Click on the group of sentences that best supports the conclusion that robotic pets will soon be marketed. Choose one group.
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Part B
Click on the pair of lines from the text that best
supports your answer in Part A. Choose one option.

Grade 7 ELA - Read Informational Texts (IAB)
Answer Key Printout
Total Items: 16
28-February-2023
Item ID | Test Name | Item Position in Test | Answer Key | Claim | Target | CCSS | DOK | Item Difficulty |
|---|---|---|---|---|---|---|---|---|
26635 | Grade 7 ELA - Read Informational Texts (IAB) | 1 | B | 1 | 14 | 7.L.5a | 3 | Easy |
26631 | Grade 7 ELA - Read Informational Texts (IAB) | 2 | D | 1 | 12 | 7.RI.6 | 4 | Moderate |
26688 | Grade 7 ELA - Read Informational Texts (IAB) | 3 | Part A: D | 1 | 9 | 7.RI.2 | 2 | Moderate |
26627 | Grade 7 ELA - Read Informational Texts (IAB) | 4 | Student earns one point by selecting: | 1 | 10 | 7.RI.4 | 1 | Moderate |
27901 | Grade 7 ELA - Read Informational Texts (IAB) | 5 | C,F | 1 | 14 | 7.L.5 | 3 | Difficult |
Page 1 of 6
59147 | Grade 7 ELA - Read Informational Texts (IAB) | 10 | Part A: C | 1 | 12 | 7.RI.3 | 4 | Difficult |
37535 | Grade 7 ELA - Read Informational Texts (IAB) | 11 | A,E | 1 | 13 | 7.RI.5 | 3 | Difficult |
37533 | Grade 7 ELA - Read Informational Texts (IAB) | 12 | See appended rubric | 1 | 9 | 7.RI.2 | 3 | Difficult |
62585 | Grade 7 ELA - Read Informational Texts (IAB) | 13 | Part A: C | 1 | 11 | 7.RI.6 | 4 | Moderate |
37645 | Grade 7 ELA - Read Informational Texts (IAB) | 14 | A,D | 1 | 13 | 7.RI.5 | 3 | Moderate |
37641 | Grade 7 ELA - Read Informational Texts (IAB) | 15 | E,F | 1 | 9 | 7.RI.2 | 2 | Difficult |
62587 | Grade 7 ELA - Read Informational Texts (IAB) | 16 | Student earns one point by selecting:
AND
| 1 | 12 | 7.RI.3 | 4 | Difficult |
Appended Rubric :
#37533
Points | Description |
|---|---|
2 | The response:
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1 | The response:
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0
The response:
• gives no evidence of the ability to determine a central idea, OR to summarize what happens during or after a key event
OR
• gives the central idea OR summarizes, but includes no examples/details that make reference to the text
OR
• gives the central idea or summary, but includes no explanation, OR no relevant information from the text
First, read the dictionary definition. Then complete the task.
(adv) 1. with a possibility of becoming actual
Click on the word in the sentences from the text that most closely matches the definition provided.
Eating wild plants is a very serious—and potentially dangerous—undertaking. We absolutely do not recommend that you go out and start eating random plants without an adult on hand who’s an expert on vegetation in the area in which you’re exploring.
Troop 500 did have such an expert nearby when it went camping in Iowa last year. Here are some of the edible plants the guys found and eventually ate. (Make sure that any plants you do eat have not been treated with herbicide.)
Asparagus: The young plants are edible and quite tasty; as it grows it gets much tougher. At restaurants, asparagus is usually served cooked, but it’s safe to eat it raw as well.
Summarize the central idea of the text. Use key evidence from the text to support your summary.
A New Breed of Pets
by Jenna Wilharm-Ditsch
There is a long history of affection between humans and animals. The idea of household pets has been around for thousands of years. Evidence suggests that the domestication of cats dates to 3000 BCE and that the domestication of dogs occurred even earlier. Ancient Roman women were known to have lap dogs. It was even believed that the warmth offered by the canine companions could cure a stomach ache.
Today animals are still used to bring comfort to those who are sick. For example, “therapy dogs” are regularly taken to visit patients in hospitals and nursing homes. Pets continue to play an important role in offering support and friendship to their human companions. In fact, many people see their pets as members of the family. A life without pets is simply unthinkable for many people. Although life today is drastically different from the way our ancestors lived, one thing that has not changed is the special bond shared between humans and pets—at least not yet.
Will the relationship between mortal and beast endure for thousands of years more, or will the idea of living with domesticated animals eventually be seen as primitive? A new twist on an old concept may mean embracing a new breed of pets. Roll over, Rover, and welcome everybody’s new best friend. The fantastic age of robotic pets is on the horizon.
The idea of having a robot as a pet may seem strange or controversial to some. Debate aside, owning a robotic pet could have its rewards. One advantage of robotic pets would be the elimination of allergy concerns. Unlike live pets, robots wouldn’t have real fur or hair or skin that can flake off in tiny particles called dander and cause allergies. With robotic pets, no dander—no problem. Another benefit of robotic pets is they would be much easier to care for. They wouldn’t require feeding, cleaning, grooming, or regular visits to the vet. They wouldn’t run away and could be programmed to “live” as long as their masters do. And they could probably be programmed to bark or meow realistically, just like our live furry friends.
The reality of robotic pets is not too far off. An invention that started off as a photography tool for extreme sports enthusiasts has inspired the idea of other applications for robots. This happened when a technology company introduced a UAV (unmanned aerial vehicle) to the consumer market, targeted at the professional athlete. The purpose of this “flying robot” was to act as an extremely mobile sports photographer. For example, the UAV “flying robot” could follow a diver right off a diving board, recording the entire event!
The idea for a robotic pet took shape when an inventor noticed several people describing the UAV as being like a pet that followed them around. He believes this is an indication of the potential companionship that can exist between humans and robots.
The initial design for the pet robot uses an artificial intelligence system that can post things to your computer or cell phone, remind you of chores and homework assignments, and make sure you keep your appointments. Robotic pets may be beneficial and even fun, but the question remains: Can a robotic breed find its way into pet owners’ hearts?
Some research suggests that the answer is “yes.” One study from the University of Washington examined how humans responded to robotic dogs as compared to live dogs. First, researchers gave children the choice of interacting with a live dog or a robotic one. The children mostly chose the live animal. However, when the robotic dog was the only choice, the children displayed emotions toward it very similar to their feelings toward a live dog. The children were then interviewed and asked a series of questions about the robotic dog. It turned out that they showed a strong concern for the robot’s physical and psychological well-being.
An old saying states that beauty is in the eye of the beholder. Perhaps this concept holds true for affection as well. Whether the object of one’s affection is a live animal or a robotic pet, it is the human who assigns meaning to the connection in both cases. It is evident that the household pet is woven into the very fabric of our lives. Will the types of pets we will own in the future be capable of a similar relationship?
Read the sentences from the text.
There is a long history of affection between humans and animals. The idea of household pets has been around for thousands of years. Evidence suggests that the domestication of cats dates to 3000 BCE and that the domestication of dogs occurred even earlier. Ancient Roman women were known to have lap dogs.
What does the word domestication most likely suggest? Select two options.
The following question has two parts. First, answer part A. Then answer part B.
Part A
Click on the statement that best provides a conclusion that can be drawn about concepts in the text.
The following question has two parts. First, answer part A. Then, answer part B.
Part A
Choose the statement that best describes what the use of the study on robotic dogs shows about the possibility of robotic pets.
Part B
Which sentences from the text best support your answer in part A? Select two options.
The author included two paragraphs about the history and present uses of pets at the beginning of the text before introducing the idea of robotic pets in the third paragraph. What is the most likely reason why the author structured the text this way? Select two options.
CER Response Question
Summarize the central idea of the text. Use key evidence from the text to support your summary.
Write the following the box below or in the 'show your work' section:
Write a claim to answer each question
Write evidence that supports the claim
Write reasoning the explains why your evidence supports your claim
Use the CER Response Rubrics above when crafting your responses.
Read the text and answer the questions.
by Aaron Derr
Iowa Scouts find that most of what they need to survive is already there in the environment around them.
There are all kinds of things we humans think we need, but when it really comes down to it, there are only three things we can't live without: food/water, shelter and clothing.
With clothing, you pretty much just have to be prepared to buy your own. (While some particularly clever folks might be able to produce a nice sweater from the pelt of a wild animal, that's a skill that goes well beyond the knowledge of the average Boy Scout.)
But the others—food and shelter—are easy enough to find in the natural world around you, with a little help from a trusted adult trained for such scenarios.
Troop 500 from Cedar Falls, Iowa, spent one weekend last year living off the land—foraging for food and constructing shelters with only the most basic materials available to them.
The Scouts of Troop 500 hiked to a plot of private land in northeast Iowa with only a few critical supplies on hand. Since this wasn't a true wilderness-survival situation, they wanted to be prepared for any real-life emergency that might arise.
First priority: shelter. Even though they had brought some tents, the guys tested themselves by constructing emergency shelters with only tarp and rope.
"We managed to build a shelter between a couple of trees, and it worked out great," says Eagle Scout Brendan Alexander. "It stayed up the entire weekend."
The boys learned that finding shelter has to be a priority in a survival situation.
"Shelter is really important," says Eagle Scout Conner Calhoun. "You might have to be creative."
With a place to protect them from the elements, the Scouts' next priority was finding something to eat. The area was ripe with edible plants, and the boys caught—and ate—plenty of fish from a nearby pond.
"We followed a little path out into the woods, and there were just bushes and bushes of blackberries," Brendan says.
With a little bit of ingenuity and a whole lot of hard work, the Scouts were able to survive and thrive during their weekend living off the land.
Though they brought little food with them, they found plenty to eat. And the shelters worked out fine, though swarms of mosquitoes made some areas nearly uninhabitable.
"You have to be willing to take some time to get your food and set up your shelter," Conner says. "You have to be patient. And you just have to make it work." Just remember to buy your clothes in advance.
Eating wild plants is a very serious—and potentially dangerous—undertaking. We absolutely do not recommend that you go out and start eating random plants without an adult on hand who's an expert on vegetation in the area in which you're exploring.
Troop 500 did have such an expert nearby when it went camping in Iowa last year. Here are some of the edible plants the guys found and eventually ate. (Make sure that any plants you do eat have not been treated with herbicide.)
Asparagus: The young plants are edible and quite tasty; as it grows it gets much tougher. At restaurants, asparagus is usually served cooked, but it's safe to eat it raw as well.
Purple Clover: It's quite possible that your yard has some clover growing in it right now. (Your parents probably call it a weed.) Though not the tastiest plant, the leaves and flowers are edible. (BTW, you can eat dandelion leaves, too. But don't try it without an expert on hand!)
Daylily: Be careful—not all lilies are edible. But the flowers and stalks of the common daylily certainly are, and they don't taste half bad.
Blackberry: One of the most common berries in this country, blackberries taste better wild than they do from the grocery store. Again, be careful: Not all berries are edible.
Gooseberry: They grow on bushes and look more like grapes than berries, but they taste great.
Miner's Lettuce: It doesn't look much like the lettuce you get in salads these days, but it's called miner's lettuce because it was popular among miners during the California Gold Rush in the 1800s. Tastes like spinach. (We'll let you decide if that's a good thing.)
Black Raspberry: You'd have to be really lucky to come across these at random in the wild—they're ripe for only a few weeks, usually in July. But if you do come across some fresh black raspberries, you're in for a treat. They taste great, and they're really healthy, too.
From "Living off the Land" by Aaron Derr, from Boys' Life Magazine. Copyright 2013 by Boy Scouts of America. Reprinted by permission of Boy Scouts of America.
Read the sentence from the text.
Troop 500 from Cedar Falls, Iowa, spent one weekend last year living off the land—foraging for food and constructing shelters with only the most basic materials available to them.
What does the phrase “living off the land” suggest about the experience of Troop 500?
Read the sentence from the text.
There are all kinds of things we humans think we need, but when it really comes down to it, there are only three things we can't live without: food/water, shelter and clothing.
What does the information in the sentence reveal about the author’s point of view?
The following question has two parts. First, answer part A. Then, answer part B.
Part A
Which statement best summarizes the central idea of the text?
Part B
Which sentence from the text best supports your answer in part A?
Read the sentence from the text.
The area was ripe with edible plants, and the boys caught—and ate—plenty of fish from a nearby pond.
What does the word “ripe” suggest about the area in the text? Select two options.
English glossary:
nutrient: a substance that plants, animals, and people need to live and grow
Select the three sentences from the text that best support the conclusion that Troop 500 had adult supervision on the trip.
English glossary:
supervision: leadership
clever: smart
pelt: fur
scenarios: things that could happen; possibilities
tarp: a covering made of fabric
Student Wellness and Healthy School Menus
by Kelly Guyton
Today the food that is provided to students in schools—in lunchrooms, in vending machines, and during after-school programs—is definitely better than it has been in the past. But can it be better, and does it need to be better? Those are the questions that schools and parents need to be asking, and they will find that the answer is an absolute “Yes.”
The Importance of Good Nutrition
Poor diet is one of many factors that affect the health of all people. A healthy diet is especially important for children who are still growing. Making sure children develop healthy eating habits is a growing concern. The Centers for Disease Control (CDC) is a federal government agency that tracks health information. According to the CDC, children and young adults have become unhealthier during the past 30 years. A good part of this trend is based on their diets. People who do not eat a healthy diet are at greater risk for developing heart disease,
The Role of the School System
There are many areas of society that can influence the diet of a child, including their family, their peers, their school, and advertisements. Although the school is just one of these, it can make a difference. Beginning at age five, children spend more than six hours each day at school and have at least one meal there. If the meals that schools provide are healthy, children will learn about a balanced diet and nutritional foods. The National Association of State Boards of Education (NASBE) is an organization that provides information on issues related to education. It has written that health and success in school are connected. Healthy students are more likely to do well in their classes. When schools provide meals for students, they should take the opportunity to demonstrate the value of nutrition in improving students’ health. When students get healthy meals at school, they are actually discovering what foods are included in a good, nutritious meal.
Most people recognize that it would be very difficult to enforce a total ban on all junk food at schools, particularly in meals that the school itself does not provide. Going through each child’s lunch bag brought from home is not practical or reasonable. But school systems can make choices about the food they provide to students. They can choose to go beyond government standards on the food served. School-provided meals can contain fewer processed foods, more fresh fruits and vegetables, and fewer sugary items.
Schools and communities can have an even larger effect on students' health. They can help educate parents and other family members about the benefits of good nutrition. This can be done through providing opportunities to hear experts discuss good nutrition, conducting nutrition workshops, and offering information from other resources to help families learn about better nutrition.
More than Just Food
Beyond providing healthy food, schools should create an environment that supports students’ efforts to be healthy. They can do this by adopting policies to educate and set an example for students. Efforts to improve students’ eating can go hand in hand with physical education, health class instruction, and other school-based programs. Students who learn about the connections between eating and physical health and success both in and out of school will be encouraged to make smarter food choices.
Getting Started
The National School Boards Association (NSBA) supports school boards and communities. It has recently recognized the impact that schools have on students’ wellness. It provides information and resources on how to institute wellness programs at schools. These programs include improved nutrition as a goal. One of these resources is the United States Department of Agriculture (USDA) Food and Nutrition Service. This federal government agency has established “Team Nutrition.” Team Nutrition helps train and assist schools and other groups in promoting healthy eating.
First Lady Michelle Obama’s “Let’s Move” campaign also provides support for programs with these goals. The Centers for Disease Control has published an article with 10 strategies to address this very issue. How a school tackles this challenge will be unique to the school system, and might be best accomplished in “small bites.” But it is certainly a challenge worth taking, for the health of our nation’s children.
This question has two parts. First, answer part A. Then, answer part B.
Part A
What conclusion can be drawn about the author’s point of view?
Part B
Which sentence from the text best supports your answer in part A?
What does the author accomplish by using headings in the text? Select two options.
Select the two sentences that should be included in a summary of the text.
This question has two parts. First, answer part A. Then, answer part B.
Part A
Click on the statement that best describes how the ideas develop over the course of the text.
Part B
Click on the sentence from the text that best supports your answer in part A.
There are many areas of society that can influence the diet of a child, including their family, their peers, their school, and advertisements. . . . Beginning at age five, children spend more than six hours each day at school and have at least one meal there. If the meals that schools provide are healthy, children will learn about a balanced diet and nutritional foods. The National Association of State Boards of Education (NASBE) is an organization that provides information on issues related to education.