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LAFS Aligned Middle School
SET#6
Practice Tests Information Text Paired Passages
FLORIDA Standards Assessment
Question Florida Standards (LAFS) Topic
Type of Question
1 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Author’s Purpose
Multiple Choice
2 6.RI.1.1, 7.RI.1.1, 8.RI.1.1 Inference
Multiple Choice
3 6.RI.1.3, 7.RI.1.3, 8.RI.1.3 Details
Multiple Choice
4 6.RI.1.3, 7.RI.1.3, 8.RI.1.3 Details
Multiple Choice
5 6.RI.1.2, 7.RI.1.2, 8.RI.1.2 Summary
Hot Text Drag-and-Drop
6 6.RI.1.1, 7.RI.1.1, 8.RI.1.1 Inference
Multiple Choice
7 6.RI.1.1, 7.RI.1.1, 8.RI.1.1 Inference
A B Question (Evidence-Based Selected Response)
8 6.RI.2.4, 7.RI.2.4, 8.RI.2.4 Word Meaning
Multiselect
9 6.RI.2.5, 7.RI.2.5, 8.RI.2.5 Structure
Multiple Choice
10 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Author’s Purpose
Open Response
FSA Question Breakdown
Anne Frank Passage
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
Passage:ExcerptfromAnneFrankTheDiaryOfAYoungGirl
byAnneFrank
Saturday,June20,1942
1 Wri.nginadiaryisareallystrangeexperienceforsomeonelikeme.Notonlybecause
I'veneverwriAenanythingbefore,butalsobecauseitseemstomethatlateronneitherInor
anyoneelsewillbeinterestedinthemusingsofathirteen-year-oldschoolgirl.Ohwell,it
doesn'tmaAer.Ifeellikewri.ng,andIhaveanevengreaterneedtogetallkindsofthingsoff
mychest.
2 "Paperhasmorepa.encethanpeople."Ithoughtofthissayingononeofthosedays
whenIwasfeelingaliAledepressedandwassiJngathomewithmychininmyhands,bored
andlistless,wonderingwhethertostayinorgoout.IfinallystayedwhereIwas,brooding.
Yes,paperdoeshavemorepa.ence,andsinceI'mnotplanningtoletanyoneelsereadthis
s.ff-backednotebookgrandlyreferredtoasa"diary,"unlessIshouldeverfindarealfriend,it
probablywon'tmakeabitofdifference.
3 NowI'mbacktothepointthatpromptedmetokeepadiaryinthefirstplace:Idon't
haveafriend.
4 Letmeputitmoreclearly,sincenoonewillbelievethatathirteen-year-oldgirlis
completelyaloneintheworld.AndI'mnot.Ihavelovingparentsandasixteen-year-oldsister,
andthereareaboutthirtypeopleIcancallfriends.Ihaveathrongofadmirerswhocan't
keeptheiradoringeyesoffmeandwhosome.meshavetoresorttousingabrokenpocket
mirrortotryandcatchaglimpseofmeintheclassroom.Ihaveafamily,lovingauntsanda
goodhome.No,onthesurfaceIseemtohaveeverything,exceptmyonetruefriend.AllI
thinkaboutwhenI'mwithfriendsishavingagood.me.Ican'tbringmyselftotalkabout
anythingbutordinaryeverydaythings.Wedon'tseemtobeabletogetanycloser,andthat's
theproblem.Maybeit'smyfaultthatwedon'tconfideineachother.Inanycase,that'sjust
howthingsare,andunfortunatelythey'renotliabletochange.ThisiswhyI'vestartedthe
diary.
5 Toenhancetheimageofthislong-awaitedfriendinmyimagina.on,Idon'twantto
jotdownthefactsinthisdiarythewaymostpeoplewoulddo,butIwantthediarytobemy
friend,andI'mgoingtocallthisfriendKiAy.
6 SincenoonewouldunderstandawordofmystoriestoKiAyifIweretoplungeright
in,I'dbeAerprovideabriefsketchofmylife,muchasIdislikedoingso.
7 Myfather,themostadorablefatherI'veeverseen,didn'tmarrymymotherun.lhe
wasthirty-sixandshewastwenty-five.MysisterMargotwasborninFrankfurtamMainin
Germanyin1926.IwasbornonJune12,1929.IlivedinFrankfurtun.lIwasfour.
Name: Date: Class:
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Passage:ExcerptfromAnneFrankCon3nued
8 Becausewe'reJewish,myfatherimmigratedtoHollandin1933,whenhebecamethe
ManagingDirectoroftheDutchOpektaCompany,whichmanufacturesproductsusedin
makingjam.Mymother,EdithHollanderFrank,wentwithhimtoHollandinSeptember,while
MargotandIweresenttoAachentostaywithourgrandmother.MargotwenttoHollandin
December,andIfollowedinFebruary,whenIwasplunkeddownonthetableasabirthday
presentforMargot.
9 IstartedrightawayattheMontessorinurseryschool.Istayedthereun.lIwassix,at
which.meIstartedfirstgrade.InsixthgrademyteacherwasMrs.Kuperus,theprincipal.At
theendoftheyearwewerebothintearsaswesaidaheartbreakingfarewell,becauseI'd
beenacceptedattheJewishLyceum,whereMargotalsowenttoschool.
10 Ourliveswerenotwithoutanxiety,sinceourrela.vesinGermanyweresuffering
underHitler'san.-Jewishlaws.Acerthepogromsin1938mytwouncles(mymother's
brothers)fledGermany,findingsaferefugeinNorthAmerica.Myelderlygrandmothercame
tolivewithus.Shewasseventy-threeyearsoldatthe.me.
11 AcerMay1940thegood.meswerefewandfarbetween:firsttherewasthewar,
thenthecapitula.onandthenthearrivaloftheGermans,whichiswhenthetroublestarted
fortheJews.Ourfreedomwasseverelyrestrictedbya
seriesofan.-Jewishdecrees:Jewswererequiredto
wearayellowstar;Jewswererequiredtoturnintheir
bicycles;Jewswereforbiddentousestreetcars;Jews
wereforbiddentorideincars,eventheirown;Jews
wererequiredtodotheirshoppingbetween3and
5p.m.;Jewswererequiredtofrequentonly
Jewish-ownedbarbershopsandbeautyparlors;Jews
wereforbiddentobeoutonthestreetsbetween8p.m.
and6a.m.;Jewswereforbiddentogototheaters,
moviesoranyotherformsofentertainment;Jewswere
forbiddentouseswimmingpools,tenniscourts,hockey
fieldsoranyotherathle.cfields;Jewswereforbidden
togorowing;Jewswereforbiddentotakepartinany
athle.cac.vityinpublic;Jewswereforbiddentositin
theirgardensorthoseoftheirfriendsacer8p.m.;Jews
wereforbiddentovisitChris.ansintheirhomes;Jews
wererequiredtoaAendJewishschools,etc.Youcouldn't
dothisandyoucouldn'tdothat,butlifewenton.Jacque
alwayssaidtome,"Idon'tdaredoanythinganymore,
'causeI'mafraidit'snotallowed.”
ExcerptfromAnneFrankTheDiaryOfAYoungGroupbyAnneFrank.Published1947.
Theexcerptandimageareinthepublicdomain.
Name: Date: Class:
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
_________________________________________________________________________________
WhichsentencefromthestorybestsupportsthereasonwhyAnneiswri.nginadiary?
“I'mnotplanningtoletanyoneelsereadthiss.ff-backednotebook…”(paragraph2)
“Paperhasmorepa.encethanpeople.”(paragraph2)
“Ifeellikewri.ng…”(paragraph1)
“Wri.nginadiaryisareallystrangeexperienceforsomeonelikeme.”(paragraph1)
_________________________________________________________________________________
WhydidAnnefeellikeshedidn’thaveatruefriend?
Shedidn’thaveafriendshecouldbehertrueselfaround.
Sheisallaloneandneedssomeonetoshareherthoughtswith.
Shehasadmirersbuttheyarenotreallyherfriends.
Shehasalargefamilyandmainlyspends.mewiththem.
_________________________________________________________________________________
Inparagraph4,Anneincludeddetailsaboutherfeelingsinorderto–
explainwhatherlifeislike.
showshe’sjustanordinarygirl.
describewhypeoplewriteindiaries.
communicateclearlywithherreaders.
_________________________________________________________________________________
WhichdetailfromthepassagehintsatwhyAnne’sdiarybecomessoimportant?
ShewasaJewishschoolgirl.
Shegaveinsightintothelifeofathirteenyearold.
ShewaslivinginGermany.
ShelivedunderHitler'san.-Jewishlaws.
B
A
C
D
B
A
C
D
B
A
C
D
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1
2
3
4
B
A
C
D
_________________________________________________________________________________
Rewritethesentencesinordertocreateasummaryofthepassage.
_________________________________________________________________________________
Annemostlikelybelievesthatthediarywill–
assistinwinningthewar.
helpfuturegenera.ons.
fillavoidinherlife.
supplyherwithfriends.
B
A
C
D
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
5
Firstforherrela.vesinGermany,whohadtomoveduetoHitler’san.-Jewishlaws.
AnnewenttoMontessorischoolandthenJewishLyceum.
Alargepartwasallthelawsdicta.ngherdailylifewiththingsshecanandcannotdo.
Then,thewarcametothemandherlifegotalotharder.
Lifebegantochange.
1.
2.
3.
4.
5.
6
_________________________________________________________________________________
Thisques.onhastwoparts.First,answerPartA.Then,answerPartB.
_________________________________________________________________________________
Acerreadingthepassage,thereadercanconcludethatAnne–
willenduremorehardships.
isunsureaboutwri.nginadiary.
eventuallywillmakemorefriends.
willmovebacktoGermanywithherfamily.
_________________________________________________________________________________
WhichparagraphfromthepassagesupportstheanswertoPartA.
Paragraph8
Paragraph9
Paragraph10
Paragraph11
_________________________________________________________________________________
Whichcluesfromparagraph2helpthereaderunderstandthemeaningofthewordbrooding?Select
twoop.ons.
�siJngathome
�boredandlistless
�aliAledepressed
�chininmyhands
�s.ff-backednotebook
�paperhasmorepa.ence
B
A
C
D
E
F
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7
PartA
PartB
B
A
C
D
B
A
C
D
8
_________________________________________________________________________________
Readthequotefromthepassage.“Idon'tdaredoanythinganymore,'causeI'mafraidit'snotallowed.”(paragraph11)
ThisstatementfromJacquehelpsthereaderunderstand–
wherethegirlsarecomingfrom.
whoJacqueisasaperson.
whatGermanyislike.
theadversitytheyarefacing.
_________________________________________________________________________________
Readparagraph2fromthepassage.
"Paperhasmorepa.encethanpeople."IthoughtofthissayingononeofthosedayswhenIwas
feelingaliAledepressedandwassiJngathomewithmychininmyhands,boredandlistless,
wonderingwhethertostayinorgoout.IfinallystayedwhereIwas,brooding.Yes,paperdoeshave
morepa.ence,andsinceI'mnotplanningtoletanyoneelsereadthiss.ff-backednotebookgrandly
referredtoasa"diary,"unlessIshouldeverfindarealfriend,itprobablywon'tmakeabitof
difference.
Anneusesfigura.velanguagewhenwri.ngthisparagraph.Whatdoyoubelieveisthepurpose?Use
evidencefromthepassagetosupportyouranswer.
Writeyouranswerinthespaceprovided.
B
A
C
D
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
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10
Anne Frank Passage Answer Key
_________________________________________________________________________________ 1. B 2. A 3. B 4. D 5. 1. Anne went to Montessori school and then Jewish Lyceum.
2. Life began to change. 3. First for her relatives in Germany, who had to move due to Hitler’s anti-Jewish laws. 4. Then, the war came to them and her life got a lot harder. 5. A large part was all the laws dictating her daily life with things she can and cannot do.
6. C 7. Part A: A Part B: D 8. B & C 9. D 10. (Answers may vary.) Anne uses figurative language in this paragraph to help the reader understand how she is feeling and why this feeling has caused her to turn to her diary for comfort. When she talks about paper being more forgiving, it shows just how she feels about the people around her and gives us a glimpse as to how she is uncomfortable with her true self around others.
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
Question Florida Standards (LAFS) Topic
Type of Question
1 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Author’s Purpose
Multiple Choice
2 6.RI.2.4, 7.RI.2.4, 8.RI.2.4 Word Meaning
Multiselect
3 6.RI.1.3, 7.RI.1.3, 8.RI.1.3 Connections
Multiple Choice
4 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Author’s Purpose
A B Question (Evidence-Based Selected Response)
5 6.RI.2.5, 7.RI.2.5, 8.RI.2.5 Structure
Multiple Choice
6 6.RI.1.2, 7.RI.1.2, 8.RI.1.2 Central Idea
Open Response
7 6.RI.3.7, 7.RI.3.7, 8.RI.3.7 Compare
Open Response
8 6.RI.2.5, 7.RI.2.5, 8.RI.2.5 Structure
Multiple Choice
9 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Author’s Purpose
Multiple Choice
10 6.RI.3.9, 7.RI.3.9, 8.RI.3.9 Analyze Multiple Texts
Multiple Choice
11 6.RI.3.9, 7.RI.3.9, 8.RI.3.9 Analyze Multiple Texts
Multiple Choice
12 6.RI.3.7, 7.RI.3.7, 8.RI.3.7 Compare
Hot Text Drag-and-Drop
FSA Question Breakdown
Unbroken Passage & The Man Behind the Story
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
Passage1:ExcerptfromUnbroken
AWorldWarIIStoryofSurvival,Resilience,andRedempDonLouisZamperini'sLifeStory
byLauraHillenbrand
PeteZamperini
1 Louiewastwentymonthsyoungerthanhisbrother,whowaseverythinghewasnot.
PeteZamperiniwashandsome,popular,impeccablygroomed,politetoeldersandavuncular
tojuniors,silkysmoothwithgirls,andblessedwithsuchsoundjudgmentthatevenwhenhe
wasachild,hisparentsconsultedhimondifficultdecisions.Heusheredhismotherintoher
seatatdinner,turnedinatseven,andtuckedhisalarmclockunderhispillowsoasnotto
wakeLouie,withwhomhesharedabed.Heroseattwo-thirtytorunathree-hourpaper
route,anddepositedallhisearningsinthebank,whichwouldswalloweverypennywhenthe
Depressionhit.Hehadalovelysingingvoiceandagallanthabitofcarryingpinsinhispant
cuffs,incasehisdancepartner'sdressstrapfailed.Heoncesavedagirlfromdrowning.Pete
radiatedagentlebutimpressiveauthoritythatledeveryonehemet,evenadults,tobe
swayedbyhisopinion.EvenLouie,whomadeareligionoutofheedingnoone,didasPete
said.
2 LouieidolizedPete,whowatchedoverhimandtheiryoungersisters,Sylviaand
Virginia,withpaternalprotec.veness.ButLouiewaseclipsed,andheneverheardtheendof
it.SylviawouldrecallhermothertearfullytellingLouiehowshewishedhecouldbemorelike
Pete.WhatmadeitmoregallingwasthatPete'sreputa.onwaspartmyth.ThoughPete
earnedgradesliAlebeAerthanLouie'sfailingones,hisprincipalassumedthathewasa
straight-Astudent.OnthenightofTorrance'schurchbellmiracle,awell-directedflashlight
wouldhaverevealedPete'slegsdanglingfromthetreealongsideLouie's.AndLouiewasn't
alwaystheonlyZamperiniboywhocouldbeseensprin.ngdownthealleywithfoodthathad
latelybelongedtotheneighbors.ButitneveroccurredtoanyonetosuspectPeteofanything.
"Petenevergotcaught,"saidSylvia."Louiealwaysgotcaught.”
LouisZamperini
3 NothingaboutLouiefitwithotherkids.Hewasapunyboy,andinhisfirstyearsin
Torrance,hislungsweres.llcompromisedenoughfromthepneumoniathatinpicnic
footraces,everygirlintowncoulddusthim.Hisfeatures,whichwouldlaterseAleinto
pleasantcollabora.on,weregrowingatdifferentrates,givinghimacuriousfacethatseemed
designedbycommiAee.Hisearsleanedsidelongoffhisheadlikeholsteredpistolsandabove
themwavedacalamityofblackhairthatmor.fiedhim.HeaAackeditwithhisauntMargie's
hotiron,hobbleditinasilkstockingeverynight,andslathereditwithsomucholiveoilthatflies
trailedhimtoschool.Itdidnogood.
Name: Date: Class:
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Passage1:ExcerptfromUnbrokenCon3nued
4 Andthentherewashisethnicity.InTorranceintheearly1920s,Italianswereheldin
suchdisdainthatwhentheZamperinisarrived,theneighborspe..onedthecitycouncilto
keepthemout.Louie,whoknewonlyasmaAeringofEnglishun.lhewasingradeschool,
couldn'thidehispedigree.Hesurvivedkindergartenbykeepingmum,butinfirstgrade…his
teacherscaughton.Theycompoundedhismiserybyholdinghimbackagrade.
5 Hewasamarkedboy.Bullies,drawnbyhisoddityandhopingtogoadhiminto
uAeringItaliancurses,peltedhimwithrocks,tauntedhim,punchedhim,andkickedhim.He
triedbuyingtheirmercywithhislunch,buttheypummeledhimanyway,leavinghimbloody.
Hecouldhaveendedthebea.ngsbyrunningawayorsuccumbingtotears,butherefusedto
doeither."Youcouldbeathimtodeath,"saidSylvia,"andhewouldn'tsay'ouch'orcry."He
justputhishandsinfrontofhisfaceandtookit.AsLouienearedhisteens,hetookahard
turn.Aloofandbristling,helurkedaroundtheedgesofTorrance,hisonlyfriendshipsforged
looselywithroughboyswhofollowedhislead.Hebecamesogermophobicthathewouldn't
tolerateanyonecomingnearhisfood.Thoughhecouldbeasweetboy,hewasocenshort-
temperedandobstreperous.Hefeignedtoughness,butwassecretlytormented.Kidspassing
intopar.eswouldseehimlingeringoutside,unabletoworkupthecouragetowalkin.
ExcerptfromUnbrokenbyLauraHillenbrand.Copyright©2010byLauraHillenbrand.
Passage2:WWIPOWLouisZamperini:TheManBehindtheStory‘Unbroken’
byAnne
6 Nobodyexpectedthattheyoungtroublemaker,LouisZamperini,wouldamountto
much.ButLouisprovedthemwrong.
7 Growingupasadaredevil,Louisriskedhislifeduringmanyoccasions,including
hoppingfreighttrains,takingatraintoMexico,andtryingtocatchcowsinravines(which
endedupinatornoffkneecap).Louis’familybecameworriedabouthisconstantneedfor
excitementanddanger,sohisbrother,PeterevealedtoLouisawaytoreleasesomeofhis
extraenergy.Louimmediatelypickeduponrunningtrack.Infact,reportersquicklycaught
theireyesonZamperini’sknackforrunning.Histalentbecamesowildlypopularthatlocal
newspapersdubbedhim“ZamptheChamp.”Louwasexpectedbymanytobreakthefour
minutemile.me,whichisoneofthemostcelebratedbarriersinsport.
Name: Date: Class:
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Passage2:TheManBehindtheStoryCon3nued
8 In1936,Louisreceivedaninvita.ontocompeteinthe1936BerlinOlympics,where
heearned8thplace.Evenwhileinhisearlyadulthood,Lous.llhadastrongthirstfordanger.
Lookingforasouvenir,ZamperiniscaledTheReichChancellery,theGermanequivalentofThe
WhiteHouse,andstoletheflagofftheroof.NaziLieutenantGeneralWernervonFritsch
caughthimbutthenreleasedZamperiniduetohisOlympicstatus.
9 AcertheOlympics,heenlistedintheU.S.Military.LouisbeggedtoremainintheUS
infantry,buthetransferredtotheAirForceagainsthiswill.DuringanaAack,Louisflewinthe
B-24bombernamed“TheGreenHornet.”Infamousforitsunreliability,“TheGreenHornet”
seemedtomakeallofthepilotscringeinfearatthethoughtofmanningtheaircrac.
10 Acerflyingforashort.me,theairplane’senginesfailedandtheplanecrashedinthe
middleofthePacific.Zamperinirescuedhiscrew-matesfromthewreckage.Acer47days,
andbeingshotatbyJapanesebombers,circledbysharksandlosingaman,LouisZamperini
andcrew-mate,RussellPhillipsfinallyhitland.
11 SomeJapanesefishermenfoundthetwomenandturnedthemintothepolice.They
weretakentoaJapanesedeathcampwheretheywerehumiliatedandtortured.Oneofthe
guardsnamed“TheBird”foundinterestinLouisandtreatedhimharsherthantheother
POWs.“TheBird”wouldputhimthroughharshanddemeaningtasks.Uponhisrelease,
Zamperinilecfullwithstrongemo.onsofhateandanger.Heevenplannedtoreturnto
Japantomurder“TheBird.”ButacerhearingoneofBillyGraham’ssermons,Louisbecamea
Chris.anandturnedhislifearound.HevisitedJapanforamissionarytrip.Louisscoured
Japanformostofhisjailersandforgavethemfacetoface.
12 Today,LouisZamperinirunsaboyscampandcon.nuestospreadthewordofhis
amazinglifestoryandthewordofJesus.Withhisinspira.onallifestory,Louistotally
illustratestraitsthatpeopleneedtoachievetobelabeledasahero.LouisZamperini
establishesaperfectmodelofatrueherowithhisforgivingnatureandstrengthinfaithand
himself.
Name: Date: Class:
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ExcerptfromWWIPOWLouisZamperini:TheManBehindtheStory‘Unbroken’byAnne.Postedon17/12/2014hAps://warriorgirl3.wordpress.com/2014/12/17/wwii-pow-louis-zamperini-dies-at-97/
Thisworkisinthepublicdomain.
_________________________________________________________________________________
Theauthor’smainpurposefordescribingthetwobrothersinPassage1isto–
urgeyoungreaderstobeliketheirsiblings.
offerabackgroundtobeAerunderstandtheboys.
encourageaconnec.onwiththebrothers.
convincethereaderwhichbrotherisbeAer.
_________________________________________________________________________________
InPassage1,paragraph1,whatdoesthewordavuncularmean?Selecttwoop.ons.
�anuncle
�afriendlyperson
�kindtothoseyounger
�anolderrela.ve
�helpfultoothers
�haveastrongopinion
_________________________________________________________________________________
AcerreadingPassage1,inwhatwayarethetwobrotherssimilar?
aJtudetoadults
character
appearance
mischievousac.ons
B
A
C
D
B
A
C
D
E
F
B
A
C
D
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1
2
3
_________________________________________________________________________________
Thisques.onhastwoparts.First,answerPartA.Then,answerPartB.
_________________________________________________________________________________
WhendescribingLouisZamperinitheauthorusesfigura.velanguageinPassage1inorderto–
explainwhyhehadadifficultlifeandbegantobully.
addresshisappearanceandhowithelpedhim.
emphasizehowdifferentLouiewasfromhispeers.
highlighttheimportanceofhistruefriends.
_________________________________________________________________________________
FillinthecirclebeforethesentencefromPassage1thatsupportstheanswerinPartA.
NothingaboutLouiefitwithotherkids.Hewasapunyboy,andinhisfirstyearsin
Torrance,hislungsweres.llcompromisedenoughfromthepneumoniathatinpicnicfootraces,
everygirlintowncoulddusthim.Hisfeatures,whichwouldlaterseAleintopleasant
collabora.on,weregrowingatdifferentrates,givinghimacuriousfacethatseemeddesignedby
commiAee.Hisearsleanedsidelongoffhisheadlikeholsteredpistolsandabovethemwaveda
calamityofblackhairthatmor.fiedhim.HeaAackeditwithhisauntMargie'shotiron,hobbled
itinasilkstockingeverynight,andslathereditwithsomucholiveoilthatfliestrailedhimtoschool.
_________________________________________________________________________________
WhichsentencefromPassage1supportstheideathatthebrothersaremorealikethantheyfirst
appear?
“EvenLouie,whomadeareligionoutofheedingnoone,didasPetesaid.”(paragraph1)
“WhatmadeitmoregallingwasthatPete'sreputa.onwaspartmyth.”(paragraph2)
“LouieidolizedPete,whowatchedoverhimandtheiryoungersisters,Sylvia
andVirginia…”(paragraph2)
“Louiewasn'talwaystheonlyZamperiniboywhocouldbeseensprin.ngdown
thealleywithfoodthathadlatelybelongedtotheneighbors.”(paragraph2)
B
A
C
D
B
A
C
D
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4
PartA
PartB
5
B A
C
D
E
_________________________________________________________________________________
WhatisthecentralideaoftheLouisZamperinisec.onofPassage1?
Writeyouranswerinthespaceprovided.
_________________________________________________________________________________
Acerreadingaboutbothbrothers,whataretwothingstheyhaveincommonandtwothingsthatmakethemdifferent?Useexamplesfromthetext.
Writeyouranswerinthespaceprovided.
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7
_________________________________________________________________________________
WhichparagraphinPassage2supportstheideathatLouisZamperiniturnedhislifearoundand
becameahero?
Paragraph9
Paragraph10
Paragraph11
Paragraph12
_________________________________________________________________________________
Whatistheauthor’spurposeinwri.ngPassage2?
TopersuadethereadertolikeLouisZamperini.
ToexplaintothereaderwhyLouisZamperiniisahero.
ToinformthereaderaboutLouisZamperini’slife.
TodescribetothereaderwhatLouisZamperiniwaslike.
_________________________________________________________________________________
HowdoesPassage2furtherdeveloptheideasinPassage1?
Passage2makesasimilarclaimthatLouisZamperinilivedatroubledlife.
Passage2expandsonLouisZamperini’slifeacerchildhood.
Passage2helpsthereaderlearnLouisZamperini’sbackstory.
Passage2developsadeeperunderstandingofLouisZamperini’schoices.
B
A
C
D
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9
B
A
C
D
10
B
A
C
D
_________________________________________________________________________________
AcerreadingPassage1andPassage2,whatlessondidyoulearn?
Itispossibletoturnyourlifearound.
Strengthisyourbestpowertosucceed.
Stayposi.veeventhroughlife’smanyhardships.
Yourfamilyisthemostimportantpartofyourlife.
_________________________________________________________________________________
CompletetheVenndiagramtoshowhowLouisZamperiniisportrayedinPassage1comparedto
Passage2.
Rewriteyouranswersbelow.
Passage1 Both Passage2
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11
12
listenstohisbrother troublemaker
differentthanotherkids
warhero
fastrunner
B
A
C
D
Unbroken Passage & The Man Behind the Story Answer Key
_________________________________________________________________________________ 1. B
2. C & E 3. D 4. Part A: C Part B: A 5. D 6. Louie’s vast differences from others and his treatment, as a result,
molded him into the tough person he became.
7. (Answers may vary.) Pete and Louie seem to be very different in many
ways. However, they actually both did mischievous acts and earned not
the best grades in school. The main difference between the brothers was how they were perceived by others. Pete was helpful, kind, and
hardworking. His personality led people to always think the best of him. Louie was different, odd looking, and made trouble often. This led
people to assume the worst in him.
8. D 9. C 10. B 11. A
12.
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
Question Florida Standards (LAFS) Topic
Type of Question
1 6.RI.1.3, 7.RI.1.3, 8.RI.1.3 Details
Multiple Choice
2 6.RI.2.4, 7.RI.2.4, 8.RI.2.4 Word Meaning
Multiple Choice
3 6.RI.2.4, 7.RI.2.4, 8.RI.2.4 Word Meaning
Multiple Choice
4 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Author’s Purpose
Multiple Choice
5 6.RI.1.1, 7.RI.1.1, 8.RI.1.1 Inference
A B Question (Evidence-Based Selected Response)
6 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Point of View
Multiselect
7 6.RI.2.5, 7.RI.2.5, 8.RI.2.5 Structure
Multiple Choice
8 6.RI.1.2, 7.RI.1.2, 8.RI.1.2 Summary
Hot Text Drag-and-Drop
9 6.RI.1.2, 7.RI.1.2, 8.RI.1.2 Central Idea
A B Question (Evidence-Based Selected Response)
10 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Claim
Open Response
FSA Question Breakdown
War Dogs Passage
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
Passage:ExcerptfromWarDogs
byRebeccaFrankel
1 It’snotknown,notreally,whenthefirstdogtookthebaAlefieldtowagewar
alongsidehishumancompanions.Historiansbelievethatmillenniaago,theancientEgyp.ans
usedcaninestocarrymessages.TheCorinthianssurroundedtheirseashorecitadelwithguard
dogsin400bc,andtheRomansemployedthemtoraisealarmsfortheirgarrisons.Thefeared
invasionforcesofAJlatheHunbroughtferocioushoundswiththemtoprotecttheircamps
duringbaAle.
2 TheUnitedStates,historically,hasbeenwoefullybehindinadop.ngdogsintoits
militaryranks,notdoingsoofficiallyun.l1942withtheArmy’sDogsforDefenseprogram.So
crucialweretheseanimalsduringWorldWarIIthattheUScanineranksswelledtoover
10,000dogsstrong.InVietnam,scoutdogsweresosuccessfulatthwar.ngtheambush
tac.csoftheVietcongthatboun.esexceeding$20,000wereplacedontheirheadswhileonly
halfasmuchwaspromisedfortheirhumanhandlers.Inrecentyears,workingoutsidethe
wireinIraqandAfghanistan,militarydogshavebecomethesinglegreatestadvantageallied
forceshaveagainstthesignatureweaponofthepost-9/11eratheimprovisedexplosive
device,orIED.Trythoughthemilitaryhastooutdothemwithtechnologyandelectronic
machinery,nothinghasbeenmoreeffec.veatuncoveringtheseunpredictablylethal
roadsidebombsthanahandlerandhisdetec.ondog.
3 Ifyouknowwhattolistenfor,thesoundisunmistakable.TheaAunedhumanearcan
hearwhenadoghasfoundthesought-acerodorusuallylongbeforehegiveshisfinalalert.
Anddependingonthetrainingandthekindofdetec.onwork,thedogwilleithersitatthe
sourceofodororliedowntotheground.Forobviousreasons,search-and-rescuedogswill
bark.Aprac.cedhandlerwillrecognizehisdog’spersonaltells.Thedogmaytwitchhisears
orhismovementsmayslowdownandbecomemoredeliberate,orhemayevenhavean“I’m
definitelyonodor”expression—butit’sreallythesoundthatisthebiggiveaway.It’sthe
deep,staccatoinhaleandthentherushofaperfunctoryandheavyexhale.Itisthesoundof
sa.sfac.on.Itisthesoundofdiscovery.Thecaninenoseisamasterfulcrea.on;allearthly
schnozesarenotcreatedequal,anatomicallyspeaking.Whiletheaveragedoghasroughly
220millionscentreceptorsinhisnasalcavity,theaveragehumanhasaround5million.The
caninesenseofsmellisathousand.mesmoresensi.vethanahuman’s.Oneofthebest
visualanalogiesofthedog’sacutesenseofsmellisgivenbyauthorMarkDerrinDog’sBest
Friend:“UnfoldedandflaAened,thesmellreceptorsfromtheaveragedog’snosecouldcover
itlikeasecondcoatwithhairdraggingontheground.”
Name: Date: Class:
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
Passage:ExcerptfromWarDogsCon3nued
4 Eventhewayacaninenosefunc.ons
ismoredevelopedthanours.Adog’snose
hasfourpassages,twoinneronesandtwoon
theoutside,almostlikegills.Theinnercanals
pullinthescentandthenexhaletotheouter,
sothattheexhalingairdoesn’tdisturbthe
groundorsourceofthenextodor,allowing
alwaysfortheintakeoffreshscent.Humans,
incontrast,havejustthetwonasalpassages,
andwhatgoesupcomesbackoutagainthe
sameway.(Wecanofcoursedrawbreath
throughourmouthswhenweingestorexhaleoxygen,butitisnotthebestwaytosmell,
althoughitisoneofthebestwaystouseoursenseoftasteforcertainfoods—byorthonasal,
ormouthbreathing.Ontheotherhand,whiledogsaregreatperpetratorsofmouth
breathing,they’renotusingitforscent.Thoughtheyhavegoodreasontodoso.Dogs
actuallypantthroughtheirmouthstocooloff,whereaswehumanssweat.)Thatalways-damp
andcool-to-the-touchqualityofthecaninenosealsohasitspurpose;moisturethatis
“secretedbymucousglandsinthenasalcavitycapturesanddissolvesmoleculesintheairand
bringsthemintocontactwithspecializedolfactoryepitheliuminsidethenose.”
5 It’snotthatwehumansdon’tuseoursenseofsmell,butasasenseit’spowerfulfor
verydifferentreasons.Scentrecallsmemoriesandawakensouremo.onalsubconscious.We
associatedifferentodors,goodandbad,withpeopleandplaces—andthere’snoaccoun.ng
fortasteinwhatwerelisheither.Myfather,forexample,lovesthesmellofagoodbarn
populatedwithfragrantlivestock.AsafamilydrivingtheNewEnglandinterstates,we
inevitablypassedopenpasture,andaswedid,myfatherwouldlowerhiswindowtogethis
filloftheopenairheavywithmanure,whilemysisterandIgroanedandpinchedournoses.
Hewastakinginthescentofhischildhoodonthefarmandallthememoriesthatcamewith
it—wechildrenofthesuburbswerejustsmelling,well,poop.Mostpeopledon’tmakea
consciousefforttoimprintpar.cularorspecialsmells,tofilethemawayforlateruse—they
registermorelikebackgroundnoise,thoughinvariablycertainthingspunchthroughthe
ether,peopleandplacesweareremindedofbythepowerofscent.Butperhapsweshould
takeourleadfromdogsandprogramourbrainstocatalogsmellsinmoreproac.veand
usefulways.
ExcerptfromWarDogsbyRebeccaFrankel.Copyright©2014byRebeccaFrankel.
Theimageisinthepublicdomain.
Name: Date: Class:
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
_________________________________________________________________________________
Whichoftheseisanopinionexpressedinthepassage?
“Thecaninesenseofsmellisathousand.mesmoresensi.vethanahuman’s.”(paragraph3)
“Eventhewayacaninenosefunc.onsismoredevelopedthanours.”(paragraph4)
“Adog’snosehasfourpassages,twoinneronesandtwoontheoutside.”(paragraph4)
“Aprac.cedhandlerwillrecognizehisdog’spersonaltells.”(paragraph3)
_________________________________________________________________________________
Whatismostlikelythemeaningoforthonasalasitisusedinthepassage?
smellingaroma
tas.ngfood
mouthbreathing
findingscent
_________________________________________________________________________________
Whichwordsfromparagraph3helpthereaderunderstandthemeaningofthewordschnozes?
caninenose
scentreceptors
notcreatedequal
allearthly
_________________________________________________________________________________
Whatistheauthor’spurposeinwri.ngthispassage?
Toexplainhowhumanshaveaninferiorsenseofsmell.
Toentertainthereaderwithexci.ngwartales.
ToinformthereaderaboutdifferenttypesofWarDogs.
Toconvincethereaderoftheimportanceofusingdogs.
B
A
C
D
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
1
2
3
B
A
C
D
B
A
C
D
B
A
C
D
4
_________________________________________________________________________________
Thisques.onhastwoparts.First,answerPartA.Then,answerPartB.
_________________________________________________________________________________
Basedontheauthor’scomments,thereadercanconcludethattheauthor-
thinkshighlyofdogs.
wasinthearmy.
isascien.st.
enjoyslearningaboutwar.
_________________________________________________________________________________
WhichsentencefromthepassagebestsupportsyouranswerinPartA?
“TheaAunedhumanearcanhearwhenadoghasfoundthesought-acerodorusuallylong
beforehegiveshisfinalalert.”(paragraph3)
“Adog’snosehasfourpassages,twoinneronesandtwoontheoutside,almostlike
gills.”(paragraph4)
“It’snotthatwehumansdon’tuseoursenseofsmell,butasasenseit’spowerfulforvery
differentreasons.”(paragraph5)
“Butperhapsweshouldtakeourleadfromdogsandprogramourbrainstocatalogsmellsin
moreproac.veandusefulways.”(paragraph5)
_________________________________________________________________________________
WhichofthefollowingideaswouldtheauthorofWarDogsdisagreewith?Selecttwoop.ons.
�TheU.S.shouldhaveusedWarDogssooner.
�People’ssmellisnotasadvancedasdogs.
�Dogsplayaveryimportantroleinwar.
�Thesenseofsmellismoreusefulwhentas.ng.
�Smellscantriggermemoriesforhumans.
�Wehumansdon’treallyuseoursenseofsmell.
B
A
C
D
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
5
PartA
PartB
B
C
D
A
6
B
A
C
D
E
F
_________________________________________________________________________________
Whichdetailfromthepassagesupportstheideathathumannoseshaveadifferentpurposethan
thatofdogs?
“It’snotthatwehumansdon’tuseoursenseofsmell.”(paragraph5)
“Dogsactuallypantthroughtheirmouthstocooloff,whereaswehumanssweat.”(paragraph4)
“Myfather,forexample,lovesthesmellofagoodbarnpopulatedwithfragrant
livestock.”(paragraph5)
“Scentrecallsmemoriesandawakensouremo.onalsubconscious.”(paragraph5)
_________________________________________________________________________________
Rewritethesentencesinordertocreateasummaryofparagraph1-2.
B
A
C
D
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7
8
Sincethen,theyhavebecomeanextremelyvaluabletool.
Allthroughouthistorydogshavebeenfigh.ngalongsidehumans.
However,theUnitedStatesdidn’tbeginusingWarDogsun.lthe1940’s.
1.
2.
3.
_________________________________________________________________________________
Thisques.onhastwoparts.First,answerPartA.Then,answerPartB.
_________________________________________________________________________________
Whichideaissupportedthroughoutthesecondhalfofthepassage?
Caninesarevitalinwar.mes.
Canines,historically,areveryimportantcreatures.
Canineshaveasuperiorsenseofsmell.
Canineshaveagoodreputa.onforfindingbombs.
_________________________________________________________________________________
WhichsentencefromthepassagebestsupportsyouranswerinPartA?
“Eventhewayacaninenosefunc.onsismoredevelopedthanours.”(paragraph4)
“SocrucialweretheseanimalsduringWorldWarIIthattheUScanineranksswelledtoover
10,000dogsstrong.”(paragraph2)
“It’snotthatwehumansdon’tuseoursenseofsmell,butasasenseit’spowerfulforvery
differentreasons.”(paragraph5)
“Nothinghasbeenmoreeffec.veatuncoveringtheseunpredictablylethalroadside
bombsthanahandlerandhisdetec.ondog.”(paragraph2)
_________________________________________________________________________________
Whatistheauthor’smainargument?Expressyouropiniononthistopicandgiveatleastthreereasonswhyyoufeelthisway.Writeyouranswerinthespaceprovided.
B
A
C
D
B
A
C
D
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
9
PartA
PartB
10
War Dogs Passage Answer Key
_________________________________________________________________________________ 1. B 2. C 3. A 4. D 5. Part A: A Part B: D
6. D & F 7. D 8. 1. All throughout history dogs have been fighting along side
humans. 2. However, the United States didn’t begin using War Dogs until the 1940’s. 3. Since then, they have become an extremely valuable tool.
9. Part A: C Part B: A 10. Answers will vary. The author’s main argument is that dogs have a superior sense of smell that makes them extremely useful in war situations. (Students opinions should be on this topic and include three reasons why they feel this way.)
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
Question Florida Standards (LAFS) Topic
Type of Question
1 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Author’s Purpose
Multiple Choice
2 6.RI.1.2, 7.RI.1.2, 8.RI.1.2 Central Idea
Multiple Choice
3 6.RI.1.3, 7.RI.1.3, 8.RI.1.3 Details
Multiple Choice
4 6.RI.1.1, 7.RI.1.1, 8.RI.1.1 Inference
A B Question (Evidence-Based Selected Response)
5 6.RI.2.4, 7.RI.2.4, 8.RI.2.4 Word Meaning
Multiple Choice
6 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Point of View
Multiselect
7 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Claim
Multiple Choice
8 6.RI.1.2, 7.RI.1.2, 8.RI.1.2 Theme
Open Response
9 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Author’s Purpose
Multiple Choice
10 6.RI.2.6, 7.RI.2.6, 8.RI.2.6 Author’s Purpose
Multiple Choice
11 6.RI.3.7, 7.RI.3.7, 8.RI.3.7 Compare
Multiple Choice
12 6.RI.3.7, 7.RI.3.7, 8.RI.3.7 Compare
Open Response
FSA Question Breakdown
That Sugar Book & Sugar’s Bad Rap Passages
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
Passage1:ExcerptsfromThatSugarBook
byDamonGameau
SWEETHEARTS
1 Mypursuitofunderstandingour
rela.onshipwithsugarresultedinoneofthe
highlightsofmytrip.InSanFrancisco,Imetauthor
KathleenDesMaisons,whohasbeenhelpingpeople
tobreaktheirsugarhabitsfor30years.Mee.ng
herwaslikebeinginthepresenceofawiseelder;
shebrimmedwithknowledgeandshareditwith
humilityandwarmth.
2 Kathleentalkedtomeabouttheneedforpeopletobekindtothemselveswhen
removingsugarfromtheirdiets,asforsomepeopleitcanbeaverydifficultprocess.
3 Sheexplainedthatsugarreleasesbeta-endorphinsinthebrain,theverysame
endorphinsthatarereleasedbylove.Thetroubleisthatwhilesugarcreatesasimilarfeeling
tolove,itisshort-livedandapoorreplacementfortherealthing.Kathleenhelpspeoplenot
bytellingthemtoquitsugarabruptlyandins.llingfear,butbysugges.ngtheyseek
‘sweetness’inotherareasoftheirlife.Sheassistspeopleinswitchingtheir‘rewards’away
fromsugar-basedonesandreplacingthemwithmorenourishingandenrichingrewards.
Whenthisisdonesuccessfully,shesays,theneedforsugarjustfallsaway.Sheassures
peopletheyaren’tlosinganythingbyquiJngsugar;infacttheyaregaininganewwayoflife
–onethatshouldberelishedandlookedforwardto.
4 Whenweunderstandthatsugarreleasesthesameendorphinsaslove,itbecomes
clearwhychocolatesarepopularonValen.ne’sDay,whypeoplecandevourawholepacket
ofchocolatebiscuitsinasadmomentandhowitcanbeverytoughforsomepeopleto
reducetheirsugarintake.
5 ‘Peopleareturningtosugarforcomfort,’Kathleentoldme.‘WehaveforgoAenhow
togetcomfortinotherplaces...Whenyoulivewithoutsugar,youstarttoseethewonderful
thingsinlifeyoudidn’tno.cebefore,becauseyouweretoosugaredup.’
6 Kathleen’swordsresonateddeeplywithme.SomanythingsinmylifegotbeAerwhen
Iremovedsugar.Thenew‘sweetness’inmylifecamefromacalmerenergy,abrighter
personality,ahealthierappearanceandadeeperconnec.onwithothers.Becauseofthis,I
knowrefinedsugarwillneveragainbearegularpartofmylife.
Name: Date: Class:
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
Passage1:ExcerptsfromThatSugarBookCon3nued
ACALMERWORLD
7 OnmytravelsaroundtheUSA,Iinterviewedare.redNASAphysicistnamedThomas
Campbell,aterrificchapwhoIcouldhavehappilytalkedtoforhours.Thomashasadeep
interestinthenatureofrealityandhowweperceivetheworld.Hehelpeddevelopa
companycalledMonroeLaboratoriesthatexploresmanyfacetsofhumanconsciousness.He
decidedtotakeacloserlookathowsugaraffectsthebrain.
8 Sugarcancreateafoginourbrainthatcloudsourpercep.on.
9 Anexperiencedmeditator,Thomasonceconductedanexperimentwherehegot
himselfintoarelaxedstateandthenconsumedavarietyofsubstances,includingcaffeine,
nico.ne,foodcoloring,sugarandar.ficialsweeteners.Hetoldmethatsugarhadthemost
profoundeffectonhim.Heobservedthattheini.albuzzingeffecttookaroundfourhoursto
diminishandleavehismindandthenafurthereightdaystoleavehisbody.Henowfirmly
believessugarcreatesafoginourbrainsthatcloudsourpercep.onandourabilitytooperate
atmaximumpoten.al.
10 IknowfromexperienceIamadifferentpersonwhenI’mnotea.ngsugar.Iam
calmer,morepa.ent,morepresentandmoreopentolistenandcommunicatewithpeople.
Manywouldarguethattheyeatsugarallthe.meandtheyarefine,buthowmanyofthem
haveexperiencedwhattheyarelikewithoutsugar?Isuspectveryfew,givenhowearlywe
beginourconsump.onandhowprevalentsugarisinourfoodsupply.Mostpeopleinour
modernworldwouldrarelygowithoutsugarforfourhoursandevenfewerpeopleforthe
eightdaysittakestocompletelyleaveourbodies.
11 Thisareaofsugarandbehaviorhashugeimplica.onsforsocietyandisonlynow
beingexaminedmoreclosely.Themainfocusshouldbeonchildren.Withthehugeamount
ofhiddensugarfoundin‘healthy’breakfastcereals,juicesandbars,isitanywonderthat
somechildrenarestrugglingtosits.llandconcentrateinclass?
ExcerptsfromThatSugarBookbyDamonGameau.Copyright©2015DamonGameau.
Theimagesareinthepublicdomain.
Name: Date: Class:
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
Passage2:Sugar'sBadRap
byWikibooks
12 Sugarcanbefoundinseveralfoodsanddrinks,butithasalwayshadabadrap.Itis
importanttounderstandthedifferencebetweennaturalandaddedsugars.Naturalsugar
includesthosethatarefoundnaturallyinfoods,suchasfruitsandvegetables.Addedsugars
arethosethatarenotfoundnaturallyinfoods.Someofthemainsourcesofaddedsugar
includesoda,energydrinks,sportsdrinks,fruitjuices,candy,desserts,prepackagedfoods,
andsweetenedyogurt.
13 Itisimportanttounderstandthedangersofexcessaddedsugar.Sugarisextremely
addic.ve,so,onceapersoneatsasmallamount,heorshewillbegintocravemore.Excess
sugarintakecannega.velyaffectyourimmunesystem,anditalsocausesanincreaseinbelly
fat.Anexcessamountoffataroundthewaistcanbeverydangerous.Abdominalobesity
raisestheriskofbothtype2diabetesandheartdisease.Onestudyshowedthatthosewho
consumed“twenty-fivepercentormoreoftheirdailycaloriesassugarweremorethantwice
aslikelytodiefromheartdiseaseasthosewhosedietsincludedlessthantenpercentadded
sugar.”
14 Thereareseveralcontroversiessurroundingaddedsugar.Perhapsthemost
troublesomeisthefactthatthereisatheorythatsupportsthathighlyconcentratedformsof
sugarsuchashighfructosecornsyrupandtablesugarmaybeaddic.ve.Itbecomesaddic.ve
becauseastheprimaryfuelofthebrainsugarcouldincreaseserotoninlevels.
15 Nowques.onsarisewhenweconsidertheethicsoflargefoodcorpora.onsandtheir
abuseduseofsugar.Productsthatcontributetothisarecandies,sodas,desserts,andsugar
sweeteneddrinks(suchasIcedTea).AccordingtoAmericanHeartAssocia.onthehighest
amountofaddedsugaramalecanconsumeadayisaround37.5gramsthisamountsto
about9teaspoons,andthehighestamountofaddedsugarafemalecanconsumeadayis
around25gramswhichamountstoabout6teaspoons.Nowifweshouldbeea.ngsoliAle
addedsugar,thenproductssuchassodasthataverageabout71gramsofsugarperboAle
shouldnotbeallowedonthemarket.
16 Theseseverelysugareddrinksareanextremeformofsugarconsump.on.Ifone
boAleofsodacontainssomuchaddedsugar,thenanindividualhasclearlysurpassedtheir
dailyintake.Also,duetotheexcess,heorsheshouldprobablynotcon.nueconsuming
addedsugarsfortherestoftheday.However,thisisseldomthecase.Moreocenthannot
weseeindividualsdrinkingasodathatisaccompanyingtheiralreadysugarymeal.Theresult
ofthevoluntaryabuseisallkindsofdiseasesfromType2diabetestoobesity.Thesediseases’
putatollonindividual’sbody,anditisawell-establishedno.onthatobesityincreasesa
person’slikelihoodofcancer,sosugarindirectlycontributestocancer.
Name: Date: Class:
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
ExcerptfromSugar’sBadRapbyWikibooks.Lasteditedon11/20/2017
hAps://en.wikibooks.org/wiki/Fundamentals_of_Human_Nutri.on/Sugar_and_Disease
ThistextisavailableundertheCrea.veCommonsAAribu.on-ShareAlikeLicense.
_________________________________________________________________________________
Passage1isanexcerptfromThatSugarBook.Acerreadingthepassagewhydoyouthinktheauthorwrotethisbook?
Toinformthereaderabouthowthebodyprocessessugar.
Toconvincethereaderoftheimpactofsugaronthebody.
Toexplainwhypeoplelikesugaryfoodsandtreats.
Toentertainthereaderwithextremeviewsonsugaruse.
_________________________________________________________________________________
Whatisthecentralideaofthesec.on.tledACalmerWorldinPassage1?
Theemo.onaltollsugartakesonthebody.
Sugarfogandhowitaffectsyourbrain.
Childrenshouldstayawayfromsugar.
Sugarisanaddic.vesubstance.
_________________________________________________________________________________
WhichofthefollowingisanopinionexpressedbytheauthorinPassage1?
“Weunderstandthatsugarreleasesthesameendorphinsaslove.”(paragraph4)
“Iknowrefinedsugarwillneveragainbearegularpartofmylife.”(paragraph6)
“Kathleentalkedtomeabouttheneedforpeopletobekindtothemselveswhen
removingsugarfromtheirdiets,asforsomepeopleitcanbeaverydifficultprocess.”(paragraph2)
“SomanythingsinmylifegotbeAerwhenIremovedsugar.”(paragraph6)
B
A
C
D
B
A
C
D
B
A
C
D
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
1
2
3
_________________________________________________________________________________
Thisques.onhastwoparts.First,answerPartA.Then,answerPartB.
_________________________________________________________________________________
BasedoncommentsmadeinPassage1,thereadercanconcludethattheauthor–
believespeoplewhodon’theedhis/herwarningwillsuffer.
hasdras.callychangedhis/herea.nghabitstoloseweight.
feelspassionateabouthelpingpeopleseewhatsugarreallydoes.
understandshowharditisanddoesn’tbelievepeoplewillchange.
_________________________________________________________________________________
FillinthecirclebeforethesentencefromPassage1thatsupportstheanswerinPartA.
Thisareaofsugarandbehaviorhashugeimplica.onsforsocietyandisonlynowbeing
examinedmoreclosely.Themainfocusshouldbeonchildren.Withthehugeamountof
hiddensugarfoundin‘healthy’breakfastcereals,juicesandbars,isitanywonderthatsomechildren
arestrugglingtosits.llandconcentrateinclass?
_________________________________________________________________________________
AsusedinPassage1,whatdoesthewordfacetsmostlikelymean?
oneofmanysides
apar.cularaspect
thefeature
surfaceofacutgem
B
A
C
D
B
A
C
D
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
4
PartA
PartB
5
A
C B
_________________________________________________________________________________
Whichofthefollowingwouldtheauthor’sofPassage1andPassage2moststronglyagreewith?Selecttwoop.ons.
�Kidsshouldeatmoderateamountsofsugar.
�Sugaraffectsthebodyinmanyways.
�Allpeopleshouldgiveupsugar.
�Sugarisevilandshouldbebannedinallcountries.
�Peopleneedtobemadeawareoftherealsideeffectsofsugar.
�Sugarisfineifeateninmodera.on.
_________________________________________________________________________________
WhichsentencefromPassage1supportstheauthor’sclaimthatsugarisaddic.ng?
“Hetoldmethatsugarhadthemostprofoundeffectonhim.”(paragraph9)
“Whenyoulivewithoutsugar,youstarttoseethewonderfulthingsinlifeyou
didn’tno.cebefore.”(paragraph5)
“Whenweunderstandthatsugarreleasesthesameendorphinsaslove…”(paragraph4)
“Sugarcancreateafoginourbrainthatcloudsourpercep.on.”(paragraph8)
_________________________________________________________________________________
WhatthemedoestheauthorimplythroughoutPassage1?Useevidencefromthetexttosupport
youranswer.Writeyouranswerinthespaceprovided.
B
A
C
D
B
A
C
D
E
F
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
6
7
8
_________________________________________________________________________________
Readtheques.onfromPassage1.
“Manywouldarguethattheyeatsugarallthe.meandtheyarefine,buthowmanyofthemhave
experiencedwhattheyarelikewithoutsugar?”(paragraph10)
Themainpurposeofthisques.onisto-
causethereadertosecondguesswhatthey’vealwaysbelieved.
forcethereadertochangehowtheypreviouslyfeltaboutea.ngsugar.
developastrongnega.vereac.onfromthereader.
triggerapleasantchildhoodmemoryandpullthereadertotheirside.
_________________________________________________________________________________
ReadthequotefromPassage1.
“Peopleareturningtosugarforcomfort,”Kathleentoldme.“WehaveforgoAenhowtogetcomfort
inotherplaces...Whenyoulivewithoutsugar,youstarttoseethewonderfulthingsinlifeyou
didn’tno.cebefore,becauseyouweretoosugaredup.”(paragraph5)
Theauthorincludedthequoteinorderto–
helprelatetowhatthereaderbelieves.
reachayoungeraudience.
includeanopposingopinion.
explainwhysugarisanaddic.on.
_________________________________________________________________________________
Whatperspec.veissharedbybothauthorsinPassage1andPassage2?
Sugarcausesthebraintobeinafog.
Sugarisincreasinginpeoplesdiets.
Sugarhasnega.veeffectsonthebody.
Sugarcausesheartdisease.
B
A
C
D
B
A
C
D
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
9
10
11
B
A
C
D
_________________________________________________________________________________
Bothpassagesaddresssugar.However,theauthorstaketwodifferentapproachestoinformtheir
audience.Explainhowtheirapproachesdiffer.
Writeyouranswerinthespaceprovided.
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
12
That Sugar Book & Sugar’s Bad Rap Passages Answer Key
_________________________________________________________________________________ 1. B 2. B 3. D 4. Part A: C Part B: A 5. A 6. B & E 7. C 8. Throughout the text, the author addresses the theme of health. He gives examples of how putting sugar in our bodies can cause negative
side effects making us less calm, less patient and feel like we’re living in a fog. The author tries to educate the reader so they will hopefully make
a more health conscious decision when it comes to sugar.
9. A 10. D 11. C 12. Answers may vary.
The author of Passage I takes the approach of providing examples to the reader as to why sugar can be so hard to remove from your diet and
how it may affect your ability to even see that it is affecting you. On the other hand, the author of Passage 2 is mainly providing information
about the diseases that sugar causes in the body and how bad sugar is
for you.
Test Prep created by THE SMALL CLASSROOM Copyright � 2018
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