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English Language ArtsTest Booklet

Grade 9

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English Language Arts Part 1: Reading and TDA

Directions: Now you will be taking the English Language Arts portion of the Performance Evaluation for Alaska’s Schools. This test has two parts that contain different types of questions. Record all your answers in the answer document. Do not write in the test booklet.

Today, you will take Part 1 of the assessment. This part includes questions that are based on passages. Be sure to read each passage carefully and answer the questions that follow.

This part includes questions that will ask you to provide your answer in a variety of ways.

• Some questions will have four answer choices and only one correct answer.

• Some questions have more than four answer choices and may have more than one correct answer. You will be asked to identify all the correct answers.

• Some questions will have two parts and require that you choose an answer or answers to each part.

• Some questions will ask you to write your answer to provide your response.

Text-Dependent Analysis (TDA) Directions

• The last question in this part will be a text-dependent analysis, or TDA, question. The TDA question will ask you to analyze the passage and use evidence from the passage to support your response. The passage may be more than one page in length and/or you may need to read two passages. Be sure to read all of the passage pages. Be sure to read the passage(s) and TDA question carefully.

• Use the Writer’s Checklist to help you plan, write, and proofread your response.

• You may look back at the passage(s) to help you write your response.

• If you use scratch paper to plan your response or write a rough draft, be sure to write your final response in the space provided in your answer document.

DO NOT WRITE YOUR ANSWERS IN THE TEST BOOKLET. All questions will be answered in your answer document ONLY. When you come to the word STOP at the end of Part 1, you have finished Part 1 of the English Language Arts assessment. You may review only Part 1 to check your answers. Make sure you have marked all of your answers clearly and that you have completely erased any marks you do not want. When you are finished, close your test booklet and answer document.

ELA - Grade 9 Part 1

Go on to the next page.3

Romeo and Juliet, Act II, Scene IICapulet’s Orchard

by William Shakespeare

(Enter Romeo.)

Romeo: He jests at scars that never felt a wound.

(Enter Juliet above at a window.)

But soft! What light through yonder window breaks?It is the East, and Juliet is the sun!Arise, fair sun, and kill the envious moon,Who is already sick and pale with griefThat thou her maid art far more fair than she.Be not her maid, since she is envious.Her vestal livery is but sick and green,And none but fools do wear it. Cast it off.It is my lady; O, it is my love!O that she knew she were!She speaks, yet she says nothing. What of that?Her eye discourses; I will answer it.I am too bold; ’tis not to me she speaks.Two of the fairest stars in all the heaven,Having some business, do entreat her eyesTo twinkle in their spheres till they return.What if her eyes were there, they in her head?The brightness of her cheek would shame those starsAs daylight doth a lamp; her eyes in heavenWould through the airy region stream so brightThat birds would sing and think it were not night.See how she leans her cheek upon her hand!O that I were a glove upon that hand,That I might touch that cheek!

Juliet: Ah me!



Romeo: She speaks.O, speak again, bright angel! for thou artAs glorious to this night, being o’er my head,As is a winged messenger of heavenUnto the white-upturned wond’ring eyesOf mortals that fall back to gaze on himWhen he bestrides the lazy-pacing cloudsAnd sails upon the bosom of the air.

Juliet: O Romeo, Romeo! wherefore art thou Romeo?Deny thy father and refuse thy name!Or, if thou wilt not, be but sworn my love,And I’ll no longer be a Capulet.

Romeo: (aside) Shall I hear more, or shall I speak at this?

Juliet: ’Tis but thy name that is my enemy.Thou art thyself, though not a Montague.What’s Montague? It is nor hand, nor foot,Nor arm, nor face, nor any other partBelonging to a man. O, be some other name!What’s in a name? That which we call a roseBy any other name would smell as sweet.So Romeo would, were he not Romeo call’d,Retain that dear perfection which he owesWithout that title. Romeo, doff thy name;And for that name, which is no part of thee,Take all myself.

Romeo: I take thee at thy word.Call me but love, and I’ll be new baptiz’d;Henceforth I never will be Romeo.

Juliet: What man art thou that, thus bescreen’d in night,So stumblest on my counsel?

Romeo: By a name I know not how to tell thee who I am.My name, dear saint, is hateful to myself,Because it is an enemy to thee.Had I it written, I would tear the word.



Juliet: My ears have yet not drunk a hundred wordsOf that tongue’s utterance, yet I know the sound.Art thou not Romeo, and a Montague?

Romeo: Neither, fair saint, if either thee dislike.

Juliet: How cam’st thou hither, tell me, and wherefore?The orchard walls are high and hard to climb,And the place death, considering who thou art,If any of my kinsmen find thee here.

Romeo: With love’s light wings did I o’erperch these walls;For stony limits cannot hold love out,And what love can do, that dares love attempt.Therefore, thy kinsmen are no let to me.

Juliet: If they do see thee, they will murther thee.

Romeo: Alack, there lies more peril in thine eyeThan twenty of their swords! Look thou but sweet,And I am proof against their enmity.

Juliet: I would not for the world they saw thee here.

Romeo: I have night’s cloak to hide me from their sight;And but thou love me, let them find me here.My life were better ended by their hateThan death prorogued1, wanting of thy love.

Juliet: By whose direction found’st thou out this place?

Romeo: By love, that first did prompt me to enquire.He lent me counsel, and I lent him eyes.I am no pilot; yet, wert thou as farAs that vast shore wash’d with the farthest sea,I would adventure for such merchandise.

1prorogued—terminated or discontinued



Juliet: Thou knowest the mask of night is on my face;Else would a maiden blush bepaint my cheekFor that which thou hast heard me speak tonightFain would I dwell on form—fain, fain denyWhat I have spoke; but farewell compliment!Dost thou love me, I know thou wilt say ‘Ay’;And I will take thy word. Yet, if thou swear’st,Thou mayst prove false. At lovers’ perjuries,They say Jove laughs. O gentle Romeo,If thou dost love, pronounce it faithfully.Or if thou thinkest I am too quickly won,I’ll frown, and be perverse2, and say thee nay,So thou wilt woo3; but else, not for the world.In truth, fair Montague, I am too fond,And therefore thou mayst think my ’haviour light;But trust me, gentleman, I’ll prove more trueThan those that have more cunning to be strange.I should have been more strange, I must confess,But that thou overheard’st, ere I was ware,My true-love passion. Therefore, pardon me,And not impute this yielding to light love,Which the dark night hath so discovered.

Romeo: Lady, by yonder blessed moon I swear,That tips with silver all these fruit-tree tops—

Juliet: O, swear not by the moon, th’ inconstant moon,That monthly changes in her circled orb,Lest that thy love prove likewise variable.

Romeo: What shall I swear by?

Juliet: Do not swear at all;Or if thou wilt, swear by thy gracious self,Which is the god of my idolatry,And I’ll believe thee.

Romeo: If my heart’s dear love—

2perverse—contrary3woo—to try to gain the love of someone



Juliet: Well, do not swear. Although I joy in thee,I have no joy of this contract tonight.It is too rash, too unadvis’d, too sudden;Too like the lightning, which doth cease to beEre one can say ‘It lightens.’ Sweet, good night!This bud of love, by summer’s ripening breath,May prove a beauteous flow’r when next we meet.Good night, good night! As sweet repose and restCome to thy heart as that within my chest!

Romeo: O, wilt thou leave me so unsatisfied?

Juliet: What satisfaction canst thou have tonight?

Romeo: Th’ exchange of thy love’s faithful vow for mine.

Juliet: I gave thee mine before thou didst request it;And yet I would it were to give again.

Romeo: Would’st thou withdraw it? For what purpose, love?

Juliet: But to be frank and give it thee again.And yet I wish but for the thing I have.My bounty is as boundless as the sea,My love as deep; the more I give to thee,The more I have, for both are infinite.I hear some noise within. Dear love, adieu!



Romeo and Juliaby August Strindberg

One evening the husband came home with a roll of music under his arm and said to his wife:

“Let us play duets after supper!”

“What have you got there?” asked his wife.

“Romeo and Julia, arranged for the piano. Do you know it?”

“Yes, of course I do,” she replied, “but I don’t remember ever having seen it on the stage.”

“Oh! It’s splendid! To me it is like a dream of my youth, but I’ve only heard it once, and that wasabout twenty years ago.”

After supper, when the children had been put to bed and the house lay silent, the husband lightedthe candles that were on top of the piano. He looked at the lithographed title page on the musicsheets and read the title: Romeo and Julia.

“This is Gounod’s most beautiful composition,” he said, “and I don’t believe that it will be too difficultfor us.”

As usual his wife undertook to play the treble and they began. D major, common time, allegrogiusto.

“It is beautiful, isn’t it?” asked the husband, when they had finished the overture.

“Y—es,” admitted the wife, reluctantly.

“Now the martial music,” said the husband; “It is exceptionally fine. I can remember the splendidchoruses at the Royal Theatre.”

They played a march.

“Well, wasn’t I right?” asked the husband, triumphantly, as if he had composed “Romeo and Julia”himself.

“I don’t know; it rather sounds like a brass band,” answered the wife.

The husband’s honor and good taste were involved; he looked for the Aria in the fourth act. After alittle searching he came across an aria for soprano. That must be it.

And he began again.

Tram-tramtram, tram-tramtram, went the bass; it was very easy to play.

“Do you know,” said his wife, when it was over, “I don’t think very much of it.”

The husband, quite depressed, admitted that it reminded him of a barrel organ.

“I thought so all along,” confessed the wife.

“And I find it antiquated, too. I am surprised that Gounod should be out of date, already,” he addeddejectedly. “Would you like to go on playing? Let’s try the Cavatina and the Trio; I particularlyremember the soprano; she was divine.”

When they stopped playing, the husband looked crestfallen and put the music away, as if hewanted to shut the door on the past.

“Let’s have [something to drink],” he said. They sat down at the table.



“It’s extraordinary,” he began, after a little while, “I never realized before that we’ve grown old, for wereally must have vied with Romeo and Julia as to who should age faster. It’s twenty years ago sinceI heard the opera for the first time. I was a newly fledged undergraduate then, I had many friendsand the future smiled at me. I was immensely proud of the first down on my upper lip and my littlecollege cap, and I remember as if it were today, the evening when Fritz, Phil, and myself went tohear this opera. We had heard ‘Faust’ some years before and were great admirers of Gounod’sgenius. But Romeo beat all our expectations. The music roused our wildest enthusiasm. Now bothmy friends [have passed]. Fritz, who was ambitious, was a private secretary, Phil a medical student;I who aspired to the position of a minister of state have to content myself with that of a regimentaljudge. The years have passed by quickly and imperceptibly. Of course I have noticed that the linesunder my eyes have grown deeper and that my hair has turned grey at the temples, but I shouldnever have thought that we had travelled so far on the road to [old age].

“Yes, my dear, we’ve grown old; our children could teach us that. And you must see it in me too,although you don’t say anything.”

“How can you say that!”

“Oh! I know only too well, my dear,” continued the wife, sadly; “I know that I am beginning to losemy good looks, that my hair is growing thin . . .”

“Just consider how quickly everything passes away”—interrupted her husband. “It seems to me thatone grows old much more rapidly nowadays, than one used to do. In my father’s house Haydn andMozart were played a great deal, although they were dead long before he was born. Andnow—now Gounod has grown old-fashioned already! How distressing it is to meet again the idealsof one’s youth under these altered circumstances! And how horrible it is to feel old ageapproaching!”

He got up and sat down again at the piano; he took the music and turned over the pages as if hewere looking for keepsakes, locks of hair, dried flowers, and ends of ribbon in the drawer of awriting table. His eyes were riveted on the black notes which looked like little birds climbing up anddown a wire fencing; but where were the spring songs, the passionate protestations, the jubilantavowals of the rosy days of first love? The notes stared back at him like strangers; as if thememory of life’s springtime were grown over with weeds. Yes, that was it; the strings were coveredwith dust, the sounding board was dried up, the felt worn away.

A heavy sigh echoed through the room, heavy as if it came from a hollow chest, and then silencefell.

“But all the same, it is strange,” the husband said suddenly, “that the glorious prologue is missing inthis arrangement. I remember distinctly that there was a prologue with an accompaniment of harpsand a chorus which went like this.”

He softly hummed the tune, which bubbled up like a stream in a mountain glen; note succeedednote, his face cleared, his lips smiled, the lines disappeared, his fingers touched the keys, and drewfrom them melodies, powerful, and full of eternal youth, while with a strong and ringing voice hesang the part of the bass.

His wife started from her melancholy reverie and listened with tears in her eyes.

“What are you singing?” she asked, full of amazement.

“Romeo and Julia! Our Romeo and our Julia!”

He jumped up from the music stool and pushed the music towards his astonished wife.



“Look! This was the Romeo of our uncles and aunts, this was—read it—Bellini! Oh! We are not old,after all!”

The wife looked at the thick, glossy hair of her husband, his smooth brow, and flashing eyes, withjoy.

“And you? You look like a young girl. We have allowed old Bellini to make fools of us. I felt thatsomething was wrong.”

“No, darling, I thought so first.”

“Probably you did; that is because you are younger than I am.”

“No, you . . .”

And husband and wife, like a couple of children, laughingly quarrel over the question of which ofthem is the elder of the two, and cannot understand how they could have discovered lines and greyhairs where there are none.

1. Which sentence best describes the development of Juliet in the scene from Romeo and Juliet?

A. She is confident about her love for Romeo, then she is worried about and surprised byRomeo’s arrival, then she is reluctant about their relationship, and finally she returns toconfidence in her love for Romeo.

B. She is concerned about Romeo’s feelings for her, then she is startled by his presence,then she is enthusiastic about their relationship, and finally she is confident about her lovefor Romeo.

C. She is confident about her love for Romeo, then she is secretly overjoyed by Romeo’spresence, then she is eager about their relationship, and finally she is confident about herlove for Romeo.

D. She is concerned about Romeo’s feelings for her, then she is impressed by Romeo’s boldarrival, then she is encouraging of Romeo’s interest in her, and finally she is confidentabout her love for Romeo.



2. This question has two parts. First, answer part A. Then, answer part B.

Part AHow do Romeo and Juliet in Shakespeare’s drama defy the cultural norms of the late 1500s?

A. They declare their intent on mending the relationship between their families.

B. They dismiss the probable danger that their relationship could cause them.

C. They employ poetic language to show their deep affection for one another.

D. They reject the history of their families and declare allegiance to one another.

Part BWhich quote from the drama best supports the answer to part A?

A. “Would through the airy region stream so bright / That birds would sing and think it were notnight.”

B. “Deny thy father and refuse thy name! / Or, if thou wilt not, be but sworn my love, / And I’llno longer be a Capulet.”

C. “My ears have yet not drunk a hundred words / Of that tongue’s utterance, yet I know thesound. / Art thou not Romeo, and a Montague?”

D. “Alack, there lies more peril in thine eye / Than twenty of their swords!”

3. From Strindberg’s “Romeo and Julia,” choose the examples of figurative language that bestconvey the husband’s melancholy. Choose three answers.

A. “To me it is like a dream of my youth . . .”

B. After supper, when the children had been put to bed and the house lay silent, the husbandlighted the candles that were on top of the piano.

C. . . . he took the music and turned over the pages as if he were looking for keepsakes, locksof hair, dried flowers, and ends of ribbon in the drawer of a writing table.

D. The notes stared back at him like strangers; as if the memory of life’s springtime weregrown over with weeds.

E. . . . the strings were covered with dust, the sounding board was dried up, the felt worn away.

F. He softly hummed the tune, which bubbled up like a stream in a mountain glen . . .



4. How does Strindberg draw on and transform Shakespeare’s material? Choose two answers.

A. Strindberg’s characters feel young when they listen to and sing music from an opera aboutRomeo and Juliet’s young love.

B. The husband in Strindberg’s story recalls his youth, when he was enthusiastic about life,similar to young Romeo in Shakespeare’s play.

C. The wife in Strindberg’s story is like Juliet in Shakespeare’s play because she offers lovebefore it is requested.

D. Like Shakespeare’s characters, Strindberg’s characters enjoy looking back on better timesin their lives.

E. Like Romeo, the husband in Strindberg’s story feels that nothing can limit his love for hiswife.



5. Read the sentences from the passage.

“This is Gounod’s most beautiful composition,” he said, “and I don’t believe that it will be toodifficult for us.”

As usual his wife undertook to play the treble and they began. D major, common time, allegrogiusto.

“It is beautiful, isn’t it?” asked the husband, when they had finished the overture.

“Y—es,” admitted the wife, reluctantly.

“Now the martial music,” said the husband; “It is exceptionally fine. I can remember thesplendid choruses at the Royal Theatre.”

They played a march.

“Well, wasn’t I right?” asked the husband, triumphantly, as if he had composed “Romeo andJulia” himself.

Which words from “Romeo and Julia” best help the reader know the wife’s opinion of the firstduet? Choose two answers.

A. “I don’t believe”

B. “too difficult”

C. As usual

D. “Y—es”

E. reluctantly

F. triumphantly



6. Both the drama and the passage are about a couple. Choose whether each message aboutrelationships describes Romeo and Juliet, “Romeo and Julia,” or both. Each message will beused only once. Record your answers in the answer document.

Message 1. Romeo andJuliet

2. “Romeoand Julia” 3. Both

a. People in relationshipsdo not always have thesame opinions.

b. Rich memories canenhance positivefeelings in relationships.

c. Positive relationshipsmake peopleenthusiastic aboutspending time together.

d. New relationships candevelop very quickly.

e. People in relationshipssometimes aredeceptive to please theirloved ones.



James Hadley Billington (born June 1, 1929) is an American librarian andacademic. He was the thirteenth Librarian of the United States Congress.

excerpt from James H. Billington SpeechWorld Digital LibraryJames H. BillingtonThe Librarian of CongressRemarks to the Plenary SessionThe U.S. National Commission for UNESCOGeorgetown UniversityJune 6, 2005

Digitized, instant communication is the great technological revolution of our times. It hasstreamlined business and shopping and delivered more information more quickly to more peoplethan ever before. It has accelerated both basic and applied research in the natural sciences.Scientists have long created virtual communities that share data and ideas in important fields likemedicine and the environment. Both the problems and the researchers who work on them arewidely scattered around the world, but they now come together in a common focus on the WorldWide Web.

America’s rejoining of UNESCO1 emboldens me to suggest that the time may be right for ourcountry’s delegation to consider introducing to the world body a proposal for the cooperativebuilding of a World Digital Library. This would be a new type of activity that could give UNESCO afresh start and provide win-win opportunities for everybody. It would hold out the promise ofbringing people closer together precisely by celebrating the depth and uniqueness of differentcultures in a single global undertaking.

There are many different ways to structure and develop a World Digital Library for interculturalunderstanding. And there is already a great deal of material to work with that has been or isscheduled to be put online by other repositories2 both here and abroad. Research libraries in theUnited States have described more than 600 public access collections in the list of digital resourcesmaintained by the Digital Library Federation. The university libraries of Cornell and Michigan havepioneered in putting online primary materials in American social history; and those of Chicago,Southern California and Minnesota have all put online materials dealing with India—just to cite afew of many examples. The Royal Dutch Library already provides a “Memory” of the Netherlandsproject online; and the British Library and National Diet Library of Japan have both postedextensive materials from their own rich national cultures—as have a number of other libraries,archives, museums and other artistic and scientific institutions whose activities in this area wouldrequire yet another inventory.

The purpose of creating a special World Digital Library would be to attempt to provide a minimal,dependable online encyclopedia of the world’s most important two-dimensional culturalobjects—just as UNESCO has created an inventory of the world’s most important three-dimensional historical monuments. It will be more difficult to reach agreement on what materialsshould be included in the online inventory of culture and in the explanatory material appended to it,but by adding these two-dimensional cultural icons there is great potential for improvinginternational understanding.1UNESCO—an agency of the United Nations which administers programs in education, science, and the arts2repositories—warehouses of information



A final, more recent commission that the Congress has given to the Library of Congress may helpsolve two key problems facing any attempt to integrate such a huge and diverse volume of materialinto a shared international enterprise. Congress has mandated us to coordinate, plan and beginimplementing a distributed national program for archiving the Internet. The Library of Congress andeight consortia involving 36 other American institutions are well along in figuring out what to savefrom and how to preserve the vast flood of ephemeral and unfiltered material on the World WideWeb. The Library of Congress has already harvested 26 terabytes of these evanescent Web sites;and our initial partners are expected to gather in 60 terabytes of “at-risk” digital content.

Most important for the possibility of building a World Digital Library, we are working with all thestakeholder communities on finding answers to two crucial and still unsolved questions: (1) how tostrike the proper balance between protecting copyright and maximizing accessibility on the Internetand (2) how to create metadata (the online equivalent of cataloging) and the interoperability thatcan create a unified and usable online library that is multimedial and transcultural. If we can solvethese problems reasonably well at the national level, we should have a better chance of dealingwith them internationally.

We have found that online exposure to primary cultural materials creates an interactive, searchingexperience that raises questions that can lead people back to reading in search of answers—ratherthan away from it, as the essentially passive experience of watching television generally does.

Libraries almost everywhere have by now fairly seamlessly integrated online with on-shelfmaterials. In so doing, libraries are exemplifying the general truth that new technologies usually endup supplementing rather than supplanting3 old ones. Movies did not supplant plays, nor didtelevision obliterate radio. And for the all-important technology of creative thinking, computers canprovide untold new quantities of information, while books can keep alive indispensable old qualitiesof discernment4 and articulation. By adding without subtracting from the world’s knowledge,humanity will have a better chance to pose unimagined questions, to accept unwelcome answersand to ripen knowledge into the kind of practical wisdom that may be necessary for our survival.

Libraries are inherently islands of freedom and antidotes to fanaticism. They are temples ofpluralism where books that contradict one another stand peacefully side by side on the shelves justas intellectual antagonists work peacefully next to each other in reading rooms.

It is legitimate and in our nation’s interest that the new technology be used internationally by theprivate sector to promote profitable economic enterprise and by the public sector to promotedemocratic political institutions. But it is also necessary to have a more active and inclusive foreigncultural policy—and not just in order to blunt charges that we are insensitive cultural imperialists. Ibelieve that we have both an opportunity and an obligation as a nation to form a private-publicpartnership to use this new technology that we invented to help celebrate the creative culturalvariety of the world with which we are increasingly and inextricably interinvolved.

Through a World Digital Library, the rich store of the world’s culture that American institutions havepreserved could be given back to the world free of charge and in a new form far more universallyaccessible than ever before. America itself is a world civilization that now uniquely includes in itscitizenry significant numbers of people from all parts of the world.

3supplanting—replacing4discernment—insight



7. In the first paragraph of the speech, how does the speaker introduce the idea that digitaltechnology has been of great value?

A. by explaining how digital technology has accelerated the creation of traditional libraries

B. by providing the history of how digital technology has developed over time

C. by describing how digital technology has aided international communication and research

D. by comparing the modern versions of digital technology with older versions

8. Read the paragraph from the passage.

Libraries almost everywhere have by now fairly seamlessly integrated online with on-shelfmaterials. In so doing, libraries are exemplifying the general truth that new technologiesusually end up supplementing rather than supplanting old ones. Movies did not supplant plays,nor did television obliterate radio. And for the all-important technology of creative thinking,computers can provide untold new quantities of information, while books can keep aliveindispensable old qualities of discernment and articulation. By adding without subtracting fromthe world’s knowledge, humanity will have a better chance to pose unimagined questions, toaccept unwelcome answers and to ripen knowledge into the kind of practical wisdom that maybe necessary for our survival.

Which underlined sentence or phrase helps to refine the speaker’s claim that digital librarieswill add to, rather than replace, traditional libraries?

A. Libraries almost everywhere have by now fairly seamlessly integrated online with on-shelfmaterials.

B. Movies did not supplant plays, nor did television obliterate radio.

C. computers can provide untold new quantities of information

D. humanity will have a better chance to pose unimagined questions, to accept unwelcomeanswers



9. Read the sentences from the speech.

Libraries are inherently islands of freedom and antidotes to fanaticism. They are temples ofpluralism where books that contradict one another stand peacefully side by side on the shelvesjust as intellectual antagonists work peacefully next to each other in reading rooms.

What impact do the phrases “islands of freedom,” “antidotes to fanaticism,” and “temples ofpluralism” have on the speech? Choose two answers.

A. They convey a reverent tone.

B. They support the common perception that people should get along with their neighbors aspatrons get along with one another when visiting libraries.

C. They create a humorous tone.

D. They emphasize the important role that libraries have in modeling respect for multipleperspectives and critical thinking, which must be maintained within democracy.

E. They stress the typical viewpoint that the cure for disagreement is the formation of libraries,where people learn to think alike as they become friends.

F. They produce a sentimental tone.

10. Read the paragraph from the speech.

It is legitimate and in our nation’s interest that the new technology be used internationally bythe private sector to promote profitable economic enterprise and by the public sector topromote democratic political institutions. But it is also necessary to have a more active andinclusive foreign cultural policy—and not just in order to blunt charges that we are insensitivecultural imperialists. I believe that we have both an opportunity and an obligation as a nation toform a private–public partnership to use this new technology that we invented to help celebratethe creative cultural variety of the world with which we are increasingly and inextricablyinterinvolved.

Which phrase best supports the idea that the United States’ role in helping to create a WorldDigital Library may also help to foster better relationships among countries?

A. legitimate and in our nation’s interest

B. to promote profitable economic enterprise

C. more active and inclusive foreign cultural policy

D. to help celebrate the creative cultural variety of the world



11. Read the claims that the speaker makes in the speech. Then, decide whether each claim issupported with sufficient evidence. Each claim will have only one piece of evidence. Recordyour answers in the answer document.

Claim Evidence Claim A Evidence Claim B

1. Yes, theevidence inthe speechis sufficientsince itfocuses onresourcesthat librariesin multiplecountrieshave alreadycollectedand postedonlineregardingculturalartifacts.

2. No, theevidence inthe speechis notsufficientsince itfocuses onlyon howmany three-dimensionalhistoricalmonumentshave beenpreserved.

1. Yes, theevidence inthe speechis sufficientsince itfocuses onresults fromstudies thatshow howconductingonlineresearchallowspeople todevelopcriticalthinkingskills.

2. No, theevidence inthe speechis notsufficientsince itfocuses ononlydescribing amain featureof watchingtelevision,withoutgivingspecifics ofhow onlineresearch issuperior.

A. There is agreat deal ofmaterialfromdifferentcountriesthat can beused for aWorld DigitalLibrary.

B. Reseachingprimaryculturaldocumentsonline,unlikewatchingtelevision,leads peopleto askquestions.



12. This question has two parts. First, answer part A. Then, answer part B.

Part AWhich sentence best shows a central idea of the speech?

A. It would take too much effort to build a World Digital Library within a reasonable time frame.

B. Forming a World Digital Library would allow people to share information within thesciences.

C. It would be very difficult to get organizations to collaborate to build a World Digital Library.

D. Creating a World Digital Library would educate people about the contributions of differentcultures.

Part BWhich sentence from the speech best supports the answer to part A?

A. Scientists have long created virtual communities that share data and ideas in importantfields like medicine and the environment.

B. It would hold out the promise of bringing people closer together precisely by celebrating thedepth and uniqueness of different cultures in a single global undertaking.

C. Research libraries in the United States have described more than 600 public-accesscollections in the list of digital resources maintained by the Digital Library Federation.

D. The Library of Congress and eight consortia involving 36 other American institutions arewell along in figuring out what to save from, and how to preserve the vast flood ofephemeral and unfiltered material on the World Wide Web.

13. Turn to pages 4 and 5 of your answer document. Read the Writer’s Checklist and thencomplete the Text-Dependent Analysis Question.


STOP.21

English Language Arts Part 2: Writing

Directions: Now you will be taking the English Language Arts portion of the Performance Evaluation for Alaska’s Schools. This test has two parts that contain different types of questions. Record all your answers in the answer document. Do not write in the test booklet.

Today, you will take Part 2 of the assessment. This part includes questions that will ask you to provide your answer in a variety of ways.

• Some questions will have four answer choices and only one correct answer.

• Some questions have more than four answer choices and may have more than one correct answer. You will be asked to identify all the correct answers.

• Some questions will have two parts and require that you choose an answer or answers to each part.

DO NOT WRITE YOUR ANSWERS IN THE TEST BOOKLET. All questions will be answered in your answer document ONLY. When you come to the word STOP at the end of Part 2, you have finished Part 2 of the English Language Arts assessment. You may review only Part 2 to check your answers. Make sure you have marked all of your answers clearly and that you have completely erased any marks you do not want. When you are finished, close your test booklet and answer document.



14. Read the sentences.

1The media club at our high school has a radio station. 2The station promotes schoolactivities, keeps students informed, providing entertainment, and allows students toexpress their ideas.

Which revision of sentence 2 corrects an error in parallel structure?

A. The station tries to promote school activities, keeping students informed, providesentertainment, and allowing students to express their ideas.

B. The station promoting school activities, keeps students informed, providing entertainment,and allows students to express their ideas.

C. The station promotes school activities, keeps students informed, provides entertainment,and allows students to express their ideas.

D. The station does promote school activities, keeps students informed, providingentertainment, and allowing students to express their ideas.

15. Which sentence uses a semicolon correctly?

A. All high school students must complete three semesters of physical education; fulfillingthis requirement with sports or band participation.

B. All high school students must complete three semesters of physical education; butstudents may use sports or band participation to fulfill this requirement.

C. All high school students must complete three semesters of physical education; and thisrequirement can be fulfilled with participation in sports or band.

D. All high school students must complete three semesters of physical education;participation in sports or band fulfills this requirement.

16. A student is writing an argumentative essay about the value of offering nutrition classes tostudents. Which statement best expresses a claim for the student’s essay?

A. Nutrition classes are offered at some high schools as elective science courses.

B. All students should be required to take a nutrition class before graduating high school.

C. A recent study shows the benefits of taking a nutrition class in high school.

D. Some nutrition classes are one semester, while others are an entire school year.



17. Read the paragraph.

If you are interested in learning to juggle, start small. Take a small bean bag and pass it fromone hand to the other. Try to scoop or dip your hand before tossing the bean bag from onehand to the other. Toss one bean bag and when it reaches the top of its arc, toss the otherbean bag with your other hand. Practice until this simple exchange of the bean bags iscomfortable.

Which sentence provides an effective conclusion for the paragraph?

A. The best jugglers have very good hand-eye coordination.

B. Researchers believe that juggling can improve your physical fitness.

C. Another sport that helps develop focus and attentiveness is table tennis.

D. You will soon feel confident and will be ready to juggle three objects.

18. Which sentence uses a colon correctly?

A. Alaska exports: salmon, cod, and crab to other parts of the United States.

B. Denmark, Finland, and Mexico: receive goods from Alaska.

C. Three countries depend on imports from Alaska: Canada, Japan, and France.

D. Alaska depends on: imports and exports for a healthy economy.


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English Language ArtsTest Booklet

Grade 9Paper-Based Item Sampler

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English Language Arts Test Booklet Grade 9 Paper-Based ... · PDF fileHaving some business, do entreat her eyes ... arranged for the piano. ... sheets and read the title: