vocabulary" by Joshua Ellish, science reporter
Studies have found that some dogs can learn and remember new words almost as well as a three year-old child. In 2004, Scientists at the Max-Planck Institute for Animal Anthropology found that a border collie named Rico understood at least 200 words. They put 10 objects in a room and told Rico to fetch one of the objects. When he brought the object back, they told him to put it in a box or to give it to somebody. Rico performed the task correctly almost every time. Next, researchers put an object Rico had never seen in a room with six of Rico's familiar toys. Then they told him to fetch the new object using an unfamiliar name. Rico returned with the correct object most of the time. To succeed, Rico needed to rule out the familiar objects. Then he needed to decide the remaining object must be the unfamiliar one.
Source 2: "Chaser's Amazing Vocabulary" by Aria Hapgood, pet columnist
A researcher read that a border collie named Rico had learned the names of 200 objects. He then taught his own border collie, Chaser, the names of over 1000 objects. Chaser could both find the correct object and place it where she was told. She would fetch and deliver objects in response to different commands. Chaser never tired of performing her training and tests.The student wrote some claims to use in her report. Look at the claims in the table. Decide if the information in Source 1, Source 2, both sources, or neither source supports each claim. Click on the box that appropriately describes each claim. There will be only one box selected for each claim.
A student is writing an argumentative report about dogs learning words. She found possible sources for her report. Read the sources and the directions that follow.
Source 1: "Researchers Test Dog's Vocabulary" by Joshua Ellish, science reporter
Studies have found that some dogs can learn and remember new words almost as well as a three year-old child. In 2004, Scientists at the Max-Planck Institute for Animal Anthropology found that a border collie named Rico understood at least 200 words. They put 10 objects in a room and told Rico to fetch one of the objects. When he brought the object back, they told him to put it in a box or to give it to somebody. Rico performed the task correctly almost every time. Next, researchers put an object Rico had never seen in a room with six of Rico's familiar toys. Then they told him to fetch the new object using an unfamiliar name. Rico returned with the correct object most of the time. To succeed, Rico needed to rule out the familiar objects. Then he needed to decide the remaining object must be the unfamiliar one.
Source 2: "Chaser's Amazing Vocabulary" by Aria Hapgood, pet columnist
A researcher read that a border collie named Rico had learned the names of 200 objects. He then taught his own border collie, Chaser, the names of over 1000 objects. Chaser could both find the correct object and place it where she was told. She would fetch and deliver objects in response to different commands. Chaser never tired of performing her training and tests.
The student wrote some claims to use in her report. Look at the claims in the table. Decide if the information in Source 1, Source 2, both sources, or neither source supports each claim. Click on the box that appropriately describes each claim. There will be only one box selected for each claim.
Source 1 | Source 2 | Both sources | Neither source | |
|---|---|---|---|---|
Claim 1: Dogs may be able to reason. | ||||
Claim 2: Dogs can learn and understand words for both objects and actions. | ||||
Claim 3: Border collies can learn more words than other dog breeds. |