[PDF] Grade 7 ELA Released Questions - Regents Exams

77865_72017_released_items_ela_g7.pdf

New York State Testing Program.

Grade 7 Common Core.

English Language Arts Test.

Released Questions

June 2017

New York State administered the English Language Arts Common Core Tests in April 2017 and is now making approximately 75% of the  questions from these tests available for review and use. THESTATEEDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATEOF NEW YORK/ ALBANY, NY 12234

New York State Testing Program

 Grade s 3-8 English Language Arts

Released Questions from 2017 Exams

Background

In 2013, New York State began administering tests designed to assess student performance in accordance

with the instructional shifts and rigor demanded by the new New York State P-12 Learning Standards in

English Language Arts (ELA). To help in this transition to new assessments, the New York State Education

Department (SED) has been releasing an increasing number of test questions from the tests that were

administered to students across the State in the spring. This year, SED is again releasing large portions of

the 2017 NYS Grades 3-8 Common Core English Language Arts and Mathematics test materials for review,

discussion, and use.

For 2017, included in these released materials are at least 75 percent of the test questions that appeared

on the 2017 tests (including all constructed-response questions) that counted toward students" scores.

Additionally, SED is providing information about the released passages; the associated text complexity for

each passage; and a map that details what learning standards each released question measures and the

correct response to each question. These released materials will help students, families, educators, and

the public better understand the tests and the New York State Education Department"s expectations for

students.

Understanding ELA Questions

Multiple-Choice Questions

Multiple-choice questions are designed to assess the New York State P-12 Learning Standards in English

Language Arts. These questions ask students to analyze different aspects of a given text, including central

idea, style elements, character and plot development, and vocabulary. Almost all questions, including

vocabulary questions, will be answered correctly only if the student comprehends and makes use of the

whole passage.

For multiple-choice questions, students select the correct response from four answer choices. Multiple-

choice questions assess r eading standards in a variety of ways. Some ask students to analyze aspects of

text or vocabulary. Many questions require students to combine skills. For example, questions may ask

students to identify a segment of text that best supports the central idea. To answer these questions

correctly, a student must first comprehend the central idea and then show understanding of how that idea is supp orted. Questions tend to require more than rote recall or identification.

Short-Response Questions

Short-response questions are designed to assess New York State P-12 Reading and Language Standards.

These are single questions in which

a student uses textual evidence to support his or her answer to an inferential question. These questions ask the student to make an inference (a claim, position, or

�on�lusion� �ased on his or her analysis o� the �assage� and then �ro�ide two �ie�es o� text-�ased

e�iden�e to su��ort his or her answer

The �ur�ose o� the short-res�onse �uestions is to assess a student"s a�ility to �om�rehend and analyze

text

�n res�onding to these �uestions� students are ex�e�ted to write in �om�lete senten�es

Res�onses re�uire no more than three �om�lete senten�es The ru�ri� used �or e�aluating short-res�onse �uestions

�an �e �ound in the grade-le�el Edu�ator Guides at htt�s���www

engageny org�resour�e�test-guides- english-language-arts-and-mathemati�s

Extended-Response Questions

Extended-response questions are designed to measure a student"s ability to write from sources. Questions that measure Writing from Sources prompt students to communicate a clear and coherent analysis of one or two texts. The comprehension and analysis required by each extended response is

directly related to grade-specific reading standards. Student responses are evaluated on the degree to

which they meet grade-level writing and language expectations. This evaluation is made by using a rubric

that incorporates the demands of grade-specific New York State P-12 Reading and Language standards.

The integrated nature of the standards for ELA and literacy requires that students are evaluated across

the strands (Reading, Writing, and Language) with longer pieces of writing , such as those prompted by the

extended-response questions. The rubric used for evaluating extended-response questions can be found

in the grade-level Educator Guides at htt�s���www engageny org�resour�e�test-guides-english-language- arts-and-mathemati�s

New York State P-12 Learning Standards Alignment

The alignment(s) to the

New York State P-12 Learning Standards for English Language Arts is/are intended

to identify the analytic skills necessary to successfully answer each question. However, some questions

measure proficiencies described in multiple standards, including writing and additional reading and language standards. For example, two -point and four-point constructed-response questions require students to first conduct the analyses described in the mapped standard and then produce written responses that are rated based on writing standards. To gain greater insight into the measurement focus for constructed-response questions, please refer to the rubrics.

These Released Questions Do Not Comprise a

“

Mini Test"

To ensure future valid and reliable tests, some content must remain secure for possible use on future

exams. As such, this document is not intended to be representative of the entire test, to show how operational tests look , or to provide information about how teachers should administer the test; rather,

its purpose is to provide an overview of how the test reflects the demands of the New York State P-12

Learning Standards.

The released questions do not represent the full spectrum of the standards assessed on the State tests, nor do they represent the full spectrum of how the standards should be taught and assessed in the

classroom. It should not be assumed that a particular standard will be measured by an identical question

in future assessments. Specific criteria for writing test questions, as well as additional assessment

information, are available at htt����www engageny org��ommon-�ore-assessments

2017 Grade 7 ELA Test Text Complexity Metrics for

Released Questions Available on EngageNY

Selecting high-quality, grade-appropriate passages requires both objective text complexity metrics and expert judgment. For the Grades 3-8 assessments based on the New York State P-12 Learning Standards for English Language Arts, both quantitative and qualitative rubrics are used to determine the complexity of the texts and their appropriate placement within a grade-level ELA exam. Quantitative measures of text complexity are used to measure aspects of text complexity that are difficult for a human reader to evaluate when examining a text. These aspects include word frequency, word length, sentence length, and text cohesion. These aspects are efficiently measured by computer programs. While quantitative text complexity metrics are a helpful start, they are not definitive. Qualitative measures are a crucial complement to quantitative measures. Using qualitative measures of text complexity involves making an informed decision about the difficulty of a text in terms of one or more factors discernible to a human reader applying trained judgment to the task. To qualitatively determine the complexity of a text, educators use a rubric composed of five factors; f our of these factors are required and one factor is optional. The required criteria are: meaning, text structure, language features, and knowledge demands. The optional factor, graphics, is used only if a graphic appears in the text. To make the final determination as to whether a text is at grade-level and thus appropriate to be included on a Grades 3-8 assessment, New York State uses a two-step review process, which is an industry best-practice. First, all prospective passages undergo quantitative text complexity analysis using three text complexity measures. If at least two of the three measures suggest that the passage is grade-appropriate, the passage then moves to the second step , which is the qualitative review using the text- complexity rubrics. Only passages that are determined appropriate by at least two of three quantitative measures of complexity and are determined appropriate by the qualitative measure of complexity are deemed appropriate for use on the exam. For more information about text selection, complexity, and the review process please refer to: https://www.engageny.org/resource/new-york-state-passage-selection-resources- �or-grade-3-8-assessments htt�s���www engageny

org�resour�e�sele�tion-o�-authenti�-texts-�or-�ommon-�ore-

instru�tion-guidan�e-and-a-list-o�-resour�es htt�s���www engageny org�resou r�e�de�em�er-2014-nti-understanding-text- �om�lexity-grades-�-12 - - Text Complexity Metrics for 2017 Grade 7 Passages

Word xile

es�h etri� �Qualitati�e

Passage Title Count

Le �l

Reading �in�aid

�aturity � �

Regrees

eading o�

Power�

Re�iew

Ex�er�t �rom Coral Ree�� A City That Ne�er

Slee�s

843 1150L 8.3 65 Appropriate

�irth o� the Cool 761 1060L 9.8 63 Appropriate Ex�er�t �rom The Great �hale o� �ansas 978 1080L 7.7 60 Appropriate Ex�er�t �rom �ire� �riend or �oe 899 1140L 8.8 64 Appropriate Ex�er�t �rom �ea�ing �ith Light 779 1070L 8.7 64 Appropriate Ex�er�t �rom The Egy�t Game 832 1050L 8.2 58 Appropriate

Ex�er�t �rom �ow � Lost �y Station in Li�e 950 1010L 7.9 57 Appropriate

�ood �akeoutn 890 850L 6 56 Appropriate �hy �ost �ood La�els are �rong A�out

Calories

916 1120L 8.4 65 Appropriate

*

Depending on when the passage was selected, either the Reading Maturity Metric or Degrees of Reading Power was

used as the third quantitative metric. New York State 2017 Quantitative Text Complexity Chart for Assessment and Curriculum To determine if a text"s quantitative complexity is at the appropriate grade level, New York State uses the table below. In cases where a text is excerpted from a large work, only the complexity of the excerpt that students see on the test is measured, not the large work, so it is possible that the complexity of a book might be above or below grade level, but the text used on the assessment is at grade level. Because the measurement of text complexity is inexact, quantitative measures of complexity are defined by grade band rather than by individual grade level and then paired with the qualitative review by an educator.

Degrees of

Grade Reading The Lexile Reading

�and AT�S Power �les�h �in�aid �ramework �aturity Sour�eRater

2 nd -3 rd

2.75 - 5.14 42 - 54 1.98 - 5.34 420 - 820 3.53 - 6.13 0.05 - 2.48

4 th -5 th

4.97 - 7.03 52 - 60 4.51 - 7.73 740 - 1010 5.42 - 7.92 0.84 - 5.75

6 th -8 th

7.00 - 9.98 57 - 67 6.51 - 10.34 925 - 1185 7.04 - 9.57 4.11 - 10.66

� th -10 th

9.67 - 12.01 62 - 72 8.32 - 12.12 1050 - 1335 8.41 - 10.81 9.02 - 13.93

11 th -12 th

11.20 - 14.10 67 - 74 10.34 - 14.20 1185 - 1385 9.57 - 12.00 12.30 - 14.50

Source: Student Achievement Partners



Excerpt from “Coral Reef: A City at Never Sleeps" by Mary M. Cerullo. Copyright © 1996, Dutton Children"s Books, an imprint of

Penguin Young Readers Group, a division of Penguin Random House LLC. Used by permission.

“Birth of the Cool" by Katy Kelly. Copyright © 1990, U.S. News and World Report. Used by permission.

Excerpt from “e Great Whale of Kansas" by Richard W. Jennings. Copyright © 2001, Houghton Miin Harcourt Inc.

Used by permission.

Developed and published under contract with the New York State Education Department by Questar Assessment Inc. 5550 Upper 147th

Street West, Minneapolis, MN 55124. Copyright © 2017 by the New York State Education Department.

Book 1

Book 1

T

IPS FOR TAKING THE TEST

Here are some suggestions to help you do your best: • �e sure to read all the dire�tions �are�ully • �ost �uestions will make sense only when you read the whole passage. You may read the passage more than once to answer a question. When a question include s a quotation from a passage, be sure to keep in mind what you learned from reading th e whole passage. You may need to review both the quotation and the passage in order to answer the question correctly.

• Read ea�h �uestion �are�ully and think a�out the answer �e�ore �hoosing

your res�onse

Page 1

Book 1

5 Read this article. Then answer questions 1 through 7. Excerpt from Coral Reef: �

A City That Never Sleeps�

by Mary M. Cerullo

By late a

ernoon, the daytime shes become less interested in feeding and start to move closer to their evening retreats. Perhaps they grow nervous as their day vision becomes less ecient at dusk. tfte smallest shes start the rush hour to return to their shelters for the night. Soon others follow their example. e �right �olors o� the diurnal 1 shes fade fast in the twilight. Some shes can actually adjust color cells in their skin to alter their ashy daytime look to dull, darker night shades. tfte gathering gloom just makes others appear darker. tfte best defense is to disappear entirely inside the coral reef, because now the shes' dark outlines are silhouetted against the setting sun to predators below.

10 Parrotshes lea�e their �eeding grounds in single le to seek out their indi�idual

hiding �la�es in the ree� Some �arrotshes se�rete a sti�ky �o�oon �rom �eneath their s�ales to seal their s�ent �rom hungry moray eels �� any �reature tries to �enetrate the

mu�us �u��le� the �arrotsh wakes u� and �olts �rom its “�edroom

" Some s�e�ies o� wrasses 2 also make cocoons for the night. Others bury themselves in the sand.

15 �e�ause shes don"t ha�e eyelids to �lose� it"s im�ossi�le to tell whether or not most

shes are really slee�ing Parrotshes do seem to go into a tran�elike state at night �� they

are distur�ed �rom their rest� they a�t dazed and �on�used� like humans wakened out o� a

sound slee�

A triggersh lo�ks itsel� inside a �oral �a�e with a tall s�ine on its �a�k n

�ne s�ine

20 �olds down o�er the rst s�ine like a door lat�h to hold it in �la�e

�nly the triggersh

�an release its trigger s�ine� so a moray eel �an"t �ull it �rom its retreat

1 diurnal � active during the daytime 2 wrasses: marine shof tropical and temperate seas having thick lips, strong teeth, and usually a bright coloration; many are used as food

GO ON

Page 2 Book 1

Shadow Patrols

Many carnivores, such as jacks, snappers, sharks, barracuda, and groupers, take

ad�antage o� the weariness and �on�usion o� transition time on the ree�

eir eyes�

sensiti�e to dim light� are �etter e�ui��ed �or this time o� day than those o� the diurnal

25  shes

ough twilight �redators are not �ery good at distinguishing �olors� they �an

dete�t sha�e� outlines� and mo�ement well e daytime shes owing �a�k to the ree� oer a �onstant stream o� sha�e and mo�ement

�any �redators that ha�e �een �uietly waiting in the �a�kground all day �e�ome more

a�ti�e at dusk and dawn e �re�us�ular 3 hunters have ingenious 4 ways of picking o

30  their �rey

A grou�er lea�es its den �eneath a �oral o�erhang to �a�uum u� �rey with its

�a�ernous mouth �y thrusting out its lower �aw� its mouth �e�omes �ig enough to swallow almost any �rey �t has �een rumored that giant grou�ers �whi�h may weigh u� to

1�000 �ounds� ha�e �een known to swallow di�ers wholen en� the stories go� they s�it

them out again �e�ause they don"t like the taste o� their wetsuits

35 Streamlined �a�ks hunt in �a�ks like �a�kals

ey surround a s�hool o� sh� se�arate

se�eral �rom their �om�anions� and �ring them down aer a high-s�eed �hase

A lionsh

may use its winglike side ns to swee� sh into a �orner o� the ree� where they �an"t

es�a�e �ther times� it lies motionless and gul�s sh that �ome too �lose

Although sharks �isit the �oral ree� at dawn and dusk� they ha�e su�h an ee�ti�e array o�

40  sensory de�i�es that they �an zero in on �rey at any time

eir ex�ellent sense o� smell has earned sharks the ni�kname o� “swimming noses " Sharks" lateral lines are es�e�ially sensiti�e to the low-�re�uen�y �i�rations gi�en o �y struggling shes eir most im�ressi�e sense is lo�ated inside sensory �ores on the snout is sense dete�ts the �aint ele�tri� �ulses generated �y the �eating hearts o� their �i�tims �ision is �ro�a�ly their weakest sense� yet

45  many sharks ha�e �atlike eyes with mirror �ells to ree�t and �on�entrate dim light

Some

sharks" eyes are so sensiti�e that they �an hunt �y starlight on a moonless e�ening

�usk� that time �etween twilight and �ull darkness� is the s�awning time �or many

diurnal shes

As one s�ientist ex�lains� “�t gi�es their eggs and s�erm a twel�e-hour head

start to es�a�e the hungry mouths on the ree� " �any daytime shes mo�e into dee�er

50  water� rise to the sur�a�e� or s�awn during outgoing tides to let o�ean �urrents �arry their

eggs and s�erm to less �o�ulated areas �ar �rom the ree� 3 �re�us�ular� active in the twilight 4 ingenious: clever

GO ON



Page 3Book 1

Ghost Town About ten minutes aer sunset, an eerie quiet descends on the reef. Swaying sea fans

�ro�ide the only �isi�le mo�ement� like tum�leweeds �lowing through a ghost town in a

�estern mo�ie e �oral �assages are silent� deserted� and �aguely mena�ing e daytime

55  shes ha�e retreated to their shelters

�any large �redators ha�e headed o with the setting sun into the dee�er waters �eyond the ree� �thers—some grou�ers� sna��ers� and ree� sharks—remain hidden in the shadows where they �an am�ush any lone stragglers e �uiet �eriod lasts only a�out 15 to 20 minutes en� as a�ru�tly as i� a lm

dire�tor had shouted “Cutn" no�turnal �reatures �urst onto the set and the s�ene �hanges

60 to night maneu�ers

GO ON



Page 4

Book 1

A��ording to the arti�le� why do some �arrot�ishes make a �o�oon�

1

A to attract other fishes to their hiding place

B to show other �ishes they are aslee�

C to �reate a sa�e �la�e �or their eggs D to hide themsel�es �rom �redators �hy are some diurnal �ishes harder to see in the e�ening than in the daytime� 2

A The movement on the reef blurs their shapes.

B Their �redators �an only dete�t outlines

C The light �asts shadows that hide them

D Their skin �olor �hanges to �lend in �hat statement best summarizes the information inlines 1 through 9? 3 A Daytime fish wholive in the coral reef generally stop feeding at dusk.

B �ish ha�e the natural a�ility to �e�ome less �isi�le at night in the �oral ree�

C Predatory �ish hide in the �oral ree� so they �an�eed on the diurnal�ish

D �ishin the �oral ree�ha�e remarka�ly �etter �ision during the day

GO ON



Page 5

Book 1

Which sentence from the article best explains why some fishes may be dangerous to humans?

4 A “Though twilight predators are not very good at distinguishing colors, they can detect shape, outlines, and movement well." (lines 25 and 26)

B “�any �redators that ha�e �een �uietly waiting in the �a�kground all day �e�ome more

a�ti�e at dusk and dawn " �lines 28 and 2��

C “The �re�us�ular hunters ha�e ingenious ways o� �i�king o�� their �rey

" �lines 2� and 30� D

 “�y thrusting out its lower �aw� its mouth �e�omes �ig enough to swallow almost any �rey

" �lines 31 and 32� �hat does the �hrase “zero in on" in line 40 mean� 5

A to locate

B to look

C to threaten

D to smell

The author de�elo�s a �entral idea a�out how �ishes ada�t to their en�ironments �y �o�using

6 mostly on the

A light in the water 

B de�th o� the ree� 

C �urrents in the water 

D sha�e o� the ree� 

GO ON



Page 6

Book 1

7 Which detail is most important to include in a summary of the article? A

 “Because fishes don"t have eyelids to close, it"s impossible to tell whether or not mostfishes

are really sleeping." (lines 15 and 16) B

 “�any �redators that ha�e �een �uietly waiting in the �a�kground all day �e�ome

morea�ti�e at dusk and dawn " �lines 28 and 2�� C

 “�t has �een rumored that giant grou�ers �whi�h may weigh u� to 1�000 �ounds� ha�e �een known to swallow di�ers wholen" �lines 32 and 33�

D

 “�any daytime �ishes mo�e into dee�er water� rise to the sur�a�e� or s�awn during outgoing tides

" �lines 4� and 50�

GO ON



Book 1

Page 7

5 Read this article. Then answer questions 8 through 14. Birth of the Cool by Katy Kelly In the 1930s, nothing said sophistication like aspic. 1

Up-to-the-minute modern

hostesses engaged in a frenzy of savory jelled-salad making, all thanks to the newly perfected electric refrigerator. Su�h gra�ious li�ing had �een a long time �oming �ntil the mid-1800s� Ameri�ans

ke�t �ood �rom s�oiling �y storing it in streams� �ellars� snow� and i�e

�t was a system that worked �etter in the �ool seasons �n the heat� �a�teria �loomed so ra�idly that killer �ood �oisoning was re�erred to as “summer �om�laint " e i�e�ox extended shel� and human li�e �n �ommon use �y 1838� the wooden

�a�inet lined with zin� or tin and insulated with sawdust� �ork� or seaweed held i�e a�o�e

10  or �elow the �ood

�ater �rom the melting i�e drained into a �an �t was an im�er�e�t solution Sometimes the water would o�erow the dam� �ox A 1�2� Collier's magazine article noted: “Slime accumulates [in the drainpipes] constantly and should be removed with a long-handled circular brush. If your overow pipe connects with an outside drain,

�e sure there is a tra� to �re�ent �oisonous gases and odors �rom owing u� it and

15  �ontaminating �oods in the �ox

" Plus� says Pearl �u�h�inder� �5� the i�e�ox “was a good

hiding �la�e �or mi�e "

Cold comfort

To stock the box, city people bought ice, and country dwellers harvested it. In Robinhood, Maine, where Faith Reyher Jackson, 86, grew up, ice cutting was an all-town, all-day event, done at a neighbor"s pond in the dead of winter. “ey used saws and these

20  �ig tongs to �ull it out�" she says

en it was hauled �rom home to home on a

horse-drawn �art� �a�ked in sawdust� and �ut in the �amily"s i�ehouse� where� she says� it

lasted �or months City �eo�le de�ended on a deli�ery �rom the i�eman “�ids would

�hase him down the street� and he"d �hi� o a �ie�e o� i�e and gi�e it to them�" says

� J Smith� 84� who was reared in Lima� �hio Customers used a �ard in their window to

25  �la�e orders

e i�eman� with a �urla� or leather �ad �rote�ting his shoulder� would

hoist a �lo�k weighing u� to 100 �ounds �hen �ommer�ial i�ehouses o�ened in the early

1800s� they were �onsidered a �usiness with a �uture

�ut �y the end o� the �entury� �ond i�e was �olluted at� and unusually hot summers in 188� and 18�0� �ushed ahead the ad�ent o� re�rigerators 1 as�i�� a jelly made of sh or meat stock that is used to make a mold

GO ON

Page 8

Book 1

30 �n 1�11� General Ele�tri� �resented a ma�hine that �om�ressed �hemi�al gases to �ool

air �y 1�20� there were some 200 dierent re�rigerator models on the market E�en the

New Yorker

raved: “A little water is put in some mysterious place: A few minutes pass, a magic door opens, and a tray of small ice cubes appears before your startled eyes." But such marvels were not for everybody or, in fact, almost anybody. Most machines were

35  �owered �y motors so large they were housed in se�arate rooms

at in�on�enien�e was trum�ed �y �ost

�ne 1�22 re�rigerator ran s714 �the e�ui�alent o� s7�856 today�

A

�om�eting in�ention� the Crosley ��y�all� re�uired �utting �art o� the ma�hine o�er a

kerosene �urner e�ery 24 to 36 hours �ut the industry"s �iggest �ro�lem was the �oolants that� on o��asion� leaked and killed �eo�le

40 �t wasn"t until 1�30� when �rigidaire �egan �ooling with �hlorouoro�ar�ons� that

�eo�le �egan u�grading to re�rigerators Small� with �ig �ans on to�� the a��lian�e �hanged the way Ameri�a ate �anu�a�turers �ro�ided �ooks with menus �or a li�estyle

that in�luded i�e tongs� �ridge �arties� and re�i�es showing o all that a re�rigerator �ould

do �or a single meal

��n 1�2�� �el�inator suggested a ras��erry �u�� molded lam�� �elery

45  �urls� and �el�inator �ruit�ake with whi��ed �ream

� Pre-�ridge� “�rozen desserts and

�rozen salads were nonexistent or �ust �or wealthy �eo�le�" says Syl�ia Lo�egren� author o�

Fashionable Food: Seven Decades of Food Fads

. “All of a sudden, the middle class could have things that seemed high class a few years before." And what could be more high class than frozen cheese salad or an icy frappé 2 made of condensed tomato soup?

50 �y 1�37� more than 2 million Ameri�ans owned re�rigerators

�y the mid-"50s� o�er

80 �er�ent o� the �ountry had made the swit�h

Today� while the me�hani�s ha�e remained mu�h the same� the re�rigerator has gotten e�er �an�ier �reon� the �hlorouoro�ar�on that

�hanged the �uture� has �een re�la�ed with �oolants that don"t eat through the ozone layer

�ydrators� automati� de�rost systems� and i�emakers ha�e lured �ustomers� �ut it is hard

55  to imagine any u�grade that �ould dazzle as mu�h as the early �romise o� no i�e—and

no mi�e 2 �ra��é� an iced or chilled drink

GO ON

Page 9

Book 1

8 How does the author support the claim that “gracious living had been a long time coming" (line 4)? A by describing the excitement caused by new improvements in refrigerators 

B �y des�ri�ing the menus re�ommended �y re�rigerator manu�a�turers 

C �y tra�ing the de�elo�ment o� �arious methods �or kee�ing �ood �ool 

D �y ex�laining the relationshi� �etween tem�erature and �ood sa�ety 

Read this senten�e a�out �ond i�e �rom lines 20 through 22 9 Then it was hauled from home to home on a horse-drawn cart, packed in sawdust, and put in the family"s icehouse, where, she says, it lasted for months. Based on the information in lines 8 through 10, which was most likely the reason for packing pond ice in sawdust?

A to keep the ice from chipping

B to �re�ent the i�e �rom melting C to kee� the i�e �rom �e�oming slimy D to �re�ent the i�e �rom �e�oming �olluted �hat is the meaning o� the word “hoist" in line 26� 10

A lift

B sell

C �ar�e

D lo�ate

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Page 10 Book 1

14 Which detail would be most important to include in a summary of the article? A Refrigeration was essential for making jelled salads.  B “Summer �om�laint" was another name �or �ood �oisoning  C �odern re�rigerators in�lude i�emakers and de�rost systems 

D Re�rigerators gained �o�ularity a�ter they �e�ame small and a��orda�le



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Page 12 Book 1

5 Read this story. Then answer questions 29 through 35. Excerpt From The Great Whale of Kansas by Richard W. Jennings

Breaking Ground

My story begins where a sadder story might end—with the digging of a hole.

�t was my ele�enth �irthday� and� as is the �ase with all my �irthday �ele�rations� it

was also Groundhog Day, an occasion that honors a creature with whom I have more than a holiday in common. tfte groundhog, or woodchuck, is a solitary animal who spends

mu�h o� his time either digging a hole or �asking in the sunshine �y the hole he has dug

at"s me

� �elie�e there is nothing� a�solutely nothing� hal� so mu�h worth doing as sim�ly

digging a hole A hole is an a�hie�ement A great hole is a great a�hie�ement � was going to dig a great hole

10 �y �arents had gi�en me a �ond-�uilding kit �or my �irthday

ey ordered it �rom a

�atalog lled with �olor �hotogra�hs o� water gardens on great Euro�ean estates

“�t"s a �om�lete �ond in a single� �om�a�t �ox�" they ex�lained� using the exa�t words

�rinted in the �atalog “�t has e�erything you need " And ex�e�t �or the tools� ro�ks� �lants�

sh� a��essories� ele�tri�al �ower to the site� and the hole itsel�� it did

�hat � �ound in the

15  �ox was a small underwater �um�� a �oil o� �lasti� tu�ing� and a sheet o� thi�k� �la�k

�lasti� as �ig as my �atio ere was also an instru�tional �ideota�e in two languages Ne�er ha�e � en�oyed a mo�ie so mu�h

� wat�hed that �ideo o�er and o�er again� waiting �or the weather to warm u� enough

to �reak ground

E�ery night �e�ore going to slee�� �"d �ut it on and listen to the soothing

20  �oi�e o� the narrator des�ri�e the “�alm� tran�uillity� and serenity o� a �ri�ate water

garden

" �n English� and again in �ren�h� he s�oke o� “dreaming dreams" and “soothing

the soul

" Ste� �y �as�inating ste�� he ex�lained how to �reate “an es�a�e� a hidden world

all your own " � �ouldn"t wait to get started �our aer hour� � assem�led and disassem�led the �um� � s�read the liner a�ross the

li�ing room �ar�et and walked around the edges� imagining that the �lasti� was water

�sing �olored �en�ils and gra�h �a�er �rom s�hool� � drew �age aer �age o� miniature

�onds with mi�ros�o�i� water�alls

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Page 24

Book 1

25

�hen winter at last retreated� � took s�ray �aint to the �rittle �rown grass o� my

30  �a�kyard� a at� �a�ant hal�-a�re that swee�s like a sa�anna to the s�ru�like gro�e o�

s�iked� gnarled hedgea��le trees �ust this side o� �rewster �igley �emorial Park

Like a

�andal or grati artist� � drew o�erla��ing kidney sha�es and o�als in intense neon �olors

until �"d outlined my �ond exa�tly the way � wanted it to �e

�rom a near�y �onstru�tion site� � gathered stones �or the �ond"s edge� s�ores o�

35 limestone �lo�ks� their uni�ormity demonstrating the maximum weight an eager �oy

�an �arry �inally� one morning it was time to dig � a��roa�hed the task like a star�ing man at a �an�uet is was the day � had trained

�orn Armed with a �rand-new �orged-steel sho�el—a �irthday gi �rom my aunt Nan—�

40 ri��ed into the earth with tireless �ury� inging dirt right and le

As the sun rose in the sky� �ers�iration �ell �rom my �a�e e hole grew like a  li�ing thing 

�y noon� � had �reated a de�ression in the earth that looked like the �oint o� im�a�t

o� a meteorite e �owl-sha�ed hole was roughly �our �eet in diameter� with gently

45 slo�ing sides nearly two �eet dee�

At this rate� � gured� �"ll �e �asking in tran�uillity in no time at all

�ut don"t �ount your water gardens until the hole is dug �ew things ha��en the way you think they will

A sudden thunderstorm interru�ted my work

�oiling a�ross the at �ansas �rairie� it

50 sneaked u� on me� announ�ing its arri�al with a dea�ening �rash

Kaboom!

I knew better than to stay outside with a metal object in my hand when there was lightning in the air. I quickly abandoned the job site.

�rom the sa�ety o� my house� � wat�hed the darkened skies release their �ent-u� �ower

55  dire�tly o�er my �a�kyard

�y heart �ui�kened as sheets o� rain o�erowed the hole�

turning my modest work in �rogress into a s�ale model o� what � ho�ed it would

�e�ome—the lo�eliest �ody o� water in all o� �el�ille �el�ille� �ansas

�� Ameri�a were a dart �oard and your dart landed on �el�ille� you"d �e the winner�

60  hands down

at"s �e�ause �el�ille is sma�k da� in the middle o� the �nited States�

exa�tly hal�way �etween the great Atlanti� and Pa�i� ��eans� a �la�e with no �oastline�

no �ea�h� and no �lue o�ean �iews �t wasn"t always like this �n �rehistori� times� the s�ot where �el�ille sits was su�merged �eneath a �ast inland sea �ut o�er the �ourse o� a �ou�le o� hundred million

65 years or so� things ha�e a way o� �hanging

Today� lu�kless �el�ille is as dry as a �one— the most landlo�ked �ity in Ameri�a

GO ON

Page 25

Book 1

Clearly� it"s a �la�e that �ould use a �ew im�ro�ements

e largest �ody o� water in modern �el�ille is a man-made �ond in �igley Park� the

state-owned re�reation area that �orders my �a�kyard Re�tangular in sha�e� and held

70 within its �anks �y enormous� �uarried limestone ro�ks� �igley Pond was dug �y

�ulldozers more than y years ago as �art o� a �ansas ood-�ontrol �lan

�y �ond� as � imagined it� although not as �ig as �igley Pond� would �e �ar more

attra�ti�e than that aging� go�ernment-designed lagoon

e s�ring rains that had di�erted me �rom my mission e�entually ended� and the sun

75  returned

�ith my nose �ressed against the �reak�ast room windows� � �ound mysel�

gazing not at the s�arkling natural �eauty o� an elegant water garden� �ut at a waterlogged

tra� o� sti�ky mud Reality � hate how it kee�s getting in the way o� my dreams

GO ON



Page 26

Book 1

Read these senten�es �rom lines 13 and 14 29
“It has everything you need." And except for the tools, rocks, plants, fish, accessories, electrical power to the site, and the hole itself, it did. Why does the author most likely include this description of the pond-building kit?

A to maintain a humorous tone 

B to introdu�e the main �on�li�t  C to ex�ress the narrator"s disa��ointment  D to demonstrate the �arents" su��ort o� their son  Read this senten�e �rom line 38 30
I approached the task like a starving man at a banquet.  What is the main purpose of the comparison in this sentence?  A to des�ri�e the narrator"s la�k o� attention to detail  B to em�hasize the de�th o� the narrator"s enthusiasm  C to show that the narrator �eels weak �rom ex�itement  D to show that the narrator is o�er�ome �y the �o� at hand 

GO ON



Page 27

Book 1

Read line 46 31
At this rate, I figured, I"ll be basking in tranquillity in no time at all. What meaning does the phrase “basking in tranquillity" convey to the reader? A The narrator expects positive recognition around town for his efforts. 

B The narrator �elie�es the �ision o� �ea�e�ul relaxation shown in the �ideo



C The narrator is una��ustomed to su�h di��i�ult work and will soon need a rest

 D The narrator is �om�aring himsel� to a groundhog that is sitting in the sunshine  �hi�h lines best reveal an overall theme of the story?  32

A lines 25 through 28

B lines 38 through 40

C lines 47 and 48

D lines 63 and 64

�n lines 63 through 73� how does the narrator"s des�ri�tion o� the lo�ation and history o�

33

Melville, Kansas, contribute to the plot?

A It demonstrates that the new pond is better than other ponds. 

B �t re�eals the �oolishness o� the narrator"s attem�t to �reate a new �ond

 C �t em�hasizes the im�ortan�e o� the new �ond to the narrator  D �t ex�lains the town"s need �or a new �ond 

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Page 28

Book 1

Page 29

Book 1

STOP Which lines from the story reveal a change in the narrator"s point of view? 34


A lines 49 through 53 

B lines 54 through 57 

C lines 5� through 62 

D lines 74 through 77 

�ow does the narrator"s rea�tion to his �ond �irst �illing with water di��er �rom his outlook at

35
 the end of the story? A He is excited at first but then becomes disappointed.  B �e is worried at �irst �ut then �eels satis�ied  C �e is s�ared at �irst and later �e�omes angry  D �e is ha��y at �irst and later �eels �roud 

Grade 7

2017 Common CoreEnglish Language Arts TestBook 1 March 28-30, 2017

Excerpt from “Fire: Friend or Foe" by Dorothy Hinshaw Patent and William Muñoz. Copyright © 1998, New York: Clarion Books. Used by

permission.

Excerpt from “Weaving with Light" by Emily Sohn. From Our Weekly Science News MagazineE (Online):

htt����s�ien�enews�orkids org�arti�les�20071017��eature1 as� Co�yright © 2010� So�iety �or S�ien�e u the Pu�li� �sed �y �ermission Ex�er�t �rom “e Egy�t Game" �y �il�ha �eatley Snyder

Co�yright © 1�76 �y Atheneum �ooks �or Young Readers� an im�rint o�

Simon u S�huster Children"s Pu�lishing �i�ision �sed �y �ermission

�e�elo�ed and �u�lished under �ontra�t with the New York State Edu�ation �e�artment �y Questar Assessment �n�

5550 ���er 147th
Street �est� �innea�olis� �N 55124 Co�yright © 2017 �y the New York State Edu�ation �e�artment

Book 2

Book 2

T

IPS FOR TAKING THE TEST

Here are some suggestions to help you do your best: • Be sure to read all the directions carefully. • Most questions will make sense only when you read the whole passage. You may read the passage more than once to answer a question. When a question include s a quotation from a passage, be sure to keep in mind what you learned from reading th e whole passage. You may need to review both the quotation and the passage in order to answer the question correctly. • Read each question carefully and think about the answer before choosing your answer or writing your response.

• For written-response questions, be sure to

- clearly organize your writing and express what you have learned; - accurately and completely answer the questions being asked; - support your responses with examples or details from the text; and - write in complete sentences using correct spelling, grammar, capitalization, and punctuation. • For the last question in this test book, you may plan your writing on th e Planning Page provided but do NOT write your nal answer on this Planning Page. Writing on this

Planning Page will NOT count toward your

nal score. Write your nal answer on the lined response pages provided.

Page 1

Book 2

5

10

15

20

25

30

Read this article. Then answer questions 36 through 42. Excerpt from Fire: Friend or Foe � by Dorothy Hinshaw Patent Managers of some public lands now understand the importance of re in the cycles of nature. When a lightning re poses no danger to people or buildings, some public agencies now let it burn. Many forests that have not been allowed to burn for decades contain dangerous amounts of fuel. A lightning strike in such a forest could lead to a big, hot� dangerous re Su��ressing re in other en�ironments� su�h as grasslands� has also led to undesira�le �hanges e �est answer to these �ro�lems a��ears to �e to ght re with re

Land managers use �res�ri�ed re� �are�ully �lanned �urns that �ring a�out

desira�le �hanges

�ildres usually o��ur in the summer or early �all� when grasslands and �orests are

dry

�ut �res�ri�ed �urning is more likely to �e �lanned �or less extreme �onditions so the

res �an �e �etter �ontrolled �or exam�le� grassland �urning at Aransas National �ildli�e Re�uge in Texas is done during the �ool winter months Pres�ri�ed �urns in �ontana �orests are usually �arried out during the s�ring e �ro�lems �aused �y re su��ression are huge A�out 40 million a�res o� �orests

a�ross the �ountry are at risk �or dangerous res �e�ause natural res ha�e not �een

allowed to �urn �or so many years e goals o� �res�ri�ed �urning are �lear A �res�ri�ed re should �urn away hea�y undergrowth o� �rush to remo�e �otential �uel �or wildre �hen a re has �lenty o� �uel�

it �urns hotter and tra�els �aster� �o�ering more territory in less time and getting out o�

�ontrol more easily �ith a moderate amount o� �uel� a wildre is less likely to �urn hot enough to kill adult trees or to o�errun an entire �orest

�hen the �rush and deadwood on the �orest oor �urn� they release nutrients that

�an nourish the trees� grasses� and other �orest �lants e less �luttered �orest oor� with

its �resh growth� �ro�ides ne ha�itat �or wildli�e su�h as elk and deer

e in�rease in �ood �or wildli�e �rought a�out �y �urning �an also �e dramati�

�hen shru�s are allowed to grow without re� more and more energy goes into maintaining the old wood� and less goes into new growth �hen the old wood �urns� the

shru� �uts out many new� su��ulent shoots that �ro�ide �ood �or deer and elk

�n an a�re

o� northern shru�land de�ri�ed o� re �or twenty years� only thirty to �orty-�e �ounds

o� �ood �or wildli�e is �rodu�ed yearly Aer a re� that same a�re will �rodu�e at least �our hundred to six hundred �ounds o� �ood in a year

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Page 2

Book 2

�ow do land managers de�ide where to �urn� �undreds o� thousands o� a�res o�

�u�li� lands are �ossi�le �andidates �n re�ent years� more and more �eo�le ha�e

mo�ed into the �ountryside� oen right on the �orders o� National �orest lands

Su�h

35  areas are at the to� o� the list �or �res�ri�ed �urns so that the re hazard to �eo�le and

homes is redu�ed �n 1��7� the � S �orest Ser�i�e de�ided to �urn more than 52�000 a�res in its

Northern Region ��ontana and �arts o� �daho� North �akota� South �akota� and

�yoming�

�i�e million a�res o� northern �orests e�ol�ed o�er the ages with re and were

40  �urned �y lightning res a�out e�ery twenty years

Su�h �orests �onsisted mostly o� �onderosa �ines� with some lar�h and �ouglas r e �re�uent� natural res �urned low

to the ground� killing the under�rush and young rs� whi�h �rodu�ed an o�en �orest

�ore than eighty years o� re su��ression has �hanged these �orests dramati�ally

Now

they are o�er�rowded with �ouglas r and �rone to su�erhot res that �an kill older trees

45 and sterilize the soil� making regrowth take years longer

Su�h hot� intense res are also more dangerous to reghters

�n�ortunately� many o� the �orests ha�e gone so long without re that e�en �res�ri�ed

�urning would �e dangerous Some logging or thinning o� the trees would need to �e done �e�ore they �an �e sa�ely �urned

50 Nati�e Ameri�ans on�e hel�ed maintain healthy grasslands with their res

Now managers o� wildlands are doing the same thing in many �arts o� the �ountry An

exam�le is the �uenos Aires National �ildli�e Re�uge south o� Tu�son� Arizona

is

re�uge re�resents the last remnant o� Sonoran sa�anna grasslands in the �nited States

Cattle on�e roamed a�ross the re�uge� �eeding on the grasses and �hanging the

55  e�osystem drasti�ally

Now� �attle ha�e �een �arred� and the re�uge is �urned to get rid o� weeds and shru�s

like mes�uite

e endangered masked �o�white �uail is �eing reintrodu�ed� and ha�itat

is �eing �reated �or �irds that sto� there on their long migrations Not e�eryone is ha��y with �res�ri�ed �urning Cattle ran�hers would like to return

60 their herds to the �uenos Aires re�uge� and many �riti�s �om�lain a�out the �ost o�

reintrodu�ing �uail Pres�ri�ed re in �orests also has its o��onents Some �elie�e logging �an sol�e the

�ro�lem o� �rowded �orests� while others �ear that res will es�a�e into �o�ulated areas

�ut the �ro�lem o� lands damaged �y lea�ing out re� a ma�or �layer in the natural

65  system� will not go away

�ne way or another� re will take �art A �ontrolled �urn �osts money and �an �ause some air �ollution �ut ghting a wildre is many more times as ex�ensi�e and �an �ring long �eriods o� smoky �onditions Controlled �urns are

good “�re�entati�e medi�ine" and �an hel� re return to its role o� maintaining and

renewing e�osystems

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Book 2

Page 3

�hi�h words �rom lines 1 through 8 best help the reader understand the meaning of

36

“suppressing" (line 5)?

A “now understand the importance of fire" 

B “a lightning �ire �oses no danger"  C “ha�e not �een allowed to �urn"  D “�are�ully �lanned �urns"  Read this senten�e �rom lines 6 and 7 37
The best answer to these problems appears to be to fight fire with fire.  Which evidence from the article �est supports this claim?  A

 “�ut �res�ri�ed �urning is more likely to �e �lanned �or less extreme �onditions so the

�ires �an �e �etter �ontrolled " �lines 10 and 11� B

 “A �res�ri�ed �ire should �urn away hea�y undergrowth o� �rush to remo�e �otential �uel

�or wild�ire " �lines 17 and 18� C

 “�hen the �rush and deadwood on the �orest �loor �urn� they release nutrients that �an

nourish the trees� grasses� and other �orest �lants " �lines 22 and 23� D

 “�n re�ent years� more and more �eo�le ha�e mo�ed into the �ountryside� o�ten right on

the �orders o� National �orest lands " �lines 33 and 34� �ow do �ires �ene�it wildli�e� 38
A Fires help remove older trees that crowd forests. B The �ossi�ility o� �ire limits where �attle are allowed to graze

C The �ossi�ility o� �ire limits how �lose �eo�le �an li�e to �orests

D �ires hel� �reate �onditions that �ause more �ood to �e�ome a�aila�le

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Page 4

Book 2

39
What is the meaning of “prone" (line 44) as used in the article? A  likely B  use�ul C  starting D  existing

�hat ha�e managers o� �u�li� lands learned �rom Nati�e Ameri�ans�

40

A how fire helps maintain grassland areas

B the im�ortan�e o� �rote�ting natural ha�itats C how �lanned �ires �an �e used to �re�ent large �ires D the role o� �attle management in �rote�ting grassland areas �hi�h senten�e best expresses the central idea of the article? 41
A “Managers of some public lands now understand the importance of fire in the cycles of nature." (lines 1 and 2) B “�ow do land managers de�ide where to �urn�" �line 32� C

 “�n�ortunately� many o� the �orests ha�e gone so long without �ire that e�en �res�ri�ed �urning would �e dangerous

" �lines 47 and 48� D  “Not e�eryone is ha��y with �res�ri�ed �urning " �line 5��

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Book 2

Page 5

42
How do lines 59 through 69 contribute to the discussion of prescribed burns? A by describing how attitudes have changed with time  B �y showing that the �ene�its outweigh the �osts  C �y �ro�ing that �on�li�ting o�inions are wrong  D �y ex�osing the sel�-interest o� o��onents 

GO ON



Page 6

Book 2

5



10

15

20

25

30
Read this article. Then answer questions 43 and 44.

Excerpt from Weaving With Light�

by Emily Sohn In the rugged Sierra Madre mountain range of west central Mexico, the native Huichol people live much the way their ancestors did—without electricity. tftat's because it's too expensive to string power lines to the remote mountain areas where they live. tfte lack of electricity has a direct eect on the Huichol economy.

To hel� su��ort themsel�es� the �ui�hol �reate �eauti�ul artwork� in�luding �aintings

made �rom yarn and s�ul�tures made �rom �eads ey sell their art in �ities hundreds o� miles away �rom their �illages �en� they tra�el long distan�es �y �oot And without ele�tri�ity—at home or on the road� they �an only work during daylight hours

�hen it gets dark� they must sto� whate�er they"re doing� ex�lains �ui�hol

�ommunity leader �iguel Carillo e sales o� their artwork are essential to this e�onomy� where �arming is di�ult and �ro�s oen �ail

“�e �an only work during the day�" Carillo tells a grou� o� resear�hers as night

a��roa�hed

“�e�ause now� as you see� we �an"t see anything� and it"s still so early

No�ody �an do anything �e �ust wait �or the sun to �ome u� again "

Now� a team o� s�ientists� designers� and ar�hite�ts is using new te�hnologies to

�ro�ide the �ui�hol with light aer the sun sets—no �lugs ne�essary e s�ientists"

te�hni�ue in�ol�es wea�ing tiny ele�troni� �rystals into �a�ri�s that �an �e made into

�lothes� �ags� or other items

�y �olle�ting the sun"s energy during the day� these lightweight textiles �ro�ide �right

white light at night eir in�entors ha�e named the textiles “Porta�le Lights "

Porta�le Lights ha�e the �otential to trans�orm the li�es o� �eo�le without ele�tri�ity

around the world� says �ro�e�t leader Sheila �ennedy� head o� �ennedy u �ioli�h

Ar�hite�ture� Ltd

� in �oston� �ass

See the light

At the core of Portable Light technology are devices called high-brightness light-emitting diodes, or HB LEDs. tftese tiny lights appear in digital clocks, televisions, streetlights, and the blinking red lights on some sneakers.

LE�s are �om�letely dierent �rom the light �ul�s that you s�rew into lam�s at home

�ost o� those glass �ul�s �elong to a ty�e �alled in�andes�ent lights

�nside� ele�tri�ity

heats a metal �oil to a�out 4�000 degrees �ahrenheit� or 2�200 degrees Celsius

At that s�or�hing tem�erature� �ul�s gi�e o light we �an see

GO ON

Book 2

Page 7



Ninety �er�ent o� energy �rodu�ed �y in�andes�ent lights� howe�er� is heat—and

in�isi�le �ith all that wasted energy� �ul�s �urn out �ui�kly ey are also �ulky� �an get hot� and are easily �roken

LE�s� on the other hand� are like tiny �ie�es o� ro�k made u� o� mole�ules that are

35 arranged in a �rystal stru�ture

�hen an ele�tri� �urrent �asses through an LE�� the �rystal

stru�ture �i�rates and �rodu�es light

LE�s are tiny and extremely lightweight

ere are no �reaka�le glass �arts �hile the

te�hnology is still somewhat ex�ensi�e� resear�hers are in�reasingly looking to LE�s �or a

wide �ariety o� a��li�ations� in�luding Porta�le Lights

40 “A lot o� �eo�le see LE�s as �eing the �uture o� lighting�" says Casey Smith� a

te�hnologist in �ozeman� �ont � and a mem�er o� the Porta�le Light team �e de�elo�ed mu�h o� the te�hnology that make Porta�le Lights work e spark e Portable Light team found a way to weave two LEDs into a plastic-coated textile. When turned on, these LEDs can make the entire piece of fabric glow.

45 eir next �hallenge was to gure out how to �ower the LE�s without ele�tri�ity

e

resear�hers knew that they wanted to ta� the sun"s energy� �ut they �ouldn"t use standard

solar �anels su�h as those �ound on rooo�s ese �ulky glass �anels would �e too �ig

and hea�y �or the �ui�hol to �arry as they tra�eled through the mountains

�nstead� the resear�hers used a new ty�e o� solar �anel� whi�h is at and exi�le� like a

50 �la�emat

Just 10 in�hes long and 5 in�hes wide� these �anels �an �e easily sewn onto a

�ie�e o� �a�ri�

Cir�uits �onne�t the solar �anel to a lithium ion �attery—the ty�e o� �attery �ound in

la�to�s and �ellular �hones And the �attery� in turn� is �onne�ted to the two LE�s in the �a�ri� A tough layer o� �lasti� �rote�ts the �ir�uitry

55 �ith �ust 3 hours o� ex�osure to sunlight� the �attery a��umulates enough �harge to

�ower a �orta�le light �or 10 hours� �ennedy says A mem�rane swit�h� like the so �uttons on a mi�rowa�e o�en� allows a user to turn the lights on or o

A Porta�le Light weighs less than a �ound and �an withstand a�use �e�ause textiles

are strong �or their weight �ennedy has dro��ed Porta�le Light units �rom as high as

60 30 �eet o the ground without damaging them

“�ith no hea�y �arts to �reak� they �ust oat down�" she says

GO ON



Page 8

Book 2

43
44
How is the new type of solar panel described in the section titled “The spark" more useful for the Huichol people than previous versions of solar energy technology? Use two details �rom the arti�le to su��ort your res�onse

�hat is the author"s �entral �laim a�out LE�s� �se two details from the article to show how

the author supports the claim.

GO ON



Book 2

Page 9

5 10 15

20

25

30

Read this story. Then answer question 45.

Excerpt from The Egypt Game � by Zilpha Keatley Snyder All through the month of August, Melanie and April were together almost every day. tftey played the paper-families game and other games both in the Rosses' apartment and in Caroline's. tftey took Marshall for walks and to the park while Mrs. Ross was gone to her class, and almost every day they went to the library. It was in the library in August

that the seeds were �lanted that grew into the Egy�t Game in Se�tem�er in the Pro�essor"s

deserted yard

�t all started when A�ril �ound a new �ook a�out Egy�t� an es�e�ially interesting one

a�out the li�e o� a young �haraoh She �assed it on to �elanie� and with it a lot o� her interest in all sorts o� an�ient stu �elanie was soon as �as�inated �y the �alley o� the

Nile as A�ril had �een

�e�ore long� with the hel� o� a sym�atheti� li�rarian