GLENCOE LANGUAGE ARTS GRADE 8 - CMS-Grade8-ELA-Reading …cms-grade8-ela-reading-2010.wikispaces.com/file/... · READING COMPREHENSION DIRECTIONS This is a test of how well you understand

Test-Taking Strategies to HelpYou Succeed!

ITBS PREPARATIONAND PRACTICE WORKBOOK

AND PRACTICE WORKBOOK

& TEN DAYSTO THE ITBS®

GLENCOE LANGUAGE ARTSGRADE 8

®ITBS ®PREPARATION

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database retrieval sys-tem, without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240

ISBN 0-07-820589-1

Printed in the United States of America

1 2 3 4 5 6 7 8 9 066 03 02 01 00

Glencoe/McGraw-Hill

This booklet was written by The Princeton Review, the nation’s leader in test preparation.The Princeton Review helps millions of students every year prepare for standardizedassessments of all kinds. Through its association with McGraw-Hill, The Princeton Reviewoffers the best way to help students excel on the ITBS®.

The Princeton Review is not affiliated with Princeton University or Educational Testing Service.

Copyright © by The M

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panies, Inc.

Iowa Tests of Basic Skills® is a trademark of Riverside Publishing Company. This book asbeen neither authorized nor endorsed by Riverside Publishing Company.

Grateful acknowledgment is given authors and publishers for permission to reprint thefollowing copyrighted material. Every effort has been made to determine copyrightowners. In case of any omissions, the Publisher will be pleased to make suitableacknowledgments in future editions.

“Dust of Snow” from The Poetry of Robert Frost, edited by Edward Connery Lathem.Copyright © 1944, 1951, © 1956, 1958 by Robert Frost, © 1967 by Lesley FrostBallantine, copyright 1916, 1923, 1928, 1930, 1939, © 1969 by Henry Holt & Co.,Inc. Reprinted by permission of Henry Holt & Co., Inc.

Excerpt from The Buffalo Jump by Peter Roop. © 1996 by Peter Roop.Reprinted by permission of Rising Moon, an imprint of Northland Publishing.

Table of Contents

Preparation and PracticeExercise 1: Vocabulary ....................................................................................................6

Exercise 2: Reading Comprehension ..............................................................................8

Exercise 3: Spelling ........................................................................................................10

Exercise 4: Capitalization/Punctuation ..........................................................................12

Exercise 5: Usage/Expression........................................................................................14

Exercise 6: Capitalization/Punctuation ..........................................................................16

Exercise 7: Usage/Expression........................................................................................18

Exercise 8: Reference Materials ....................................................................................20

Practice TestVocabulary ......................................................................................................................25

Reading Comprehension ................................................................................................29

Ten Days to the ITBS®

Introduction ....................................................................................................................45

Basic Skills......................................................................................................................47

Vocabulary Questions ....................................................................................................50

Reading Comprehension ................................................................................................59

Practice Passages ..........................................................................................................77

PAGE 3Grade 8/Level 14 ITBS® Preparation and Practice

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ITBS® Preparation and Practice

ITBS® Preparation and Practice Grade 8/Level 14

1 The only delegate

A representative B managerC personD relative

2 They evacuated the building.

J searchedK rebuiltL emptied M cleaned

3 The esteemed leader

A courageousB carefulC resourcefulD respected

4 The spare bedroom

J largestK extra L unfurnishedM colorful

5 A bold slight

A gesture of friendshipB act of neglectC warning signD statement

6 Mores of a culture

J customsK rulesL religionsM leaders

7 A silly hoax

A gameB childC expressionD trick

8 Rectify the schedule

J createK criticizeL correctM organize

9 The debatable point

A interestingB arguableC ridiculousD good

10 To work exhaustively on a project

J without energyK thoroughlyL with enthusiasmM selfishly

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DIRECTIONSThis is a test about words and their meanings.

For each question, you are to decide which one of the four answershas most nearly the same meaning as the underlined word above it.

Then, on your answer sheet, find the row of answer spaces numberedthe same as the question. Fill in the answer space that has the sameletter as the answer you picked.

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EXERCISE 1

VOCABULARY

11 She gathered he understood.

A assumedB knewC concludedD wondered if

12 To forge ahead

J proceedK glimpseL sendM throw

13 An unusual circumstance

A topic of debateB issueC situationD mystery

14 The glaring mistake

J permanentK terribleL rudeM obvious

15 The barbed remark

A pleasantB kindC unnecessaryD cutting

16 The tyrannical father

J protectiveK lovingL unfairM harsh

17 An unpleasant stench

A contestB odorC sightD story

18 Of negligible importance

J equalK minorL personalM tremendous

19 Declared innocent

A proven B announcedC believedD probably

20 The jumpy witness

J tiredK athleticL nervousM dishonest

21 Done with poise

A easeB enthusiasmC regretD eagerness

22 The transient emotion

J strongK briefL unexpectedM sad

23 To screen the movie

A directB advertiseC filmD show

24 Discard the letter

J open upK throw outL enclose M write


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DIRECTIONSThis is a test of how well you understand what you read.

This test consists of reading passages followed by questions.

Read each passage and then answer the questions.

Four answers are given for each question. You are to choose theanswer that you think is better than the others.

Then, on your answer sheet, find the row of answer spaces numberedthe same as the question. Fill in the answer space for the best answer.

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Because seventy percent of Earth’s surface is underwater,sea floor exploration tells geologists a great deal about the wayour planet works. In the 1800s, most geologists thought the seafloor was a lifeless expanse of mud, sediment, and thedecaying remains of dead organisms. They thought that, withthe exception of some volcanic islands, the bottom of the seahad no major geographic features, such as peaks or valleys.

In the mid-nineteenth century, ships depth-sounding theocean floor for a transatlantic telegraph cable made someinteresting discoveries. To geologists’ surprise, the ocean floorwas found to be made up of long mountain ranges and deepvalleys and troughs. Especially interesting was a steadyincrease in elevation of the sea floor in an area now known as Telegraph Plateau, in a part of theAtlantic previously thought to be very deep. Another surprise finding in the Atlantic was the existenceof basalt, a volcanic rock thought only to exist in the Pacific Ocean. The presence of basalt in theAtlantic was a clue that volcanic activity occurs at the bottom of the sea. This and other discoveries,many of them accidental in the beginning, were signals to geologists that their knowledge of the seafloor was very limited.

Other late-nineteenth-century sea floor studies reenforced changing notions about the bottom ofthe sea. In addition to wide variations in elevation and depth, research vessels found rich stores ofminerals such as iron, copper, zinc, silver, and gold. Other ships pulled up exotic, bottom-livingcreatures, many of which scientists had never categorized.

In the late twentieth century, the use of underwater sleds equipped with cameras and sonar (soundwaves) gave researchers an even clearer window into the world several miles below the surface of theocean. It was a world of strange fish, eyeless crabs, and other creatures living in complete darknessamong a variety of mineral and volcanic rock formations. Seeing this other world, geologists knewthey had traveled a long way from early misconceptions about the sea floor and realized how muchmore they had to learn.

EXERCISE 2

READING COMPREHENSION

1 The discovery of basalt in the AtlanticOcean suggested that

A iron, zinc, and gold would be foundnearby.

B geologists still had much to learn aboutthe ocean floor.

C the Atlantic was deeper than previouslybelieved.

D geologists had an accurate understandingof the ocean floor.

2 What is a likely reason that the rise in theAtlantic Ocean was named TelegraphPlateau?

J It resembled the shape of a telegraph.K When people discovered it, they used a

telegraph to spread the news.L It was found by ships putting in a

telegraph cable.M It sent out vibrations much like a

telegraph.

3 How did ships in the mid-nineteenthcentury measure the ocean’s depth?

A By guesswork B By sending down scuba diversC By bouncing sound waves off the sea

bottomD By photographing the sea floor with

special cameras

4 In the last sentence, the termmisconceptions probably means

J known facts.K false ideas.L correct notions.M unlikely theories.

5 A geologist today would most likely say that

A the sea floor never changes.B the sea floor is a lifeless desert.C the sea floor can give us clues about how

Earth works.D we now know everything we need to

know about the sea floor.

6 This passage would most likely be found in a

J current events magazine.K textbook.L newspaper.M book about minerals.

7 How is paragraph 3 organized?

A It presents a list of new discoveries.B It contrasts facts about the ocean floor

with previously held beliefs.C It emphasizes the dangers of sea

exploration.D It provides a physical description of the

undersea world.

8 According to the passage, the ocean floor

J is more crowded than Earth.K is a lifeless expanse of mud. L has varied geographic features.M is a giant volcano.

9 What is the purpose of this passage?

A To show how scientific understanding isalways changing

B To celebrate the bravery of earlierexplorers

C To show how quickly science advancesD To describe different aspects of the sea

floor


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1 A ackuteB validC splendidlyD familiesE (No mistakes)

2 J separateK spendingL judgeingM quietlyN (No mistakes)

3 A juvenileB arrogantlyC teamD trespassedE (No mistakes)

4 J bubblesK offendL candidM pledeN (No mistakes)

5 A randumB dramaC oceanD troublingE (No mistakes)

6 J pledgeK acheiveL goingM betrayN (No mistakes)

7 A takingB tasteC wantedD terribelE (No mistakes)

8 J pretendK hardlyL lovlyM edibleN (No mistakes)

9 A swadeB regularC spentD personalE (No mistakes)

10 J libralK maddeningL realityM mostlyN (No mistakes)

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DIRECTIONSThis test will show how well you can spell.

Many of the questions in this test contain mistakes in spelling. Somedo not have any mistakes at all.

You should look for mistakes in spelling.

When you find a mistake, fill in the answer space on your answersheet that has the same letter as the line containing the mistake.

If there is no mistake, fill in the last answer space.

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EXERCISE 3

SPELLING

11 A femaleB peopelC confineD regulateE (No mistakes)

12 J weightK dauntingL gasolineM absolutlyN (No mistakes)

13 A riutB caresC legislateD regardE (No mistakes)

14 J hillsideK raketL givingM masterN (No mistakes)

15 A balloonB wastedC currickulumD baseballE (No mistakes)

16 J artifishulK becomeL orangeM moaningN (No mistakes)

17 A respectedB wonderfulC rampantD underE (No mistakes)

18 J clokwiseK returnL meddleM adamantN (No mistakes)

19 A litigateB accentC scentedD flourE (No mistakes)

20 J ledgeK readingL partiesM carraigeN (No mistakes)

21 A beginingB praiseC wrestleD garageE (No mistakes)

22 J measureK televishunL masterpieceM punctureN (No mistakes)


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1 A The members of the Detroit AreaB legal Society will hold a benefitC Tuesday. They hope for success.D (No mistakes)

2 J Lee’s class has a Spanish lessonK on mondays and wednesdays. TheyL love when Mrs. White arrives.M (No mistakes)

3 A in January, the children living inB New York watch for news of bigC snowstorms. They cannot wait to go

sledding.D (No mistakes)

4 J Ella and her mother, Mrs. Smith, areK going to the dance at the local high schoolL next month. Mrs. Smith will chaperone.M (No mistakes)

5 A My family always gathers at myB Grandmother’s house for special events.C I love to see my cousins.D (No mistakes)

6 J John and Susan Franklin are movingK to canada for two years, where L they will conduct a scientific study.M (No mistakes)

7 A Kelly and i are spending all of our timeB these days outside. We both love fallC more than any other season.D (No mistakes)

8 J Little women is my favorite book.K However, Louisa May Alcott is notL my favorite author.M (No mistakes)

9 A I knew my mother meant businessB when she said, “don’t make me askC you another time!”D (No mistakes)

10 J My father went hiking last weekendK with his brother. It was a great trip, andL he saw the grand canyon for the first time.M (No mistakes)

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You should look for mistakes in capitalization in the sentences on thistest.


Some sentences do not have any mistakes at all. If there is no mistake,fill in the last answer space.

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1 A Kellys father went to the storeB to buy apples, milk, orange juice,C carrots, and lettuce.D (No mistakes)

2 J The family who used toK live next door to us, justL moved to Montana.M (No mistakes)

3 A Lauren and Natalie whoB were the team captains,C stared coldly at each other.D (No mistakes)

4 J Where are you going? his sisterK asked when she saw him leaving theL wedding during the vows.M (No mistakes)

5 A Anne Frank became famousB for her diary, but most of her familyC didnt survive the war.D (No mistakes)

6 J December January, and FebruaryK are the coldest months of the year in L New York, so snowplows are always ready.M (No mistakes)

7 A Farther down the stream a little way,B where the current picks up, you shouldC allow me to sit in the front of the boat.D (No mistakes)

8 J Don’t forget to bring Barbaras vest K in your overnight bag. She left it L here last weekend.M (No mistakes)

9 A Apples and bananas areB very popular fruits among Americans.C Many also like oranges.D (No mistakes)

10 J The cotton gin, invented by Eli Whitney,K was said to have the ability to doL as much work, as fifty people.M (No mistakes)

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DIRECTIONSThis is a test on punctuation. It will show how well you can use periods,question marks, commas, and other kinds of punctuation marks.

You should look for mistakes in punctuation in the sentences on thistest.




1 A You must gather all the items youB will need. You are full responsible for yourC own things in the morning.D (No mistakes)

2 J I hope the twins will behaveK theirselves tomorrow whenL they go on the class trip.M (No mistakes)

3 A Tomorrow the state fair is opening inB our town. We’ve heard that it will includeC the best exhibits we’ve ever saw.D (No mistakes)

4 J Plants need soil, air, water, and sunlightK to grow. When one of these things is missing,L a plant will not do well for long.M (No mistakes)

5 A Our favorite vacations are always atB the see. My sisters and I love to collectC shells and take walks in the sand.D (No mistakes)

6 J He told me that I might spotK some celebrities at the show, butL I didn’t recognize no one.M (No mistakes)

7 A My father’s favorite animals on ourB farm are the sheeps. He says theyC have such sweet eyes.D (No mistakes)

8 J In many families, theK father is the tallest, but in mine, myL mother is more taller than my dad.M (No mistakes)

9 A At Jenny’s house, it is expected B that the children takes their own C plates to the sink after dinner.D (No mistakes)

10 J All that Rohan really wanted for K his birthday was a electric pencilL sharpener and some pencils.M (No mistakes)

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You should look for mistakes in the sentences on this test.



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11 Which of the following would be best asthe first sentence in this paragraph?

A Plants need to be removed from theirpackages.

B Potting a plant is really quite simple.C Where should you buy potting soil?D Once a seed has started to grow, it must

be potted.

12 What is the best way to write theunderlined part of sentence 4?

J UnlessK AlthoughL OnceM (No change)

13 Where is the best place for sentence 5 inthis paragraph?

A Between sentences 1 and 2B Between sentences 2 and 3C Between sentences 3 and 4D Where it is now

14 Which sentence could be removed fromthis paragraph?

J Sentence 1K Sentence 2L Sentence 3M Sentence 4

15 What is the best way to write theunderlined part of sentence 5?

A to squeezeB when you squeezeC by squeezingD (No change)

16 Which of the following sentences wouldbest conclude this paragraph?

J Most plants prefer full sun exposure.K If you follow these simple steps, you

will have a happy plant.L Hibiscus shrubs transfer quite easily.M From time to time, even a healthy plant

will become sick and die.

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NPART 2 DIRECTIONS

This is Part 2 of the test about the use of words. It will show howwell you can express ideas correctly and effectively.

Directions: Use this paragraph to answer questions 11–16.

Before you begin, make sure you have plenty of good potting soil and a goodpot. Your potting soil can be bought from a grocery store or a home improvementcenter. First, fill your pot three inches deep with potting soil. Since your plant is out,place it in the pot and fill in around its root ball with more potting soil. Next, carefullyremove your plant from its package and squeeze the bottom of the container and gentlypulling the plant up from its base.

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1A 21 West Palm St.B San diego, CA 01234C November 1, 1999D (No mistakes)

2 J Mission High SchoolK Tucson, AZ 85715

L Dear Assistant principal:M (No mistakes)

3 A I am a member of a TheaterB company. We are performing shortC skits on issues relevant to teenagers.D (No mistakes)

4 J We think you would enjoy ourK skit “Resisting peer pressure.” Could weL perform it in your school next month?M (No mistakes)

5 A I have enclosed a brochure.

B Sincerely,C Suzanne EmersonD (No mistakes)

6 J I told her to stop playing withK your dolls, but your Mother saidL that you have to share them.M (No mistakes)

7 A He decided to take a new job lastB month, and the rumor is that he willC be working for the fbi soon.D (No mistakes)

8 J your mother said that you may goK with us to the movies as long asL you are home by nine o’clock.M (No mistakes)

9 A Don’t worry about what you areB going to wear to the Valentine’s Day party.C It is more important just to be yourself.D (No mistakes)

10 J Send all your correspondence byK UPS to the Address mentionedL in yesterday’s notice.M (No mistakes)

11 A “I plan to buy someB sneakers next week,” said Jon. “DoC you want to come along?”D (No mistakes)

12 J The debate team at our school is goingK to Washington, d.c., for a nationalL tournament next January.M (No mistakes)


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1 A Petrified wood is wood,B that has been exposed to mineral depositsC and turned to stone.D (No mistakes)

2 J Kaitlin who was allowed to leave earlyK should be the last person to argue forL stricter adherence to the rules.M (No mistakes)

3 A “Do not forget to walk theB dog again today” his mother told himC in a serious tone of voice.D (No mistakes)

4 J 377 Elm Ave.K Princeton NJ 08540L January 2, 1999M (No mistakes)

5 A Dear Mother:B Aunt Martha is taking C me to the art museum today.D (No mistakes)

6 J I hope to see some paintingsK at the Metropolitan Museum andL buy a souvenir, from the gift shop.M (No mistakes)

7 A I hope to hear from you soon!B LoveC Madeleine D (No mistakes)

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You should look for mistakes in punctuation in the sentences on thistest.



8 J Because he was upset, Billy saidK “Please do not play with those balloonsL today. They may deflate.”M (No mistakes)

9 A Martin Luther King, Jr was oneB of our nation’s most influential speakers.C Millions were moved by his words.D (No mistakes)

10 J Today should be a nice day for yourK picnic. Sunny and warm it is one of theL nicest days we’ve had.M (No mistakes)

11 A In 1968 when the couple was marriedB Jordan Glen’s dairy farm was justC beginning to turn a profit.D (No mistakes)

12 J The dog lay on it’s back and rubbedK up against the tree to scratch itself. FleasL had troubled it all summer.M (No mistakes)


1 A It was the craziest horse I had ever rode.B He trotted and then he halted, almostC throwing me off the saddle.D (No mistakes)

2 J The teacher sayed the same thingK four times before the boys listenedL to her. She was getting annoyed.M (No mistakes)

3 A I went downtown to do some shoppingB before returning home for the night.C The lights in town are always so bright.D (No mistakes)

4 J When we returned from the soccerK game, we were very hungry, so we had usL a huge dinner before getting ready for bed.M (No mistakes)

5 A The chickens were not supposedB to had laid their eggs in the yard,C but something must have gone wrong.D (No mistakes)

6 J My father loves biking, swimming,K and reading. However, going toL the movies are his favorite activity.M (No mistakes)

7 A Jane does all her work perfectly,B but you and her are always goofingC off and wasting time.D (No mistakes)

8 J When Tom graduates, he hopes to buyK an convertible automobile. He wouldL love to restore an older model.M (No mistakes)

9 A I went to my room and sat on myB bed with my favorite book, determinedC to relax a while before the test.D (No mistakes)

10 J Some observation points at the canyonK are dangerous. Once, I wouldn’t have slippedL over the edge if not for the restraint fence.M (No mistakes)

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NPART 2 DIRECTIONS

This is Part 2 of the test about the use of words. It will show howwell you can express ideas correctly and effectively.

Directions: In questions 11–13, choose the best way of expressing the idea.

11 A The birds migrating south were understood by the observers, seen flying.B Seen flying, the birds were understood by the observers to be migrating south.C The birds were understood by the observers to be migrating, seen flying south.D Seen flying south, the birds were understood by the observers to be migrating.

12 J Sharing almost all of the same interests, Mr. and Mrs. Wurm spend much of their time together.

K Sharing almost all of the same interests, they spend much of their time together.L Sharing almost all of the same interests, Mr. and Mrs. Wurm spend much of it together.M Sharing almost all of the same interests, Mr. and Mrs. Wurm spend it together.

13 A The large crate, which is bigger, will hold the dog from the police station.B The bigger crate, which can hold a big dog, will hold the dog from the police station.C The bigger crate will hold the dog from the police station.D The dog from the police station will be held in the bigger crate, which can hold it.

Directions: In questions 14–16, choose the best way to write the underlined part of the sentence.

14 Since it rained hard yesterday, people should still make an effort not to waste water.J Even though K Because L Whether M (No change)

15 Unless I do poorly on this test, I will get an “A” in the class.A would get B got C had gotten D (No change)

16 The reason I sent you back to the start was showing you how to proceed correctly.J for showing K for to show L to show M (No change)

17 Which of these short passages would most likely be found in a newspaper article on running?

A C

B D


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Running can be fun and beneficial to yourbody. You need the right kind of shoes,though, if you plan to run great distances.Aerobic shoes or cross-training shoes arenot what you’re looking for!

To live a healthier lifestyle and have funwhile doing it, start running. Running is sopopular that millions of other Americanslike you are out there running every day.So join the fun, and get healthy!

Running has become one of the mostpopular sports in the United States. Millionsof running shoes hit the pavement every dayas Americans strive for a healthier lifestyle,mixing exercise with fun.

If you want to have fun and get in shape atthe same time, here’s your plan. Startrunning! I started running three miles aday, and I’m stronger and healthier as aresult.


Directions: Use the dictionary excerpt below toanswer questions 1–6.

1 Which of the following is the noun form ofdilapidated?

A -tion C DilapidationB Dilapidate D Dilapid

2 The e in dilapidated sounds like the e in

J devoid. L dialogue.K dew. M dinner.

3 How would you use the word dilapidated ina sentence?

A The dilapidated gown sparkled in themoonlight at the summer ball.

B The dogs were so thirsty that theydilapidated up the water.

C The house was so dilapidated that it washard to imagine anyone living in it.

D Once we chose the days and the month,we considered the planning dilapidated.

4 Which of the following words comes fromLatin?

J Dictum L DilapidatedK Dignify M Diminuendo

5 Which of the following words can be usedas an adjective or as an adverb?

A Dignified C DilapidatedB Diminuendo D Dinner

6 Which syllables are accented in diabolic?

J 1st and 3rd L 1st and 4thK 2nd and 4th M None

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DIRECTIONSThis is a test about using reference materials and libraries.

Four answers are given for each question. You should choose theanswer you think is better than the others.

Then, on your answer sheet, find the row of answer spaces numberedthe same as the question. Fill the answer space for the best answer.

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devoid dinner

de•void (di-�void) adj: completely without

dew (�dü also �dyü) OE n: droplets ofcondensation left on cool surfaces

di•a•bol•ic (�d�� -ə-�bä-lik) adj: very cruel;devilish

di•ag•no•sis (�d�� -ig-�no�-səs, -əg-) n: theresulting decision concerning the nature ofa problem

di•a•gram (�d�� -ə-�gram) n: a sketch orplan

di•a•logue (�di-ə-�log, -�läg) n: aconversation

dic•tum (�dik-təm) L. n: formal statementof fact

dig•ni•fy (�dig-nə-f�� ) v: -fied adj to honor

di•lap•i•dat•ed (də-�la-pə-dat-id) adj-tion n: old, worn down and in ill repair

di•min•u•en•do (də-�min-yə-�we-�do also -�mi-nə-�) It. adj, adv: with graduallylessening volume

din•ner (�di-nər) n: the day’s main meal

n noun F. Frenchv verb L. Latinadj adjective G. Greekadv adverb It. Italian

E. EnglishOE Old English

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EXERCISE 8

REFERENCE MATERIALS

Directions: Questions 7–12 are about using librarymaterials. Choose the best answer for each question.

7 Where would you look to find the topicscovered in a particular book?

A In the title pageB In the bibliographyC In the table of contentsD In the appendix section

8 Which of the following would you look forin a glossary?

J The definition of the word dialectK The page numbers containing the word

dialectL The history of the word dialectM A list of different dialects of English

9 Which would be the best source for acurrent stock report?

A Life MagazineB U.S. News & World ReportC Encyclopedia BritannicaD The Wall Street Journal

10 Suppose you want to find out how frozenorange juice concentrate is made. If youare using an on-line card catalogue, whichkey terms would you use to access thisinformation?

J OrangesK Frozen ConcentrateL ConcentrateM Orange Juice Concentrate

11 Suppose you want to find the name of thepainting that is on the ceiling of the SistineChapel. If you are using an online cardcatalogue, which key terms would you useto access this information?

A Ceiling C Sistine ChapelB Painting D Michelangelo

12 If you want to find information aboutWilbur Wright, an American inventor,which key terms should you use?

J Inventions L AmericaK Wilbur Wright M Inventors

Directions: An online card catalogue is used tosearch for library books. Refer to the online cardcatalogue excerpt to answer questions 13–16.

13 What key term was used to search for thisentry?

A MiltonB Paradise LostC New YorkD Bentley, Richard

14 How many copies of Milton’s Paradise Lostare available for loan?

J 1K 2 L 29M None at this time

15 Where was this edition of Milton’s ParadiseLost published?

A LondonB New YorkC Hayden StacksD This cannot be determined.

16 When was this version of Milton’s ParadiseLost originally published?

J 1674K 1732L 1742M 1974


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You searched: TITLE PARADISE LOST SEARCHRecord 5 of 29

Author Milton, John, 1608–1674Title Milton’s Paradise LostPublisher [New York, AMS Press, 1974]Edition New ed. by Richard BentleyNote Reprinted from the edition of 1732, London

LOCATION CALL # STATUSHAYDEN STACKS PR3560 1974 ShelfHAYDEN STACKS PR3560 1974 Due 9-20-00

ITBS® Practice Test

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RYDIRECTIONSThis is a test about words and their meanings.

For each question, you are to decide which one of the four answershas most nearly the same meaning as the underlined word.

Then, on your answer sheet, find the row of answer spaces numberedthe same as the question. Fill in the answer space that has the sameletter as the answer you picked.

AMPLE

S1 To adore the present

A giveB loveC receiveD return

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S1 A B C D

A

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VOCABULARY

1 Reach the morass

A mountainB swampC turning pointD inn

2 To augment the earnings

J recordK taxL calculateM increase

3 Consult the lexicon

A guideB definitionC dictionaryD specialist

4 The gregarious host

J sociableK formerL elderlyM silent

5 A vulgar description

A wordyB grossC thoughtfulD precise

6 His boorish neighbor

J greedyK uglyL rudeM talkative

7 The bellicose greeting

A officialB indifferentC gracefulD warlike

8 To pilfer repeatedly

J twitchK stealL get sickM complain

9 The writing of the prodigy

A gifted childB average childC below-average childD problem child

10 Stubborn resistance

J demandK willpowerL oppositionM behavior

11 The exotic bird

A cagedB loudC expensiveD unusual

12 A harmless gibe

J scratchK questionL tauntM young man

13 The fundamental truth

A advancedB basicC spectacularD timeless

14 To admire the fauna

J young deerK architectureL landscapeM animal life

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VOCABULARY

15 A chaotic morning

A disorderlyB rainyC pleasantD surprising

16 Demand restitution for an injury

J revengeK helpL compensationM medical care

17 Impartial jury

A talentedB fairC chosenD large

18 To reiterate a point

J repeatK withdrawL makeM introduce

19 Illuminate the meaning

A understandB changeC make clearD redefine

20 The professor was haughty.

J funnyK intelligentL boringM snobbish

21 Studied quadrupeds

A four-footed animalsB animals with pouchesC fast-running animalsD intelligent animals

22 A robust player

J tiredK strongL hard-workingM skilled

23 Averse to change

A difficultB thrilledC readyD opposed

24 A staccato song

J sillyK choppyL minor keyM melodic

25 Emerged as the winner

A was identifiedB came outC continued onD was questioned

26 The millionaire flaunted her money.

J buriedK usedL showed offM wisely invested

27 Was staggered by the news

A overwhelmedB confusedC angeredD excited

28 Living in a hovel

J secret roomK neighborhoodL small townM hut


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VOCABULARY

29 To diminish responsibility

A inviteB acceptC shirkD lessen

30 The volume of sales

J qualityK managerL numberM type

31 To pique the speaker

A surroundB listen toC talk toD annoy

32 They ostracized the player.

J praisedK excludedL embracedM tested

33 To write a query

A questionB poemC letterD speech

34 To domesticate the animal

J tameK catchL sellM butcher

35 Cherishes the gift

A exchangesB buysC wrapsD loves

36 Blinded by mania

J wild colorsK sunlightL hatredM madness

37 The vacant garage

A emptyB lonelyC spaciousD silent

38 Abbreviated the story

J improvedK shortenedL changedM exaggerated

39 The elderly person’s sagacity

A failing healthB wisdomC frailtyD good nature

40 The persevering hunter

J steadfastK aggressiveL confidentM experienced

41 The predominant reason

A obviousB bestC mainD complicated

42 The exemplary service

J expensiveK outstandingL shockingM old-fashioned

43 The character’s idiosyncrasies

A stupid actionsB ambitionsC dislikesD odd habits



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DIRECTIONSThis is a test of how well you understand what you read.

This test consists of reading passages followed by questions.

Read each passage and then answer the questions.

Four answers are given for each question. You are to choose theanswer that you think is better than the others.

Then, on your answer sheet, find the row of answer spaces numberedthe same as the question. Fill in the answer space for the best answer.

S1 Which of the following places does thispassage most likely describe?

A Susan’s back lawnB A playgroundC Susan’s living roomD The beach

NSWER

S1 A B C D

A


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AMPLES

Susan lay under a sun umbrella, reading abook. She could hear the faint roar of distantwaves and the sound of people laughing.Above her head, seagulls flew around incircles, specks of white against the bright bluesky.

ITBS® Practice Test Grade 8/Level 14


People have used coins as a means of exchange for thousands of years. Valued for theircraftsmanship and purchasing power, coins have been collected in great numbers throughout history andburied for safekeeping. Because stores of coins gathered and hidden in this manner lie untouched formany years, they can reveal a great deal about a given culture or historical period. The collection andstudy of coins for the purpose of discovering what they tell us about the past is called numismatics, fromnumisma, the Latin word for coin.

Coins are useful in revealing many aspects of a culture. They can provide clues about when a givencivilization was wealthy and when it was experiencing a depression. Wealthy nations tend to produce agreater number of coins made from richer materials. The distribution of coins can also reflect theboundaries of an empire and the trade relationships within it. Roman imperial gold coins found in India,for example, indicate the Romans purchased goods from the East. Arab coins found in Scandinavia pointto an active trade between that region and Iran, probably for the purchase of furs.

The way the coins themselves are decorated sometimes provides key information about a culture.Many coins are stamped with a wealth of useful historical evidence, including portraits of politicalleaders, important buildings and sculptures, mythological and religious figures, and useful dates. Somecoins, such as many from ancient Greece, can be considered works of art themselves and reflect theartistic achievement of the civilization as a whole.

Information gathered from old coins by numismatists is most useful when placed alongside otherhistorical documents, such as written accounts or data from archeological digs. Combined with theseother pieces of information, coins can help historians reconstruct the details of lost civilizations.

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1 When would the depiction of a building onan old coin provide the most valuableinformation?

A When the building is part of a moderncivilization

B When the building is no longer standingC When the coin is goldD When the coin is well-crafted

2 Which of the following do coins revealabout a civilization?

J The kind of food that was eatenK The average cost of clothingL Information about its economyM Its farming techniques

3 What is the author’s aim in the last twosentences of paragraph 2?

A To emphasize the important role furplayed in trade

B To show what coins can reveal abouteconomic relationships

C To demonstrate that coins contain littledata

D To provide examples of ways that itemsbecome collectible

4 When is numismatics most successful asan approach?

J When a large number of coins are foundK When it is used alongside information

from other sourcesL When the coins have portraits of political

leadersM When the coins are found in the same

place as documents

5 What is the main idea of the passage?

A How difficult it is to find old coinsB How coins reflect the artistic

achievements of a cultureC How numismatics can tell us about

ancient civilizationsD How the study of coins is the best way to

learn about lost cultures

6 What does reconstruct probably mean inthe final sentence?

J Create historical models ofK Learn aboutL BuildM Piece together


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7 What is the purpose of the secondparagraph?

A To criticize Nim’s human family forabandoning him

B To show how well Nim’s human familytreated him

C To demonstrate that animals have theability to feel joy

D To describe the way that chimpanzeesgreet people

8 The author of this passage probably thinksthat

J animals don’t have feelings.K animals are emotionally complex.L animals can feel joy but not other

emotions.M animals are emotionally identical to

human beings.

9 Why did Nim shriek and pound theground?

A He was overjoyed to see the familyagain.

B He was hungry and wanted to be fed.C He was eager to escape from his cage.D He was angry with the family for leaving

him.

10 What does evincing probably mean in line 3?

J LearningK Getting rid ofL ShowingM Noticing

Despite the stubborn, widespread opinion that animals don’t feel emotions in the same waythat humans do, many animals have been observed to demonstrate a capacity for joy. People haveoften seen animals evincing behavior that can only be taken to mean they are pleased with whatlife has brought them in that particular moment.

A chimpanzee named Nim Chimpsky, who had been taught to use sign language, was raisedby a human family for the first year and a half of his life. After that time, Nim was separated fromthem for two and a half years. On the day that Nim was reunited with his human family, he smiled,shrieked, pounded the ground, and looked from one member of the family tothe next. After doing this for a few minutes, still smiling and shrieking, Nimwent around hugging each member of the family. He played with andgroomed each member of the family for almost an hour before the family had to leave. People who were familiar with Nim’s behavior said they had never seen him smile for such a long period of time.

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It is my pleasure this evening to introduce a person who probably needs no introduction.Most of you have read his work and seen firsthand that he has achieved great things in his novels,poems, short stories, and essays.

Born in Spanish Harlem in the late 1950s, Raphael Sanchez learned at an early age to listento the many voices of the city. It was as a boy in Harlem that he developed the powers ofobservation that would later make his writing truly great.

In the 1970s, Raphael went to Columbia University, where he was exposed to a literarytradition. While his university education gave his writing new depth, the raw energy of the streetshas always served as the primary fuel for his writing. This is what gives his works passion andpower.

Raphael once told me that in order to escape from life he turns to books, and in order toescape from books he turns to life. It is this balance of the sights, sounds, and smells of the streetwith the perspective gained from his formal education that has made Raphael popular with bothcritics and regular readers alike.

For those of us who have read and admired his work, it seems natural that Raphael has wonso many awards. He deserves them, and his humility in accepting them has been refreshing. Whenhe received the Writer’s Quill Award two weeks ago, for example, he toldthe audience, “This award is not really mine. It belongs to all themillion things that have inspired me.”

That is the kind of man I am introducing to you thisevening. He is a man who has been inspired by a millionthings, and he is a man who has providedinspiration to a million people. Ladiesand gentlemen, it is my greathonor to present to you,Raphael Sanchez.

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Below is a speech introducing the author Raphael Sanchez, who will be speaking in front of an audience.



11 Which of these best describes why RaphaelSanchez’s writing is so popular with criticsand regular readers?

A It has won the Writer’s Quill Award.B It is set in Spanish Harlem.C It reflects both scholarship and city

experience.D It is based on his experiences at

Columbia University.

12 The speaker says Raphael Sanchez needsno introduction because she assumes thatthe audience

J has met Raphael Sanchez.K was at the earlier awards ceremony.L is familiar with Raphael Sanchez’s work.M knows of Raphael Sanchez’s background.

13 The speaker uses the quote in lines 18–19to demonstrate Raphael’s

A talent.B dislike for awards.C goals.D humility.

14 Based on this passage, what would areader expect to find in Raphael Sanchez’swriting?

J Descriptions of mountains and forestsK Descriptions of housing projects and

subwaysL Descriptions of farm animals and

cornfieldsM Descriptions of suburbs and shopping

malls

15 What does Raphael Sanchez mean whenhe says, “This award is not really mine”?

A He owes everything to the people andthings that inspired him.

B He feels that other people deserve toshare credit for his award.

C He does not believe in the value ofawards.

D He feels Columbia University should begiven an award too.

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The stampeding herd was an arrow’s shot behind Curly Bear as he reached the first stack ofstones. The braves leapt into the air, waving skins and shouting. The frightened buffalo entered thefunnel of rocks.

The hard hooves of the buffalo beat the earth like thunder. Curly Bear slowed down just when he needed to be running his very fastest.

Curly Bear passed the third, the fourth, the fifth stone stack. At each one, the braves shoutedand waved. The buffalo gained on Curly Bear until they were less than a spear’s throw behind histiring feet.

As Curly Bear neared Little Blaze’s stack he turned and looked back. He never saw thesharp stone sticking up in front of him. Curly Bear hit the ground running and tumbled into a heap.

Little Blaze dashed to his brother. He grabbed Curly Bear under his arms and yanked him tohis feet. The ground rocked with the crash of the buffalo.

Little Blaze ran with Curly Bear to the cliff’s edge. The buffalo got closer and closer. Then,like stones dropped into a pond, the two boys disappeared. The stampeding buffalo followed. Oneby one the herd plunged over the cliff.

In the narrow cup, Little Blaze hugged his older brother. Close to their heads sharp hoovesclawed wildly for the suddenly missing ground. The earth shook as the buffalo crashed far belowthe huddled boys.

Then a strange silence filled the air. Little Blaze looked up. No more buffalo hurdled pastthem. He lifted Curly Bear to his feet. The boys watched the tribe gather below to butcher the deadbuffalo.

Little Blaze heard a voice call from above them.“Come, my sons. The sun has shone on our tribe. Let us celebrate this good jump. And let us

celebrate the brave deeds of both my sons.”That night after a huge meal of boiled buffalo ribs, Little Blaze was called before his father.“Little Blaze, today without thinking of your own safety, you ran in front of the buffalo and

saved your brother. When any warrior does a deed of courage he is given a new name to honor hisact. I give you the name Charging Bull.

Hyi! Charging Bull! Little Blaze could scarcely believe his father’s words. Just the name hehad wanted for himself. He felt a warm glow spreading through his body like sunshine after astorm.

Charging Bull, a good name. It was a name that would be spoken with pride around Blackfeet campfires for many moons to come.

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.In this excerpt from Peter Roop’s book The Buffalo Jump, Curly Bear is a brave leading a herd of buf-falo past the other braves in his tribe toward a cliff’s edge.



16 Why do the braves make the buffalo jumpoff the cliff?

J It provided them with a food supply.K They thought the buffalo were a nuisance.L The herd was trying to trample Curly Bear.M It proved they were brave.

17 Why does the author use phrases likearrow’s shot (line 1) and spear’s throw(line 7)?

A To show which weapons the braves usein killing the buffalo

B To give the buffalo herd’s point of viewC To emphasize the braves’ power over the

buffaloD To suggest how the braves perceive

distance

18 Which of these is the best illustration of afunnel of rocks (line 3)?

J

K

L

M

19 Why did Curly Bear fall down?

A He was kicked by a buffalo.B He wanted to trick the herd.C He was distracted by Little Blaze.D He tripped over a rock.

20 What is the narrow cup in line 16?

J A stack of rocksK A cozy hutL A little pitM A small tree

21 Why did Curly Bear slow down?

A He was waiting for his brother to catch up.B He was running out of energy.C He was terrified.D He was waving at the braves.

22 Lines 13–15 mainly contain a descriptionof

J how frightened the boys felt.K what was happening outside the boys’

vision.L what Little Blaze imagined in a dream.M the speed of the buffalo running.

23 In the first paragraph, the braves arewaving skins and shouting to

A frighten the buffalo.B show their disapproval of Curly Bear.C tell Curly Bear to slow down.D demonstrate their bravery.

24 In line 19, why is the silence described asstrange?

J The plains were usually noisy, so thissilence was unusual.

K The boys usually talked all the time, andnow they were quiet.

L The boys had grown used to thethundering of the herd.

M It dawned on the boys that Curly Bearhad almost died.

25 The phrase like stones dropped into a pond(line 14) describes

A how the boys felt.B the rocks in the stacks.C how the buffalo looked when they fell.D how quickly the boys disappeared.

26 When they are in the narrow cup, CurlyBear probably feels

J angry and ashamed.K grateful and relieved.L scared and confused.M hopeful and content.

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Henry Ford and his Model T automobile changed the face of America. His “horseless carriage”contributed to a movement from rural to urban areas and to the development of an industrial economy.

Ford grew up on a farm close to Dearborn, Michigan, and there he built his first steam-poweredmotorized vehicle. Although it ran, Ford wasn’t satisfied with this creation. It was Ford’s ambition todesign and construct a gasoline-powered vehicle. He accomplished this in 1896 with “Quadricycle,” asmall buggy resting on four bicycle wheels powered by a four-horsepower gasoline engine.

Ford’s success with several different vehicle models earned him the backing of the DetroitAutomobile Company. Many of these investors abandoned Ford, however, when he refused to marketearly versions of his passenger cars. Ford claimed they needed improvement before he could presentthem to the public.

Eventually, the long wait paid off. In 1903, Ford Motor Company was officially formed, and in1908, Ford announced the birth of the Model T. He told the nation, “I will build a car for the greatmultitude.” This was a bold announcement, since most car manufacturers planned to build only luxurycars for the very wealthy.

His idea worked. Ford’s Model T was a hit with the American public, and demand grew with eachpassing year. In the course of nineteen years, around fifteen million Model T cars were sold in theUnited States, nearly one million in Canada, and another 250,000 in Great Britain. All told, thesenumbers equaled half the total number of automobiles manufactured in the world at that time.

Ford’s Model T had a wide-ranging impact on American society. People from isolated areas cameinto increased contact with people from towns and cities. Dependency on horses diminished, and landonce used for growing hay was converted to other crops. The automobile also led to the creation ofsuburbs, the growth of cities, and the construction of a complex highway system.

The methods of production Ford used were also revolutionary. Ford’s assembly line could churnout the frame of a Model T in about six hours. This high rate of speed was made possible by thedivision of labor. Instead of one person controlling production from start to finish, the labor wasdivided into smaller and smaller tasks, with each person performing the same task all day long.

Low employee turnover also increased the rate of production. Ford increased workers’ daily wagesand decreased the length of the workday by one hour. His measures paid off, decreasing employeeturnover by ninety percent. It also increased production. The more experience people had on the line,the more efficient they were on the job.

However, some critics claimed that despite these changes, workers were actually worse off. Byspeeding up production, Ford forced his employees to work harder. He also intruded into the lives ofmany of his employees. If employees drove any car other than a Ford, they were fired. Ford also hiredspies to report back to him on his employees’ private lives.

By 1927 the era of the Model T was coming to a close. General Motors, a major competitor, wasproducing better cars for only slightly more money. Customers with an eye for new styles just didn’tsee the appeal of the plain Model T.

When Ford looked back on his life, he expressed some regret at the widespread changes caused byhis innovation. As he grew older, he talked more and more about the values instilled in him by his ownrural upbringing on the farm in Michigan, instead of the revolution he helped bring about in Americanlife.

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27 According to the passage, why was theModel T more popular than other carsavailable at the same time?

A It looked like a buggy.B It was more spacious.C It was less expensive.D It was more stylish.

28 How has the author developed paragraph 6?

J By giving examples of how Ford’s carswere popular

K By comparing cars with earlier forms oftransportation

L By listing the ways that Ford’s carschanged America

M By arguing that cars made America abetter place

29 The passage suggests that Ford’s earlyinvestors were frustrated with him because

A he made more money than they did.B he changed the hours in a workday.C he delayed marketing the Model T.D he refused to build luxury cars for the

wealthy.

30 Which of the following best describesFord?

J Deep-thinkingK AmbitiousL ShallowM Generous

31 What led to the downfall of the Model T?

A It was not very well made.B Its price went up.C Other competition emerged.D Many of Ford’s workers quit their jobs.

32 What is the purpose of the finalparagraph?

J To depict how most new products riseand fall in popularity

K To suggest that Ford regretted his careerchoice

L To point to Ford’s mixed feelings abouthis innovation

M To show that Ford preferred country lifeto city life

33 In paragraph 4, what is most likely themeaning of multitude?

A centuryB upper classC general publicD savvy customer

34 When Ford hired people to look into hisworkers’ personal lives, the employeesprobably felt

J angry at the invasion of their privacy.K comforted by the fact that Ford was

looking out for them.L sad that Ford himself didn’t look in on

them.M glad to welcome them into their homes.



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35 What is meant by the phrase dust of snow?

A A snowballB A light amountC A big heapD Dust on top of the snow

36 The word rued in the last line means

J regretted.K found meaningful.L enjoyed.M experienced.

37 Which lines rhyme in this poem?

A Every other lineB Every lineC The first and last linesD The last two lines

38 What is the poem mainly about?

J A man who loves crowsK The interaction between birds and

humansL A man experiencing a small glimpse of

beautyM A crow and a man enjoying the beauty of

winter

39 Which two adjectives best describe themood of this poem?

A Cheerful and upbeatB Mysterious and vagueC Simple and honestD Fanciful and detailed


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.The following poem, “Dust of Snow,” is by Robert Frost.

The way a crow

Shook down on me

The dust of snow

From a hemlock tree

Has given my heart

A change of mood

And saved some part

Of a day I had rued.



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A clone is a life form engineered in a lab environment to be identical to another, through a processof asexual, or nonsexual, reproduction. This process of creating a new life form, called geneticengineering, can be useful in creating individuals of a given species that represent the best possiblegenetic traits of that species. People who work with plants have long used cloning techniques to createbetter strains of trees, fruits, and vegetables. The Macintosh apple, for example, was created by cloningtechniques, and it supposedly represents the best qualities of all apple types.

In the past few decades, scientists began successfully cloning simple animals such as amphibians.Scientists did this by replacing the nucleus of a fertilized egg cell with the nucleus of a cell that had afull number of chromosomes. The newly-introduced cell would then undergo the natural division of thesecond cell. This practice, if carried out in several such eggs, would theoretically produce scores ofidentical organisms.

For a time, it was thought there would always be limits to the types of animals that could beduplicated. In July 1996, however, a group of Scottish scientists made a breakthrough by successfullycloning a sheep from the cells of another adult sheep. After scraping cells from the udder of one sheep,the scientists introduced the nucleus of one of these cells into the unfertilized eggs of a different sheep.Then, they placed the egg, which had begun to divide, into the uterus of a third sheep. The result wasDolly, a healthy sheep who was born in the natural way from the third sheep. Dolly was almostidentical to the sheep from whose skin cells she had been formed.

In 1997 Dolly’s story was widely publicized in the media, and her existence resparked acontinuing debate about the use of cloning techniques on humans. Some people claim that geneticengineering should not be used on humans under any circumstances. They say that cloning is “playingGod.” These skeptics fear a future in which the rich diversity and human flaws that make life interestinghave been engineered out of the population. Others urge slowness. They insist that if geneticengineering is to be used, there are many questions that need to be answered first. Before we beginusing these techniques on humans, they argue, there are a number of ethical and moral questions thatneed to be answered very thoroughly. If it were possible to genetically engineer a person, for example,what qualities would be deemed most and least desirable? What limits should be placed on it? Who canbe entrusted with making such weighty decisions which have the potential to alter humandevelopment?

Some scientists claim that the danger of geneticengineering to humans has been exaggerated. Insteadof looking to a bleak future in which clones reducethe human race to a dull, perfect sameness, theyargue that the benefits of cloning should becelebrated. These scientists look to cloning to enablethe quick, inexpensive production of medicines, thegeneration of organs for surgical transplantation, andthe production of ideal farm animals.

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40 What event revived the debate about cloning?

J The cloning of plantsK The cloning of a sheepL The cloning of amphibiansM The future plan to clone human organs

41 According to the passage, how many sheepdid it take to produce Dolly?

A OneB TwoC ThreeD Four

42 Toward the end of paragraph 4, the worddesirable means

J beautiful to look at.K convenient to manufacture.L useful to include.M easy to make.

43 People who think genetic engineeringshould be used cautiously are oftenconcerned with issues of

A ethics and responsibilities.B insurance and hospitalization.C costs and billing.D flaws and accidents.

44 What purpose does the series of questionsat the end of paragraph 4 serve?

J To show the author’s own confusionabout the subject

K To dismiss these questions as trivialL To present moral questions that cloning

raisesM To emphasize the fact that cloning is

wrong

45 In paragraph 1, the author mentions theMacintosh apple as an example of

A a case when cloning produced animproved organism.

B a case when cloning failed.C a case when cloning created a

controversy.D a case when cloning went too far.

46 A genetic engineer would most likely agreewith which of the following statements?

J Cloning is very dangerous and should nolonger be practiced.

K We should begin cloning humans rightaway.

L The cloning of humans will soon resultin the creation of the perfect humanbeing.

M Used carefully, cloning can provide manybenefits to society.

47 Those who oppose the cloning of humanssay that in the future it could lead to

A a lack of diversity.B medical benefits.C ideal livestock.D widespread disease.

48 In paragraph 1, strains probably means

J shapes.K characteristics.L types.M products.

49 Which of the following statements bestdescribes the author’s attitude towardcloning?

A The author strongly supports cloning.B The author seeks to present the issue

impartially.C The author feels that cloning should be

restricted.D The author feels there are not enough

facts to form an opinion.


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Ten Days to the ITBS®

TEN DAYS TO THE ITBS®

Introduction

What Is the ITBS®?In the next few weeks, you will be taking a test called the ITBS® (which stands for Iowa Tests of Basic

Skills). The ITBS® includes tests on reading, vocabulary, math, social studies, and science. Your score

on the ITBS® will help your teacher see how well you are doing in these subjects.

In school, you probably take tests regularly. The ITBS®, however, is a little different from the tests

your teacher gives in class. This booklet is designed to prepare you for those differences.

When your teacher gives you a test, you usually know the material he or she wants to review. For

example, if you’ve just read The Old Man and the Sea, then many questions will probably be about

The Old Man and the Sea, and you can plan your studies accordingly.

But the ITBS® is different. It includes many topics, and some of the material will be new to you.

That’s where Ten Days to the ITBS® comes in. This booklet tells you what to expect on the ITBS®. It

also teaches techniques and valuable tips that will help you do your best on the ITBS®.

Multiple-Choice TestsFirst, here’s some good news: the ITBS® is a multiple-choice test. That means each question is

followed by four or five answer choices. Why is this good news?

PAGE 45Grade 8/Level 14 Ten Days to the ITBS®

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On a multiple-choice test, thecorrect answer is right infront of you. It is one of theanswer choices. You do nothave to come up with thecorrect answer entirely onyour own. All you have to dois find the correct answeramong the answer choices.


ITBS® Test SectionsThere are seven sections in the test related to language skills. This booklet concentrates on two of

them, Vocabulary and Reading Comprehension.

This book will also offer practice exercises for five other sections related to language skills:

Ten Days to the ITBS® Grade 8/Level 14PAGE 46


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1. Vocabulary: In the Vocabulary section, each question contains a short phrase with a

word underlined. Your job is to find the answer choice that is closest in meaning to

the underlined word.

2. Reading Comprehension: In the Reading Comprehension section, you will read

seven short passages. Each passage will be several paragraphs long, but less than a

page. There will be multiple-choice questions after each passage that test how well

you understand what you read.

3. Spelling tests whether you can recognize misspelled words.

4. Capitalization tests whether you know how to capitalize words correctly.

5. Punctuation tests whether you know how to punctuate sentences correctly.

6. Usage and Expression tests your ability to use standard written English.

7. Reference Materials tests your ability to conduct research and use reference books,

such as the dictionary or encyclopedia.


Basic Skills

Timing• For the Reading Comprehension section, you will be given 40 minutes to read seven

passages and answer 49 questions.

• For the Vocabulary section, you will be given 15 minutes to answer 43 questions. (You

get more time for the Reading Comprehension section because reading the passages

can be time-consuming.)

Take Your TimeCareless mistakes are the most common cause of low test scores. Therefore, you should never rush

through a test. Rushing causes careless mistakes. It’s better to leave out a few questions at the end of

the section than to rush.

Take Your Time, But Don’t Waste Your Time

Most people don’t usually run out of time on tests because they work too slowly. They run out of

time because they get stuck on one or two questions. You should try to avoid this common mistake.

Here’s how:

Take your time, but don’t waste your time struggling to answer questions that are confusing.

Mark Your Answers CarefullyAlways make sure you are marking the correct row on your answer sheet. If you try to work too

quickly, you might accidentally mark your answer in the wrong row. For example, if you decide to

skip a question on a test, be sure that you also leave that row blank on your answer sheet.


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. If you don’t know the answer,either take a guess or skipthe question. The time youdevote to one difficultquestion could be betterspent answering other, easierquestions.


The Process of EliminationIt may sound funny, but it’s easier to pick a wrong

answer than a right answer—and this will help you! The

best way to take a multiple-choice test is to look for

incorrect answers.

Let’s practice the process of elimination on thequestion below:

1 Which river runs through Prague?

A Mississippi

B Rio Grande

C Ohio

D Vltava

Even if you do not know that Vltava is the river that runs through Prague, you can answer this

question by using the process of elimination! Look at the other answer choices:

• Does the Mississippi River flow through Prague? No, it doesn’t.

• Does the Rio Grande flow through Prague? Does the Ohio River? Again, the answer to

both questions is “No.”

On this question, you can eliminate answers (A), (B),

and (C). Only choice (D), Vltava, remains. This must be

the answer.

Sometimes you may be able to eliminate three answer

choices. Other times you may only be able to eliminate

one or two incorrect answers. That’s OK. Even if you

can only eliminate one wrong answer, you should still

guess from among the remaining answer choices.



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The ITBS® asks you to pickthe best answer from amongthe choices given. Sometimesthe best answer is one thatdoesn’t seem to be correct,but you know it’s better thanthe other choices. Eliminateanswer choices that aredefinitely incorrect. You’ll besurprised how often you willbe left with only oneremaining answer choice.

On all but the easiest questions,the process of elimination is thebest way to choose an answer.


How to Use Your Scratch PaperWhen taking the ITBS®, you will not be permitted to make any marks in your test booklet. However,

you will be given scratch paper to write on. You might want to use the scratch paper to keep track of

answer choices that you know are incorrect, like this:

If you know that choices (A) and (B) are incorrect, draw a line through them on your scratch paper.

This way you know that the correct answer must be either choice (C) or (D). On difficult questions,

keeping track of wrong answer choices will help you narrow down which one must be correct.

Scratch paper will be most useful in the Reading Comprehension section. As you read a passage, it

helps to jot down the main idea of each paragraph and a summary sentence at the end. (See the

section on Active Reading, page 59). By creating a “map” of the passage, it will be easier to locate

information.


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S1A

B

C

D

Label question numbers.

Cross out choices you know are wrong.

Circle the correct answer.

Make sure to write quickly and

efficiently. Your scratch paper

should be clear enough for you

to read, but don’t worry about

writing complete, grammatical

sentences. Keep in mind that

these notes are for you alone. If

you spend too much time on the

scratch paper, you might get

slowed down.


Vocabulary QuestionsWhen you take the Vocabulary section of the ITBS®, you will have 15 minutes to do 43 questions.

You have to choose the answer choice with the meaning that most closely matches the underlined

word.

Let’s take a look at the following questions:

1 The immense house

A newly built

B large

C cramped

D perfect

The answer to question 1 is choice (B). Something immense is large.

2 His explanation was credible.

J lengthy

K interesting

L foolish

M believable

The answer to question 2 is (M). If an explanation is credible, then it is believable.

You may have noticed a few things about these questions:

• The phrase in which the vocabulary word appears provides no context clues. In other

words, you cannot guess the meaning of the word from the words around it.

• If you didn’t know the meaning of the vocabulary word, any of the answer choices

could seem like the correct answer. You cannot eliminate answer choices simply because

they do not seem to fit in the blank.

Since you can’t use the context to help you on this section, the best way to prepare yourself is to

learn as many words as you can.



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The best way to prepare for theITBS® Vocabulary section is tostudy vocabulary. There are noother shortcuts or neat tricks fordoing well on this section of thetest.


How to Learn Vocabulary WordsThe best way to learn vocabulary words is to read. The more you read, the better your vocabulary

will be. Try the following:

• Start every morning with the newspaper. Any section will do. If you like sports, start

with the sports section. If you like theater, start with the arts section.

• Read a wide variety of materials. Books, magazines, the Internet, and even

advertisements can all be sources for learning new words.

• Every time you read an unfamiliar word, write it down on an index card. When you

have time, look the word up in a dictionary. Write the definition on the other side of

your card, along with a sentence using the word correctly. Use the cards to test your

vocabulary.

Let’s practice. Look up the six underlined words below. Write down each definition on a

separate index card, and then make up a sentence using each word.

1 To placate smoothly

2 A stereotypical villain

3 To champion a cause

4 The invincible team

5 An unusual dialect

6 To admire the precision


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Helpful Vocabulary Terms

Synonyms are two differentwords that mean the samething. For example: steal androb; silly and foolish; childrenand kids.

Antonyms are two words thathave opposite meanings. Forexample: give and take; darkand light; good and bad.


Answering Vocabulary QuestionsWhen answering Vocabulary questions, it helps to have a systematic approach. Consider every

answer choice before you select your answer.

Let’s take a look at the question below:

1 Her unkempt appearance

A attractive

B unexpected

C casual

D disorderly

Here’s how to approach this question:

1. Read the phrase, but cover the answer choices so you won’t be distracted. For example,

if you are working quickly, you might select choice (B) because both unkempt and

unexpected begin with “un-”. Choice (B) is not the right answer. Wrong answers that

seem like they might be correct are called distractors. Just because two words sound

alike does not mean they have similar definitions.

2. If you are familiar with the underlined word, try to think of a word or phrase that

means the same thing. For the above example, you might think: Someone with an

unkempt appearance looks messy.

3. Now take a look at the answer choices and eliminate the choices you know are wrong.

Look at choice (A). Does attractive mean the same thing as messy? No, it doesn’t. Get

rid of choice (A).

4. Look at choice (B). Does unexpected mean the same thing as messy? No, it doesn’t. As

mentioned before, choice (B) is a distractor, so you know it is wrong.

5. Look at choice (C). Does casual mean the same thing as messy? Perhaps. Set aside

choice (C).

6. Look at choice (D). Does disorderly mean the same thing as messy? Yes, it does. Set

aside choice (D).

7. Now consider choices (C) and (D). Which word is closer in meaning to messy? It might

help to consider whether unkempt is negative or positive. Unkempt appears to be a

negative word, and messy is too. Casual seems more positive. Therefore, you can safely

guess that choice (D), disorderly, is the correct answer.



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Use this technique to try another question:

2 Her joy was unbridled.

J slightly diminished

K suddenly over

L expressed freely

M carefully concealed

Here’s how to approach the question:

1. Read the phrase, covering the answer choices.

2. If you don’t know the meaning of the word unbridled, ask yourself if you recognize any

part of the word. For example, you might recognize the prefix “un-” and know that it

means not. You might also recognize the root word bridle and know it is headgear worn

by a horse. What does a bridle do? It restrains the horse and allows one to steer it. You

can guess that unbridled means something like free from restraint. Keep this phrase in

your mind when selecting an answer choice.

3. Uncover the answer choices. Look at choice (J). Does slightly diminished have anything

to do with the phrase free from restraint? No, it doesn’t. Get rid of choice (J).

4. Look at choice (K). Does suddenly over have anything in common with free from

restraint? No, it doesn’t. You can get rid

of choice (K).

5. Look at choice (L). Does expressed freely

have anything in common with the

phrase free from restraint? Yes, it does. If

joy is free from restraint, it is expressed

freely. Set choice (L) aside.

6. Look at choice (M). Does carefully

concealed mean free from restraint? No, it

doesn’t.

7. After going through the process of

elimination, you can be sure that choice

(L) is the right answer.


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If you don’t know a word,look for clues within the

word that might point to itsmeaning. You might recognize aword contained in another (suchas bridle) or a common prefix(such as “ex-” or “un-”). Othertimes, you may recognize a wordpart that appears in anotherlanguage you have studied, likeFrench or Spanish. Sometimes theclue will help you guess whichanswer choice is best.


Figuring Out the Part of Speech of aVocabulary WordSome underlined words serve as more than one part

of speech. For example, a word might function as

both a noun and a verb, and have different meanings

depending on its use. Take the word stand. This word

can serve as a noun, meaning a raised platform. It can

also serve as a verb, meaning to be upright.

You might be familiar with both meanings. However,

if the word appears as a verb in the test, and you

define it as a noun, you will get confused. For this

reason, it helps to determine the word’s part of

speech. Fortunately, it is easy to tell what part of

speech you are reading. It will be a noun, a verb, an

adjective, or an adverb.

Let’s take a look at the following example:

1 To rule the people

A entertain

B lead

C scare

D classify

Look at the answer choices. All of the answer choices are verbs. That means that rule is also a verb.

What does to rule mean? If you are still confused, think of a context in which you have heard the

word used as a verb: for example, The king ruled over the land. Now you should know that the

correct answer is (B). To rule over a people is to lead them, or act as their leader.



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To determine the part ofspeech of a vocabulary word,look at the answer choices. Allfour answer choices will bethe same part of speech asthe vocabulary word in thequestion. If all four answerchoices are verbs, forexample, then the vocabularyword in the question is also averb.

Helpful Vocabulary TermsNoun: A word used for a person, place, or thing, such as giraffe, father, school,and kitchen.

Verb: A word used for an action, such as run, jump, hide, and write.

Adjective: A word used to describe a noun, such as blue, tall, pretty, and honest.

Adverb: A word used to describe a verb, such as quickly, clearly, and carefully.


Positive and Negative WordsEven if you aren’t sure what a word means, you probably know something about it. You might know,

for example, whether its meaning is positive or negative. This is useful information! If the

underlined word is positive, you can rule out all negative answer choices. If the underlined word is

negative, you can rule out all positive answer choices.

Let’s take a look at an example:

1 To condemn the idea

A criticize

B explain

C suggest

D applaud

Suppose you only know that condemn sounds negative. Choices (B), (C), and (D) are all positive or

neutral. You can eliminate all of them. Choice (A) must be right.

Guessing Figurative MeaningsWhile taking the ITBS®, you may find yourself at times confused by a word that seems familiar but

that is used in an unfamiliar way. Some of these words, you will find, are being used in their

figurative meanings rather than their literal meanings.

Take, for example, the word shelf. You know a shelf is used to store books. Shelf also has a verb form.

If you shelve a book, you put it on the shelf. The verb shelve has yet another, figurative meaning. If

you shelve a plan, you do not put it physically aside. Rather, you simply postpone it. It is like shelving

a book but not exactly the same. Knowing the meaning of one helps you determine the meaning of

the other.

Let’s take a look at the following example:

2 The review was glowing.

J intelligent

K full of praise

L easy to understand

M thorough

You would probably define glowing as giving off light. Unfortunately, this definition does not

match any of the answer choices. However, consider the idea that a glowing object stands out in

a positive way. A glowing review probably also stands out in a positive way. Therefore, choice

(K) is the right answer.


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Synonym PracticeSynonyms are words that mean the same thing. The ability to recognize synonyms will help you on

the Vocabulary section, since correct answers are synonyms for the underlined word in the question.

In each group of words below, draw a line connecting the word on the left to its synonym on the

right.

Antonym PracticeAntonyms are words that have opposite meanings. Knowing words and their antonyms may come in

handy. In each group of words below, draw a line connecting the word on the left to its antonym on

the right.



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Group 1protective enormous

delegate guarded

massive banish

exile representative

Group 2era suitable

appropriate frequently

precision age

often accuracy

Group 1optimism release

exaggerate worsen

entrap pessimism

enhance downplay

Group 2manual aided

hindered lead

follow automatic

attire disrobe


Tips to Remember for the Vocabulary Section

Take your time. Rushing causes careless mistakes.

Don’t get bogged down by one or two difficult questions. If you get stuck on a

question, just skip it and move on.

Don’t finish early. Many students rush to finish even though the test allows them

enough time to read carefully. If you get through all the problems before your time is

up, go back and review your work.

Define the vocabulary word in your mind before looking at the answer choices.

Doing this will keep you from being distracted by the wrong answer choices.

Read all the answer choices before choosing your answer. You may find a better

answer if you read on.

If you can’t easily determine which answer is correct, use the process of

elimination to get rid of incorrect answers.

Look for clues within the vocabulary words. Figure out the part of speech of each

word. Try to determine whether the word has a positive or negative connotation.

Think about foreign language words, and consider whether this English word has a

foreign language root. All of these techniques will help you eliminate incorrect

answers and make good educated guesses.


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Practice QuestionsDirections: For each question, decide which one of the four answers has most nearly the same

meaning as the underlined word above it.



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1 Pampered the child

A spoiledB fedC dressedD raised

2 An honest pledge

J politicianK promiseL lawyerM speech

3 It happens inevitably.

A frequentlyB once in a whileC no matter whatD every day

4 A good omen

J soldierK workerL signM image

5 A rough passage

A stormB journeyC timeD visit

6 The only alternative

J roadK revisionL methodM option

7 Endorsed the candidate

A metB supportedC watchedD applauded

8 A stable job

J well-payingK challengingL pastM steady

9 To pursue the crowd

A entertainB break upC enterD chase

10 The rigid rule

J questionableK wiseL mathematicalM unbreakable

11 Indulged his taste

A predictedB questionedC satisfiedD criticized

12 He was ignorant.

J well-dressedK rudeL foolishM generous


Reading ComprehensionWhen you take the Reading Comprehension section of the ITBS®, you will have 40 minutes to read

seven passages and answer 49 questions. The passages vary in length from a half-page to a full page.

They may be fiction or nonfiction.

It is important to read the passages carefully. Don’t forget, however, that you have to answer

questions to earn points toward your final score! Don’t linger over the passage. Remember

that you can (and should) go back to the passage to look for answers.

Don’t Try to Memorize the PassageSome students think that they should try to remember every word of the passage as they read. Don’t

make this mistake! It is impossible to remember everything in a passage.

It is also unnecessary to remember every detail. The passage will still be in your test booklet when it

is time to answer the questions. You can look at it to find the information you need whenever you

want to !

Read Actively!When you read a passage for the first time, your goals should be to:

• identify the main idea of the passage.

• get a rough idea of where different facts are located in the passage.

The best way to accomplish these goals is to read the

passage actively. Here are some ways to read actively:

• Use your scratch paper to take notes.

After reading each paragraph, briefly jot

down a sentence or phrase.

• When you finish reading a passage, stop

for a moment and ask yourself, “What

did I just read about?” Write a brief

sentence summarizing the main idea of

the passage.


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Your active reading noteswill serve as a map of the

passage. That map will tell youwhere the answers to questionsare located in the passage.


The More You Read, the Better You’ll Do!The best way to prepare for the Reading Comprehension section of the test is to read as much as you

can. The more you read, the better you will understand what you read.

It doesn’t matter what you read. Books, magazines, Web pages, newspapers, billboards, and

toothpaste tubes are all good. Just make reading a habit, and you’ll be on the right track.



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Helpful Reading Comprehension Terms

Passage: The text you read before answering any questions. It may be a story, a poem, or a

group of paragraphs containing factual information.

Main Idea: What a passage or paragraph is mainly about.

Theme: Another word for main idea. Sometimes there is a lesson to be learned from the theme

of a story.

Summary: A brief statement of the main points covered in a passage.

Setting: The time period and place in which a passage happens.

Figurative Language: A colorful or creative way of writing, in which one thing is described in

terms of something else. Figurative language is especially important in poetry.


Practice in Active ReadingHere is a passage from the practice test you just took. Use it to practice reading actively. Read the

passage and ask yourself what each paragraph is about as you finish it. Then write a summary

sentence or phrase in the margin next to each paragraph. (Keep in mind that when you are taking

the ITBS®, you will not be able to mark in your test.)

Now write a one-sentence summary of what the passage was about. Use your paragraph labels to

help you focus on the main idea and key points of the passage. Focus on the general idea, not the

specific details.


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People have used coins as a means of exchange for thousands ofyears. Valued for their craftsmanship and purchasing power, coins havebeen collected in great numbers throughout history and buried for safe-keeping. Because stores of coins gathered and hidden in this manner lieuntouched for many years, they can reveal a great deal about a givenculture or historical period. The collection and study of coins for thepurpose of discovering what they tell us about the past is callednumismatics, from numisma, the Latin word for coin.

Coins are useful in revealing many aspects of a culture. They canprovide clues about when a given civilization was wealthy and when itwas experiencing a depression. Wealthy nations tend to produce agreater number of coins made from richer materials. The distribution ofcoins can also reflect the boundaries of an empire and the traderelationships within it. Roman imperial gold coins found in India, forexample, indicate the Romans purchased goods from the East. Arabcoins found in Scandinavia point to an active trade between that regionand Iran, probably for the purchase of furs.

The way the coins themselves are decorated sometimes provideskey information about a culture. Many coins are stamped with a wealthof useful historical evidence, including portraits of political leaders,important buildings and sculptures, mythological and religious figures,and useful dates. Some coins, such as many from ancient Greece, canbe considered works of art themselves and reflect the artisticachievement of the civilization as a whole.

Information gathered from old coins by numismatists is mostuseful when placed alongside other historical documents, such aswritten accounts or data from archeological digs. Combined with theseother pieces of information, coins can help historians reconstruct thedetails of lost civilizations.

4

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Notes


Tips for Reading Passages

Read the passage actively. Active reading will provide you with a map of the passage.

This map will help you find the answers to questions.

Don’t try to memorize every detail. Plan to go back to the passage to look for

information when you are answering the questions.

Always read the introductory text that precedes the passage. These few sentences

may contain valuable information that will help you understand the passage. There

may also be questions that you will understand better if you have read the

introduction.

Note any words that you don’t understand. Try to figure out what they mean from

the words around them. Even if a question doesn’t ask specifically about that word,

knowing the word might help you understand another fact or even the main idea.



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What Are the Reading Comprehension Passages Like?

There are several different kinds of Reading Comprehension passages on the ITBS®: Fictional,

Informational, Biographical, Poetic, and Functional. Here’s a description of each:

1. Fictional Passages are passages that are made up. They are short stories or parts

of novels. On the practice test, the passage about Curly Bear and Little Blaze was

fictional.

2. Informational Passages may seem similar to reading a textbook. They will tell

you facts about people, places, or things. On your practice test, the passage about

cloning was informational.

3. Biographical Passages are stories about the lives of real people. On your practice

test, the passage about Henry Ford was biographical.

4. Poems on the ITBS® can be about anything. They will be short, but there will be a

lot to look at on each line. The poem on the practice test was “Dust of Snow.”

5. Functional Passages may look like a letter, a speech, or an advertisement. They

are examples of everyday, practical writing. The passage on Raphael Sanchez was

a functional passage.


How to Read a Poem1. Read the title or introduction. Sometimes poems are confusing. The title or

introduction may tell you in a straightforward way what the poem is about.

2. Read the poem slowly and carefully. There is often a lot of information packed in each

line.

3. Look for figurative language. The poet William Wordsworth once wrote, “I wandered

lonely as a cloud.” Wordsworth didn’t mean that he was literally a cloud. Rather, he was

just using figurative language to compare himself to a cloud.

Whenever you come across an example of figurative language, try to imagine for

yourself what the poet means. As you read Wordsworth’s line, for example, you might

ask yourself, “How does a cloud move?” Imagine a person moving in the same way.

This process of visualizing an image may help you understand Wordsworth’s message.

4. Keep these questions in mind as you read:

• What happens in the poem?

• Where does the poem take place?

• Who are the characters?

• What is the mood of the poem? What image are you left with?

5. Summarize the main idea, theme, or lesson at the end of the poem.


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Facts and Opinions

When you are reading an ITBS® passage, whether it’s a poem or a functional

passage, it helps to remember the difference between facts and opinions.

Facts are statements that are always true. Everyone can agree about facts.

Here are two examples: “A dollar is worth one hundred pennies”; and “Whales

are mammals.”

Opinions are personal feelings. People can have different opinions about the

same facts. Here are some opinions: “Turnips taste bad”; “I like to go camping”;

and “Football is the best sport.”


Answering the QuestionsAfter you read each passage, you will answer questions about what you have just read. All the

information you need to answer the questions can be found in the passage.

The Different Types of Reading Comprehension Questions

Let’s take a look at the different kinds of questions that will come up in the

Reading Comprehension section. They can be grouped into six broad

categories:

1. Vocabulary in Context

2. Figurative Language

3. Specific Information

4. Emotion

5. Drawing Conclusions

6. Main Idea



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When You Answer the Questions

• Take your time reading each question. Make sure you understand exactly

what is being asked. The wording of some questions may confuse you. Take

the time to reread any question if you are not exactly sure what it is asking.

• Refer back to the passage. If you’ve read the passage actively, it should be easy

to find the facts you need. Remember that the information you need to answer

a question will always be found somewhere in the passage you just read. Use

your map to find it!

• Cross off any answer choices you know are wrong. Keep track of these

choices on your scratch paper. (See page 49 for more information on how to

use your scratch paper.)

• If a question is so hard that you can’t even eliminate one answer choice, go

on to a different question. If you have time at the end, return and take a

second look. Don’t waste time by getting stuck on one tricky question.


Vocabulary in Context QuestionsVocabulary in Context questions ask you to define the meaning of words that appear in the passage.

There is a good chance that you will not recognize these words, because most are fairly difficult.

However, all of these words appear in sentences that provide context clues to the word’s meaning.

Consider this sentence: “The chivalrous knight was rewarded for his success on the battlefield.” The

context clue here is “success on the battlefield.” This should tell you that the word chivalrous has

something to do with bravery.

Even when context clues don’t reveal exactly what a word means, they can at least tell you what it

doesn’t mean. Consider the sentence, “She clapped her hands, shrieked with joy, and whirled around

in a state of euphoria.” You can guess just from the context that euphoria means something positive.

By crossing out negative words from your answer choices, you will come closer to selecting the right

answer.

Let’s take a look at question 10 from your practice test:

1 What does evincing probably mean in line 3?

J Learning

K Getting rid of

L Showing

M Noticing

Even if you don’t know what evincing means, you can still get this question right by

using context to figure out the correct answer. The passage discusses how people have

seen animals evincing behavior. Therefore, evincing behavior must be doing something

others can see. From this conclusion, you can reason that (L) is the right answer.


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Despite the stubborn, widespread opinion that animals don’t feel emotions in the same waythat humans do, many animals have been observed to demonstrate a capacity for joy. People haveoften seen animals evincing behavior that can only be taken to mean they are pleased with whatlife has brought them in that particular moment.


ExercisesDirections: Read each excerpt and answer the question that follows it.

1 The word spent in the passage above probablymeans

A dead.

B tired.

C free.

D wounded.

2 What is meant by the word flailing in this passage?

J wildly waving

K carefully raising

L suddenly lowering

M slightly scratching

3 In this passage compromise means

A mutual agreement

B punishment

C daily schedule

D code of behavior



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Finally, the fisherman pulled the marlin alongside the boat. The battle had been a long one, and at last thegreat fish was spent. It lay on its side and slowly worked its fins with what little energy it had left.

Mei stepped out on the ice. She took a few baby steps, then a few larger steps. She kept her feet pressed tothe ground, and her wobbling feet glided slowly across the ice. “Look, I’m skating!” she shouted. “This isn’tso hard after all!” Then all of a sudden, Mei began to totter. She grabbed around for something to hold, butthere was no one nearby to help her. Flailing her arms, she dropped clumsily to the ground.

Devon and Tasha both wanted to use the computer at the same time. They went to the librarian, complainingthat they had to use it right away. The librarian suggested a compromise. Tasha could use it first, but only foran hour. Then Devon would get to use it. At first neither one of them wanted to do this, but finally they bothdecided it was for the best.


Figurative Language QuestionsA writer uses figurative language to describe one thing in terms of something else. One example

would be “John smiled brightly.” A smile clearly doesn’t literally give off light. However, a smile

appears to us to be “bright,” since it warms us and makes us happy. This is an example of figurative

language.

Figurative Language questions are similar to Vocabulary in Context questions. The difference,

however, is that Figurative Language questions will often ask you for the meaning of a phrase instead

of just a single word. You are most likely to see one or more Figurative Language questions when the

passage is a poem.


20 What is the narrow cup in line 16?

J A stack of rocks

K A cozy hut

L A little pit

M A small tree

After reading this paragraph, you are aware that Little Blaze and Curly Bear are in a safe place

below, while a herd of buffalo is running above them and plunging over the edge of the cliff.

The place they are in is like a narrow cup. You know that a cup is hollow and has no cover. A

pit also has these qualities. Therefore, the closest thing to a “narrow cup” among the answer

choices is (L), a little pit.


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In the narrow cup, Little Blaze hugged his older brother. Close to their heads sharp hooves clawed wildlyfor the suddenly missing ground. The earth shook as the buffalo crashed far below the huddled boys.

Five Steps to Answering Figurative Language Questions

1. Cover up the answer choices so you don’t get distracted.

2. Find the place in the passage where the phrase appears. Reread the lines preceding

and following the phrase to help understand the context.

3. In your head, briefly define what you think the phrase means. Make sure your

definition makes sense when considering the context.

4. Uncover the answer choices. Use the process of elimination to get rid of answers

that are obviously wrong.

5. Choose the best answer from the choices that are left.



1 The author uses the phrase a lifeless ocean tosuggest

A the vast size and emptiness of the desert.

B the soldiers’ fear of dying.

C the way that the desert dunes resemble waves.

D the fact that the desert was once an ocean.

2 What is meant by the sentence The question swirledpuzzle-like inside his head?

J The question made him sad.

K The question made him think.

L The question could be easily solved.

M The question amused him.

3 The phrase white socks in this passage means

A the colt was born wearing socks.

B the owner dressed the colt in socks.

C the colt’s lower legs were white.

D the colt felt warm despite the cold.



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The battalion suddenly realized they were lost. The desert spread out before them, a lifeless ocean offeringneither clues nor consolation. They would need to do a great deal of thinking before they made their nextmove.

“Do you know,” she said, “you must work for your bread?”The question swirled puzzle-like inside his head.

The colt was frisky from the moment it was born. Moments after it had emerged into the world, it stood upon four shaky legs and kicked around in the stall. Its nose was shiny and totally black, and its coat was alsoblack with the exception of four white socks just above the hooves.


Specific Information QuestionsSpecific Information questions ask you to find details in the passage. Refer back to the passage to

find the information needed to answer these questions. Keep in mind that the correct answer choice

will often be worded a little differently than it appears in the passage. Don’t let that confuse you! Just

rephrase the answer in your own words, then compare your answer to the choices given.


29 The passage suggests that Ford’s early investorswere frustrated with him because

A he made more money than they did.

B he changed the hours in a workday.

C he delayed marketing the Model T.

D he refused to build luxury cars for the wealthy.

To find the answer, return to the passage. The author mentions that many investors abandoned Ford

because “he refused to market early versions of his passenger cars.” In other words, he delayed

marketing his car to the public. Choice (C) is clearly the best answer.


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Ford’s success with several different vehicle models earned him the backing of the Detroit AutomobileCompany. Many of these investors abandoned Ford, however, when he refused to market early versions ofhis passenger cars. Ford claimed they needed improvement before he could present them to the public.

Three Steps to Answering Specific Information Questions

1. Look for a key word or phrase in the question that will help you locate the

answer. For example, in the question above, a good phrase might be investors.

2. Scan the passage for the key words. When you find one, read the section

surrounding it and use the information it contains to answer the question.

Remember that sometimes you’ll have to look at two different parts of the passage

to find the answer.

3. Look at the answer choices and use the process of elimination to identify the

best answer.



1 What role did Clifford Berryman play in the teddybear’s history?

A He designed the first toy teddy bear.

B He was one of Roosevelt’s companions in bear hunting.

C He was the man who invented the term teddy bear.

D He caused the public to associate Roosevelt with bears.

2 What color were the cat’s eyes?

J Black and white

K Blue

L Green

M Olive and hazel



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If you enter a child’s bedroom, more often than not you will find a teddy bear. Why are teddy bears sopopular, and why are they called teddy? As legend goes, their story traces back to 1902, when PresidentTheodore Roosevelt and some companions were bear hunting. One of the hunters found a baby cub, tied itup, and proudly presented it to Roosevelt. The President was moved by the sight of this defenseless cub;instead of shooting it, he ordered to set it free. A popular newspaper cartoonist, Clifford Berryman, capturedthis incident in a cartoon. From this point on, most of Berryman’s cartoons depicted Roosevelt with a bearcub. These comical pictures inspired a toy company to design a small, plush version of Teddy’s bear. Therest is history.

The cat had an unusual appearance. His eyes were different colors: one was olive, the other, hazel. Likewise,the fur on his right side was totally white, while the fur on his left side was completely black. His eyes hada strange, restless look and seemed to roam around in their sockets, as if he were endlessly dreaming. Hehad no tail, and his ears had been frayed in fights.


Emotion QuestionsEmotion questions ask you about how characters feel and what motivates their actions. Sometimes

the story will state the answer directly. Other times you will have to look for clues in the passage to

figure out the answer.


9 Why did Nim shriek and pound the ground?

A He was overjoyed to see the family again.

B He was hungry and wanted to be fed.

C He was eager to escape from his cage.

D He was angry with the family for leaving him.

The last sentence of this passage mentions that people who knew Nim had never seen him

smile for so long. We also know that he reacted to seeing his family by shrieking and

pounding. This might seem like a strange way to express joy, and you might be tricked into

selecting (B) or (D). However, think about the context. Based on other information in the

passage, you can reach the conclusion that Nim is definitely happy. Choice (A) is the best

answer.


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A chimpanzee named Nim Chimpsky, who had been taught to use sign language, was raised by a humanfamily for the first year and a half of his life. After that time, Nim was separated from them for two and ahalf years. On the day that Nim was reunited with his human family, he smiled, shrieked, pounded theground, and looked from one member of the family to the next. After doing this for a few minutes, stillsmiling and shrieking, Nim went around hugging each member of the family. He played with and groomedeach member of the family for almost an hour before the family had to leave. People who were familiarwith Nim’s behavior said they had never seen him smile for such a long period of time.

Four Steps to Answering Emotion Questions

1. Skim the passage for key words or phrases. For instance, in the question above, it

would help to look for mention of shrieking and pounding.

2. Read the sentences before and after the key words, looking for hints about the

character’s emotions or reasons for acting a certain way. Remember, it may not

be as simple as “he was excited.” The look on a character’s face, the dialogue, and

even the setting can contain hints about the character’s emotions and

motivations.

3. In your own words, write down an answer to the question.

4. Look at the answer choices and use the process of elimination. Pick the answer

choice that is closest to what you’ve written down.



1 What is the author’s attitude toward fly-fishing?

A Boredom C Mild interest

B Enthusiasm D Sadness

2 When John saw the finished homework, he probablyfelt

J relieved. L scared.

K panicked. M tired.

3 Why did Maria finally decide to step onstage?

A Her teacher forced her.

B She knew her parents were in the audience.

C She was encouraged by her teacher’s words.

D A memory of her grandmother inspired her.



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I have vivid childhood memories of fishing for trout in the mountain stream by my old house. Casting a dryfly along a grassy bank filled with foxglove, wading in the cold, clean water, and feeling the first tug on theline—there is nothing quite like it. Living in the city, this is what I miss most.

John woke up in a panic. He was face down on the little desk in his room. “Oh no!” he thought. “I fellasleep while I was working on my homework.” He looked at the clock: 7:30. There was no time! Johnlooked down at the desk. There, in front of him, was his homework, totally finished. He had forgotten thathe’d already finished it.

Maria trembled in the darkness of backstage. “Maria, you can do it,” said Mrs. Ruiz, patting her on theshoulder. Maria felt paralyzed. She could hardly swallow and her heart was pounding crazily. “You don’twant to disappoint your parents,” said Mrs. Ruiz, “They’re out there, waiting for you.” But these wordsdidn’t comfort Maria. In fact, when Maria thought of her parents sitting there, smiling and expectant, shefelt more nervous than ever. She clutched the curtain, her mind swarming with thoughts. Then suddenly, sheheard a voice in her head. Maria heard her grandmother’s words as clearly as if they had been spoken in herear. “Don’t worry about what people think of you. Just do your best. If you do your best, you’ll be fine.”Taking a deep breath, she stepped onstage.


Drawing Conclusions QuestionsDrawing Conclusions questions ask you to draw conclusions based on facts in the passage. The

answers to these questions are not directly stated in the passage—instead, they are only suggested.


1 When would the depiction of a building on an oldcoin provide the most valuable information?

A When the building is part of a modern civilization

B When the building is no longer standing

C When the coin is gold

D When the coin is well-crafted

This passage tells us that sometimes important buildings are pictured on old coins. If the building

depicted on an old coin is one that is no longer standing, it gives researchers an idea of what the

building used to look like. For this reason, choice (B) is the best answer.


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The way the coins themselves are decorated sometimes provides key information about a culture. Manycoins are stamped with a wealth of useful historical evidence, including portraits of political leaders,important buildings and sculptures, mythological and religious figures, and useful dates. Some coins, suchas many from ancient Greece, can be considered works of art themselves and reflect the artisticachievement of the civilization as a whole.

Four Steps to Answering Drawing Conclusions Questions

1. Read actively. Jot down the main idea of each paragraph. This will help you know

where to find information.

2. Consult your notes. If they do not help you find the answer in the passage, skim

the passage for key words.

3. Reread the paragraph around the key word, and look at your summary

sentence of that paragraph.

4. Use the process of elimination. If none of the answer choices matches your

conclusions, try to eliminate choices that are not supported by the facts in the

passage. Then take your best guess from the remaining choices.



1 Juan says that they will call it the “Lookout Tree”because

A the tree was easy to climb.

B he wants to frighten other children.

C the tree is easy to see from far away.

D the tree provides a good view.

2 What has most likely happened to the deer?

J The lion killed it.

K It went nearby to search for food.

L It ran far away from the lion.

M The lion bit its tail off.



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Chip and Juan were climbing a tree in their neighborhood park. When they had climbed up a certaindistance, they could see the houses of their neighborhood very clearly. They saw Mr. Bransford out mowinghis lawn. They saw Ms. Beresford’s cat pawing at something in the grass.

“From now on,” declared Juan, “we will call this the Lookout Tree.”

A deer stepped through a grove of Aspen trees, pausing for a moment near one of the trees with early goldenleaves. A few minutes later, a lone mountain lion loped through the grove, going in a different directionfrom the deer. The mountain lion suddenly stopped when it was close to the tree with golden leaves. Itsniffed the air and continued on, this time in the same direction as the deer. The deer, sensing danger,pricked up its ears. There was a quick crackling sound and a streak of brown flashed behind the branches.The deer’s white tail flickered through the forest, then was gone.


Main Idea QuestionsMain Idea questions ask you to identify the overall theme of the passage. These questions require

you to evaluate the passage as a whole. To answer these questions, read the first and last paragraphs

carefully, since these two paragraphs often introduce or summarize the main idea.


5 What is the main idea of the passage?

A How difficult it is to find old coins

B How coins reflect the artistic achievements of a culture

C How numismatics can tell us about ancient civilizations

D How the study of coins is the best way to learn about lost cultures

When taking the test, you should read the entire passage before determining the main idea. However,

it is helpful to pay particularly close attention to the first paragraph, since it often contains a

summary of what the passage is about. For example, consider the paragraph above. You know that

this passage is about coins and what they reveal to us about history. You can cross out (A)

immediately. Choice (B) can also be eliminated, since it is too specific—art is just one aspect of a

culture. You are left with (C) and (D). By reading the rest of the passage, you will be able to conclude

that (C) is the best answer.


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People have used coins as a means of exchange for thousands of years. Valued for their craftsmanshipand purchasing power, coins have been collected in great numbers throughout history and buried for safekeeping. Because stores of coins gathered and hidden in this manner lie untouched for many years,they can reveal a great deal about a given culture or historical period. The collection and study of coins forthe purpose of discovering what they tell us about the past is called numismatics, from numisma, the Latinword for coin.

Three Steps to Answering Main Idea Questions

1. Read actively. After you finish the passage, use your scratch paper to write a brief

summary sentence after you finish the passage. Notes about each paragraph will

also be helpful.

2. Reread the title, the introductory text preceding the passage, the first

paragraph, and the last paragraph. The first paragraph often states the main

idea, and the last paragraph often summarizes the points covered, so these are

good places to look. With poems and fiction, ask yourself, “What image does this

piece leave with me? What message does it convey?”

3. Use the process of elimination to find the best answer. Avoid answer choices that

are overly specific (describing only one or two paragraphs), and answer choices

that are too general. Both types serve as distractors.



1 The purpose of this passage is to

A explain why Picasso was so influential.

B urge people to buy Picasso’s art.

C demonstrate why Cubism is considered important.

D show how artists who live long are more productive.

2 The passage above deals mainly with

J early phases in Picasso’s career.

K Picasso’s choice of subject matter.

L Picasso’s preference for the color blue.

M the reasons Picasso is considered a genius.



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Pablo Picasso was a dominant figure in twentieth-century art. His cubist paintings challenged conventionalways of seeing the world, and they inspired many imitators. Moreover, Picasso was amazingly productive.He lived to a ripe old age, and in the course of his long career he worked in a wide range of mediums,experimenting in painting, sculpture, printmaking, and ceramics. It is almost impossible to talk abouttwentieth-century art without mentioning Picasso.

From 1901 to 1904, the earliest stage of his career, Picasso’s paintings were often dominated by shades ofblue. For this reason, this phase is known as the Blue Period. In the Blue Period, Picasso’s subjects weremainly prisoners, outcasts, and the poor and downtrodden. Then Picasso became fascinated with circus lifeand depicted this world in pinks and grays, with bright tones for highlights. This phase came to be known asthe Rose Period.


Practice PassagesDirections: Read the following passage by Edith Konecky, from her novel Allegra Maud

Goldman. Then answer the questions that follow it


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But I was nervous that first day. There were about twenty-five kids in the class, and it was too manypeople in one room. Mrs. Mendelssohn assigned us to desks in alphabetical order. I was in the third row.

“The first thing we are going to learn today is classroom etiquette,” Mrs. Mendelssohn said. “Whoknows what etiquette means?”

No one said anything, so I said, “Etiquette is knowing which fork to use and who goes through the doorfirst.”

Mrs. Mendelssohn looked at the cards on her desk so she would figure out who I was and then she said,“Thank you, Allegra. Etiquette is also raising your hand for permission to speak. Let’s try it again. Whoknows what etiquette means?”

I felt I had done my share so I looked out of the window at Bedford Avenue and the houses across thestreet and wondered how my mother was enjoying her first day with absolutely no children in the house.Meanwhile, nobody was raising his hand.

“Allegra?”I looked at Mrs. Mendelssohn. “Raise your hand, Allegra,” she said patiently.I raised my hand. “Yes, Allegra?”“Yes, what?” I said.“Give me an answer to the question you raised your hand to answer,” she said.“I raised my hand because you told me to.”“Don’t argue. Just answer the question.”“Etiquette is raising your hand,” I said.There was more about hands, because when we had gotten that all straightened out, Mrs. Mendelssohn

taught us how to fold them and place them on the edge of the desk and how to sit quietly at attention. I triedto stay awake.


1 At what point in the school year does thispassage take place?

A The first day B The second weekC The day before winter vacationD The last day

2 What is written on the cards on Mrs.Mendelssohn’s desk?

J The names of students who haveparticipated in class

K Notes about what she plans to discuss L The names of all the students in the class M The students’ final grades

3 How has the author developed thispassage?

A By describing a typical school dayB By dramatizing a conflict C By comparing Allegra to the other

students D By offering examples of good manners

4 Why does Allegra look out the window atBedford Avenue?

J She hopes to catch a glimpse of hermother.

K She is trying to think of an answer to herteacher’s question.

L She feels that she has participatedenough.

M She is sleepy and doesn’t want anyone tosee.

5 In the passage, Allegra comes across as

A strong-willed.B fearful.C enthusiastic. D lazy.

6 The author uses dialogue in this passagemainly to show

J how important rules are to Mrs.Mendelssohn.

K that Allegra is not a good student.L that the students are terrified of their

teacher. M how important etiquette is in the

classroom.



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Directions: Practice reading the following passage actively. Summarize each paragraph

after you read it, and then write a one-sentence summary at the end.


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There are six species of salmon in the Pacific Ocean: chinook(king), coho (silver), sockeye, pink, humpback, and chum (dog). Ofthese six species, the king salmon is the biggest. Certain rare specimensof this species have been known to weigh in at over one hundredpounds. Salmon are well-known for their mild flavor. Many of thesePacific species provide a valuable resource for both sports andcommercial fishermen.

Pacific salmon engage in one of the most fascinating life and deathcycles in the animal world. Small salmon, called smolt, are born instreams of clear melted snow and remain there until they are two tothree inches long. At this time, they float to the mouth of the river andout to sea. While at sea, the little salmon struggle against great odds.There are many predators that feed on the small, young fish. Manyyoung salmon die during this stage. However, as the survivors mature,they grow more adept at survival, developing into sleek silver torpedoesfamous for their fighting ability.

When they spawn in the autumn, king salmon cover a vast amountof territory, migrating as far as two thousand miles inland to the streamsof their birth. Following their instinct, they home in on the very gravel-bottomed pool where they had first wiggled out of an egg. As the adultsalmon swim upstream, they usually change colors: from silver withblue-green, spotted backs to a pinkish hue. (Sockeye salmon turn brightred.) Male salmon develop hooked noses, and females’ bellies growheavy with eggs.

Since Pacific salmon are not used to being in the fresh water andbecause the long journey upstream thoroughly exhausts them, they diesoon after they have spawned. Thefemale salmon make nests in gravel bedsand lay their eggs. Soon after this, themale salmon fertilize the eggs. Afterthey have completed the mating process,both parents die, fertilizing the streambeds with their decomposing bodies.Two months later, the eggs hatch and theprocess begins all over again.

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GLENCOE LANGUAGE ARTS GRADE 8 - CMS-Grade8-ELA-Reading …cms-grade8-ela-reading-2010.wikispaces.com/file/... · READING COMPREHENSION DIRECTIONS This is a test of how well you understand