SBAC Grade 8 Test Practice For

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15 16 17 18 19 20 21 22 23 24 10 9 8 7 6 5 4 3 2 1 Contents

Description and Purpose ...... vi

Practice Tests ...... vii

Two-Part Items ...... viii.

Test-Taking Strategies ...... ix

Reading Strategies ...... ix

Vocabulary Strategies ...... xi

Listening Strategies ...... xi

Listening and Viewing Strategies ...... xii

Writing Strategies ...... xii

Some Good Advice ...... xiii.

Grade 8 Practice Test

Reading Literature ...... 2

Reading for Information ...... 8

Writing ...... 14.

Speaking and Listening ...... 18.

Research Performance Task ...... 21. Description and Purpose National Geographic Learning’s is designed to help you prepare for the tests developed by the Smarter Balanced Assessment Consortium (SBAC). This book gives you the chance to practice with texts and items that are similar to what you will see in the SBAC tests. Test Preparation and Practice The SBAC tests are designed to test your knowledge of the Common Core State Standards, which you have been learning. Similar to other tests you’ve taken, the SBAC tests will include reading passages and follow-up test questions. However, unlike many prior tests, the SBAC tests require you to also provide evidence to support your answers. This book introduces you to the style of the SBAC tests. It also includes helpful strategies that will help you better understand how the questions and texts are connected. Test Preparation and Practice The practice tests in this book are organized in five sections: • Reading Literature Read a literary text, answer a set of questions about the text, and write a response to a writing prompt. • Reading for Information Read an informational text, answer a set of questions about the text, and write a response to a writing prompt. • Writing Answer a set of questions about revising, editing, and gathering information from print and digital sources. • Speaking and Listening Listen to, interpret, and use information from an audio presentation and answer a set of questions about the presentation. • Research Performance Task Analyze, answer questions, and write an essay about an informational topic that is covered in two texts and a short video. All students will be required to take the SBAC tests. The practice tests you take in this book will expose you to complex texts and new item types similar to those you will see in the SBAC tests. Your teacher will explain the specific types of items you will see in each test section of this book and how they compare with the SBAC test items. The walkthrough on the following page will help you understand how to take these tests.

vi Inside Language, Literacy, and Content Practice Tests The example item of each practice test shows you how to find the information you need to answer the questions correctly. The first text also includes strategies to walk you through how to find the answer and the evidence to support it.

Read this Parts of SBAC Grade 6 Reading Literature strategy to the text are understand highlighted. In this section, you will read a folktale and answer questions about it. how the These are highlighted Directions: Read the text. Then use the strategies to help you answer questions 1–5. The example item has the parts you been done for you. text leads you need to reread to the answer. in order to The Three Suitors answer the 1 Long ago, there lived a king and his beautiful daughter. The princess had Strategy Analyze questions. many suitors, and among them were three young noblemen. She admired all three for Structure different reasons and could not decide which one to marry. So one day, the princess A plot usually has a problem called the three young noblemen to the castle and told them, “Go and travel the world. and a solution. Once I know The one who brings home the most remarkable thing shall become my husband.” the problem, I can identify the 2 The three suitors started at once on their travels to distant lands. Before long, moment that sets the plot the first nobleman found a wonderful flying carpet that he could ride through the air. in motion. The series of events The second found a marvelous telescope through which he could see anywhere in the that follow lead world. The third found a miracle ointment that could cure any disease. to a solution.

3 Now the three travelers were far apart when they found these wonderful things. But the second man looked through his new telescope and saw one of his rivals carrying a carpet, so he set out to join him. Then the two men used the carpet to meet up with SBAC Gradethe third. 6 Reading Literature

4 Each young man told of the remarkable things he had seen in his travels. Then 10 one exclaimed,The king “Let’s and thesee princesswhat the listenedprincess to is thisdoing.” dispute The getfirst louder noble andpeered louder. through Finally, his telescopethe princess and shouted,saw, to his “Quiet!” great dismay, and all thatthree the noblemen king’s daughter paused. was “While lying I veryappreciate sick. He all andof yourhis two efforts rivals in were saving thunderstruck me, I must at put the an bad end news. to this argument. Since none of you Each text is followed by a seriesthought of questions. to ask me what my choiceThe was, Example I have decided that2-Part I will not marryItem any ofof you each practice 5 Then the third noble suddenly remembered the ointment and exclaimed, “I at this time.” test is done for you. could cure her if I could get to the palace fast enough!”

Example 2-Part6 Item The second noble cried, “Let’s ride my carpet to the palace!” And so they did.

This question7 has two Theparts. king First, received answer them part immediately A. Then, answer but said, part “I B. am sorry that your travels have been in vain. My daughter is dying and cannot marry!” Strategy Part A Read these sentences from the text and the question that follows. Analyze Structure8 It was true. The princess indeed looked as though she may die. But the nobleman This question is about the structure of a who possessed the wondrous ointment said, “Fear not, sire!” The nobleman waved the So one day, the princess called the three young noblemen to the castle text—in this case, a ointment under her nose and, in a few moments, the princess revived. Then her maid story. Reread the text to and told them, “Go and travel the world. The one who brings home the most Use the determine the princess’srubbed a little of the ointment on her skin, and she quickly recovered. problem in the story. remarkable thing shall become my husband.” Decide how these strategies sentences contribute9 to The king was overjoyed and thought she should marry the young nobleman the outcome of the story. to help you whose ointment How had docured these her, sentences but the contribute other nobles to the disagreed. development They of arguedthe story? that without the telescope they would never have known she was dying, and without the determine A They describe the personalities of the three noblemen. flying carpet they would never have reached her in time. the correct B They introduce a series of events. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning, Read this to answer to Test Preparation and Practice C They describe the2 setting of the story. Inside Language, Literacy, and Content understand each part of D They explain the king’s main problem. why the the item. 002-034_Inside_SBAC_29356_G6.indd 2 1/7/15 4:23 PM answer is Strategy Part B Which sentence from the text best supports the answer to part A? Find Evidence correct. Read the four sentences A “The princess had many suitors, and among them were three young noblemen.” from the text and choose  Incorrect: This sentence gives background information but does not introduce a series of one that helps develop the plot. The sentence events. you choose should support your answer to B “The three suitors started at once on their travels to distant lands.” part A.  Correct: The three young men leave to carry out the princess’s command, and the events in Read these the plot follow from this first step. to understand C “Now the three travelers were far apart when they found these wonderful things.” why the other  Incorrect: This sentence describes where the suitors were later in the story but does not really help move the plot forward. responses are D “Each young man told of the remarkable things he had seen in his travels.” incorrect.  Incorrect: This sentence describes what the suitors do later in the story but does not move the plot forward. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 3 Inside Language, Literacy, and Content

002-034_Inside_SBAC_29356_G6.indd 3 1/8/15 7:48 AM vii Inside Language, Literacy, and Content Two-Part Items To help you practice for the SBAC tests, you are then given the opportunity to complete the remaining items yourself. Just like the SBAC tests, some of the practice items in this book have two parts: Part A and Part B. In Part A, you answer a multiple-choice question. In Part B, you support your answer with evidence. Sometimes each part has more than one correct answer. The directions will let you know when that is the case. See Part B of the example below. SBAC Grade 6 Reading Literature

For part A, This question has two parts. First, answer part A. Then, answer part B. choose a response Strategy 4 Part A Which sentence best states a theme, or central idea, of this text? Evaluate from multiple A People must make their own choices in life. All four answers are answer themes that might fit B It is impossible for three people to agree on anything. the story. Consider each choices. one carefully to find the theme that is central to C Every father wants the best for his children. the story and fits the way the story ends. D It’s not the gift but the thought behind it that counts. For part B, select evidence to support your Strategy Part B Select two pieces of evidence from the text that support the theme in part A. response to part Find Evidence Look at the theme you A “She admired all three for different reasons and could not decide which one A. In this case, chose in part A. Then to marry.” read each piece of you will choose evidence and select the B “So one day, the princess called the three young noblemen to the castle and two pieces of two that support the told them, ‘Go and travel the world. The one who brings home the most theme you chose. If you evidence from cannot find supporting remarkable thing shall become my husband.’” evidence for that theme, multiple answer go back and reconsider C “Before long, the first noble found a wonderful flying carpet that he could choices. the answer to part A. ride through the air.” D “The king was overjoyed and thought she should marry the young nobleman whose ointment had cured her, but the other nobles disagreed.” E “They argued that without the telescope they would never have known she was dying, and without the flying carpet they would never have reached her in time.” F “‘Since none of you thought to ask me what my choice was, I have decided that I will not marry any of you at this time.’”

Sometimes, you will be asked to support your answers in other ways. SBAC Grade 6 Reading Literature

Strategy 3 Read this excerpt from the text. Underline three sentences in the excerpt that show how Find Evidence the three young nobles reacted to the news of the princess’s illness. Read the whole excerpt first. Then look for three sentences that Here, you describe what the three Each young man told of the remarkable things he had seen in his travels. are asked young nobles did when Then one exclaimed, “Let’s see what the princess is doing.” The first noble they heard about the to underline princess’s illness. peered through his telescope and saw, to his great dismay, that the king’s sentences from daughter was lying very sick. He and his two rivals were thunderstruck at the the passage. bad news.

Then the third noble suddenly remembered the ointment and exclaimed, “I could cure her if I could get to the palace fast enough!”

© National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning, The second noble cried, “Let’s ride my carpet to the palace!” And so Test Preparation and Practice they did. 6 Inside Language, Literacy, and Content

The king received them immediately but said, “I am sorry that your

002-034_Inside_SBAC_29356_G6.indd 6 travels have been in vain. My daughter is dying and cannot marry!” 1/8/15 7:49 AM But the nobleman who possessed the wondrous ointment said, “Do not fear, sire, the princess will not die!” In the room where she lay sick, he waved the ointment under her nose and, in a few moments, the princess revived.

viii Inside Language, Literacy, and Content © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 5 Inside Language, Literacy, and Content

002-034_Inside_SBAC_29356_G6.indd 5 1/7/15 4:23 PM Test-Taking Strategies

As you can see on the previous page, each item includes a strategy to help you answer the question. The following pages list the types of Test-Taking Strategies you will see as you take the practice tests. These strategies will help you prepare for the SBAC tests by teaching you ways to answer each type of question. Reading Strategies Reread The reading test questions are text-based. That means the answers will be provided somewhere in the text. In order to find the answer, you will need to reread the text or parts of the text. Read the test question. Then reread the text with the question in mind. Pause when you think you have found the answer. Then reread the question to see if your answer fits. Find Key Word Sometimes a test question will contain an underlined key word from the passage that gives you a clue about where to look for the answer. Scan the text to locate the word, and circle it. Then reread the sentence the word is in and the sentences right before and right after it to determine the answer. Analyze Structure To determine how a particular sentence or paragraph contributes to the development of ideas, you must determine the text structure of the text. Text structure refers to the ways in which authors organize information in a text. To determine informational text structure, scan the text for features such as titles, headings, subheads, and signal words. For example, chronological or sequential structure uses signal words like or to show ordered steps. Cause and effect uses signal words like or to explain why things happen and what happens as a result. Once you determine the text structure, you can figure out how a particular paragraphfirst, or sentence next, after, fits during, into thethen text. because, therefore, since Narrative structure is used for stories and is based on a plot, or a series of events. Often the main character has a problem that needs to be solved. The story is organized around the character’s actions and the outcome. To determine how a particular sentence or paragraph contributes to a narrative text structure, pay attention to story elements, such as the setting, the plot, and a character’s thoughts, feelings, and actions. Evaluate When you evaluate something, you review it carefully in order to make a judgment about its value or worth. When you evaluate an argument or claim, think about whether or not it can be supported by reasons and evidence. If more than one answer looks correct, choose the best answer.

ix Inside Language, Literacy, and Content Determine Importance When you determine importance, you identify the most important points or main ideas and add details that support these ideas. A good way to tell what is most important in what you read is to summarize, stating the most important ideas about the topic. Another way to tell what is important is to ask, “Is this idea significant or only interesting?” Focus on the author’s most significant ideas and information. Synthesize When you synthesize information, you combine ideas to form generalizations and make inferences. • Generalize To form a generalization, compare specific ideas from the text with what you already know and form an idea that applies to more than one situation. Generalizations often include words like many, most, all, or some. • Make Inferences Authors do not always directly state a main idea, opinion, or purpose in the text. When the author does not say something directly, you have to infer what she is trying to say. To make an inference, identify important ideas in the text. Pay attention to everything an author has to say about a topic or in a particular section of a text. Think about how this information fits together with what you already know. Then form an opinion about what the author is trying to say. Connect Across Texts When you make connections between two texts, first decide what each text is saying separately. Then compare the texts to each other. Create a graphic organizer to show how the information presented in each text is similar and how it is different. Combine this information to form a better understanding of both texts. Find Evidence The test questions you will encounter in these practice tests and in the SBAC tests will ask you to support your answers with evidence from the text. Evidence includes facts, details, context clues, and other information within a text that supports your answer.

x Inside Language, Literacy, and Content Vocabulary Strategies Substitute the Word or Phrase When you come across an unfamiliar word, try substituting it with another word or phrase. Reread the sentence to see if it makes sense with the other sentences in the paragraph. Use Context Clues Look at the context of the text, paragraph, or sentence in which the word appears to figure out which definition of the word makes the most sense in that context. Context clues include restatements, descriptions, and multiple-meaning words. • Restatement Sometimes a challenging word is clarified with simpler language. When you come across an unfamiliar word, look for a nearby word or phrase that has the same or nearly the same meaning as the unknown word. Reread the sentence with the simpler restatement in mind. • Description You can sometimes piece together the meaning of a word by reading the descriptions that surround it. Look for words or phrases that describe the unfamiliar word to help you understand its meaning. • Multiple-Meaning Words Some words have the same spelling but have different meanings. When you encounter a multiple-meaning word, it helps to think about how the word is being used in order to understand its meaning. For example, is it a noun or a verb? Many multiple-meaning words have more than one part of speech, depending how the word is used. Listening Strategies Review

SBAC Grade 6 Speaking and Listening Answers will be provided somewhere in the audio presentation you listen to. In order to find the answer, you will need to review the presentation or parts of the presentation. Audio In theRead presentation the test “Thequestion. Lost City Then of Machu review Picchu,” the presentation you will hear the with speaker the questiondiscuss a place in mind. in Peru, Pause South America, where the ancient world and the modern world meet. the presentation when you think you have found the answer. Then reread the question to Directions:see if your Listen answer to the fits.presentation. Then answer questions 15–17. The following strategies will also appear with the directions for listening to the audio You can access “The Lost City of Machu Picchu” on myNGconnect.com . presentation in the Speaking and Listening test. Read these before listening to the presentation.Listening Strategies

Read the questions first so you know what information to listen for. Take notes in the note-taking section below. As you listen to the presentation, record important ideas. Think about the information you will need to answer the questions. If something in the presentation is not clear the first time, replay it. You can replay the presentation as many times as you need to.

Notes:

xi Inside Language, Literacy, and Content © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 18 Inside Language, Literacy, and Content

002-034_Inside_SBAC_29356_G6.indd 18 1/7/15 4:22 PM Listening and Viewing Strategies Review Some answers will be provided somewhere in the video you watch. In order to find the answer, you might need to review the video or parts of the video. Read the test question. Then review the video with the question in mind. Pause the video when you think you have found the answer. Then reread the item to see if your answer fits. The following strategies will appear with the directions for watching the video during Part 1 of the Research Performance Task. Read these before viewing the video.

Listening and Viewing Strategies Read the questions first, so you know what information to listen for. Take notes. As you watch the video, record important ideas in the Notes section at the back of your book. Think about the information you will need to answer the questions, as well as information you may want to include in the editorial you will write. If something in the video is not clear the first time, replay it. You can replay the video as many times as you need to.

Writing Strategies Writing Strategies like the ones below will appear after each writing prompt to help you organize your written response. After you have finished your writing for Part 2 of the Research Performance Task, return to these strategies to make sure you have covered everything. Writing Strategies Return to the texts and the video. Record arguments and evidence in support of wind power, as well as arguments and evidence against wind power. Decide on your own viewpoint and state it clearly at the beginning of your editorial. Keep your purpose and audience in mind as you write. Your goal is to convince other students to support your viewpoint. Remember, a good argument is supported by evidence. When you quote something from one of your sources, give the title of the text or video. Remember to use quotation marks around direct quotes.

xii Inside Language, Literacy, and Content Some Good Advice Tests have been around for a long time. Why? They are an important part of education. They give you a chance to show what skills you have learned and what skills you still need to learn. When you take a test, you want to be able to show what you know. To show what you know, your mind and body must be ready. What to Do Before the Test: Be READY How do you get ready for a test? Rest Eat Ask for information Do practice exercises, and remember that You can succeed Before the test, get plenty of rest and eat good, healthy food. Sleep and good food help your mind to work at its best. Find out everything you can about the test. This book will show you what SBAC test questions will look like and give you strategies to help you answer them. You will feel more confident during SBAC tests if you know what the tests look like and how to answer the questions. During the Test • Make a plan for how you will use your time. You do not want to spend all of your time on a few questions and not have time for the rest. • Read the directions carefully before you start answering the questions. Then, read the question carefully. Make sure you know what is being asked. • Answer the easiest questions first. If a question seems hard, return to it after completing the other questions on the page. • Make a “smart” guess. The Test-Taking Strategies on the previous pages will help you answer each question. If you still do not know the answer, eliminate the answers that you know are wrong. Then pick from the remaining answers. • Review your work. After you have answered all the questions in a section, take a breath. Then, check your answers before moving on. • Relax. Tests can be hard. Do not worry when you read the hard questions. Just do your best.

xiii Inside Language, Literacy, and Content SBAC Grade 8 Reading Literature

In this section, you will read a short story and answer questions about the story.

Directions: Read the text. Then use the strategies to help you answer questions 1-5. The example item has been done for you.

More Precious Than Gold

1 “What do you mean you don’t know what year you were born?”

2 In reply, Grandma reminded Wayne that she’d been orphaned very young and raised in foster homes. It was the Depression, and in those hard times, knowing precisely when someone was born hadn’t seemed important.

3 “But now I’m old,” Grandma continued, “and I’d like to know just how old.” Strategy Determine Wayne resolved right then to find his grandmother’s birth record. Her birth hadn’t Importance been registered at the courthouse—too far away—but Grandma believed the local I am looking for events and church had records. reactions that connect to a central idea. 4 The difficulty was, the place his grandmother was born didn’t exist, at least not Grandma’s officially. After much digging, Wayne finally found an outdated map with a tiny dot reaction is important here labeled Whitfield. Armed with a copy of the map, he drove 500 miles to Whitfield’s because it leads Wayne to search supposed location. The gas station clerk said she’d never heard of it; at another for her birth business, the proprietor laughed out loud, “That place went bust 80 years ago.” All certificate. day it was the same thing: mockery, puzzled looks, even a hint of menace. When two men eyed his out-of-state plates and commented on his traveling alone, Wayne ceased inquiring and opted to just drive around with his map.

5 The next day, Wayne found a sign—an actual sign, old and falling apart, that read “Whitfield Chur–.” He parked, hastened down the wooded path, and emerged at last into a clearing, only to slump, dismayed, onto the nearest log as he beheld the Whitfield Church—burned to the ground.

6 He exclaimed aloud, “Fool, did you really think you would find it after all this time?”

7 “Looking for something?” Wayne jumped at the unexpected voice; he had not noticed the woman before. Hearing about his mission, the woman said, “Oh, the church closed eons before it burned down, but I know where they stored the old records.” Wayne could not believe his luck. The woman directed him to a Mr. Sills before disappearing off into the woods. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 2 Inside Language, Literacy, and Content SBAC Grade 8 Reading Literature

8 Her directions took Wayne down a very long, very rough road to a house with an intimidating watchdog, which kept him from approaching until its elderly owner called the animal off. “Well,” Mr. Sills said doubtfully after hearing Wayne’s story, “those boxes are pretty much buried. You come back tomorrow and we’ll see.”

9 Next day, Mr. Sills ushered Wayne inside and quickly left the room. He reappeared with an old-fashioned picture frame, inside of which, adorned with hand- painted flowers, was Grandma’s birth certificate. Delighted by Wayne’s astonished reaction, Mr. Sills said, “After you left, I went right up in the attic. Once I unearthed the appropriate volume, it didn’t take long to find your grandmother’s entry. Of course, I couldn’t take the page out of the record book, so I made you a copy. Dressed it up a little, just for fun.”

10 Wayne was speechless. This was a treasure far grander than he had imagined.

Example 2-Part Item This question has two parts. First, answer part A. Then, answer part B.

Strategy Part A What is the central idea of this text? Determine Importance The main events that A Wayne was looking for something of importance to his grandmother. take place often give you a clue to the central idea. B Wayne’s grandmother went through difficult times as a child. Go back and skim the text to see what actually C An unidentified woman gave Wayne important information. happens and how the characters react to D Mr. Sills ended Wayne’s search in a surprising way. each event. Choose the central idea that most clearly connects these events and reactions. Part B Which sentence from the text supports the answer in part A? A “In reply, Grandma reminded Wayne that she’d been orphaned very young and raised in foster homes.” Strategy Find Evidence x Incorrect – This sentence gives a detail about Grandma’s childhood but does not support Read each answer the central idea. choice. Identify the sentence that helps B “Wayne resolved right then to find his grandmother’s birth record.” you understand the central idea, or problem, ˛ Correct – This sentence supports the central idea of the text. from part A. C “He exclaimed aloud, ‘Fool, did you really think you would find it after all this time?’” x Incorrect – This sentence is a supporting detail about Wayne’s thoughts and feelings during his venture. D “‘Once I unearthed the appropriate volume, it didn’t take long to find your grandmother’s entry.’” x Incorrect – This sentence gives a detail about how Wayne’s search ended. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 3 Inside Language, Literacy, and Content SBAC Grade 8 Reading Literature

Strategy 1 Why did Wayne stop making inquiries about Whitfield’s location? Synthesize Make Inferences Read A He discovered the church he was looking for. each answer choice. Then reread the text B He could not find anyone else to ask. and underline anything the author says that C He was growing discouraged. suggests why Wayne stopped making D He began to feel threatened. inquiries. Based on what the author says, select the inference that can be made from details in 2 What does the word adorned mean in paragraph 9? the text. A decorated

Strategy B spoiled Substitute the Word C identified Locate adorned in paragraph 9. Reread the D surrounded sentence to see how the word is used. If you are not sure which answer choice is correct, try using each one in the sentence. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 4 Inside Language, Literacy, and Content SBAC Grade 8 Reading Literature

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

Strategy 3 Part A How does Wayne’s search resemble the quests found in myths and other Connect Across Texts traditional literature? Think about other quest stories you have read. A The main character uses an unusual tool or weapon. What do they all have in common, and how is this B The central character becomes lost. story similar? Then read each answer choice and C A character pretends to be someone else. decide which quest-like element is part of this D It involves a journey to find or retrieve a special object. story.

Strategy Part B Choose one sentence from the text that best supports the answer in part A. Find Evidence Review the answer you A “After much digging, Wayne finally found an outdated map with a tiny dot labeled chose in part A. Then Whitfield.” read each sentence from the text. Match one B “Armed with a copy of the map, he drove five hundred miles to Whitfield’s supposed piece of evidence to the quest-like element you location.” identified. C “All day it was the same thing: mockery, puzzled looks, even a hint of menace.” D “The next day, Wayne found a sign—an actual sign, old and falling apart, that read ‘Whitfield Chur–.’” © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 5 Inside Language, Literacy, and Content SBAC Grade 8 Reading Literature

Strategy 4 Read the paragraphs from the text. Make Inferences Think about the clues in the text—how the character acts and what The next day, Wayne found a sign—an actual sign, old and falling apart, he does. Use the clues to that read “Whitfield Chur–.” He parked, hastened down the wooded path, and infer how he feels. emerged at last into a clearing, only to slump, dismayed, onto the nearest log as he beheld the Whitfield Church—burned to the ground.

He exclaimed aloud, “Fool, did you really think you would find it after all this time?”

How does Wayne respond to his discovery? A He is excited when he finds the sign, but he thinks he has failed when he sees the church. B He is frightened by the people who gave him looks, but he is encouraged when he sees the church. C He is disappointed when he finds the sign, but seeing the church brings back a little hope. D He is curious when he sees the sign, but finding the church pleases him. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 6 Inside Language, Literacy, and Content SBAC Grade 8 Reading Literature

Strategy 5 Read the paragraph from the text. Analyze Structure This question is about the structure of the text. Reread the paragraph “Looking for something?” Wayne jumped at the unexpected voice; he and decide how it fits had not noticed the woman before. Hearing about his mission, the woman said, into the story as a whole. What would be “Oh, the church closed eons before it burned down, but I know where they missing from the story if it did not include this stored the old records.” Wayne could not believe his luck. The woman directed paragraph? him to a Mr. Sills before disappearing off into the woods.

How does this paragraph contribute to the development of the plot? Write your answer on the lines below and support your answer with evidence from the text. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 7 Inside Language, Literacy, and Content SBAC Grade 8 Reading for Information

In the Reading for Information section, you will read an excerpt from an historical account and answer questions about the text.

Directions: Read the text. Published in 1868, it gives an account of the British attack on Washington, D.C., during the War of 1812 when James Madison was President of the United States. Use the strategies to help you complete questions 6–10. The example item has been done for you.

from “The Capture of Washington City” by Benjamin J. Lossing

1 Assured of the retreat of the Americans beyond Georgetown, [General] Ross left Strategy Determine the main body a mile and a half from the Capitol, and entered the town, then containing Importance about nine hundred buildings. He came to destroy the public property there. … I am looking for the central idea of the text. 2 Mrs. Madison had already been apprised of the danger. When the flight of If I connect the Congreve rockets caused the panic-stricken militia to fly, the President sent messengers main idea of each paragraph, I can to inform her that the defeat of the Americans and the capture of the city seemed to be determine the central idea of the promised, and to advise her to fly to a place of safety. These messengers reached her text as a whole. between two and three o’clock. Mrs. Madison ordered her carriage, and sent away in a wagon silver plate and other valuables, to be deposited in the Bank of Maryland. She anxiously waited for her husband, and in the mean time took measures for preserving the full-length portrait of Washington, painted by Stuart, which hung in the presidential mansion. Finding the process of unscrewing the frame from the wall too tedious for the exigency, she had it broken in pieces, and the picture removed with the “stretcher,” or light frame on which the canvas was nailed. This she did with her own hands. Just as she had accomplished so much, two gentlemen from New York, one of whom was the now (1867) venerable New Orleans banker, Jacob Barker, entered the room. The picture was lying on the floor. The sounds of approaching troops were heard. They might be the invaders, who would be delighted by the possession of so notable a captive as the beautiful wife of the President. It was time for her to fly. “Save that picture,” she said to Mr. Barker and Mr. R.G.L. DePeyster, his companion – “save that picture, if possible; if not possible, destroy it: under no circumstances allow it to fall into the hands of the British.” Then, snatching up the precious parchment on which was written the Declaration of Independence and the autographs of the signers, which she had resolved to save also, she hastened to the carriage with her sister (Mrs. Cutts) and her husband, and two servants, and was borne away to a place of safety beyond the Potomac.

3 Just as Barker and DePeyster had taken the picture from the stretcher and rolled it up, a portion of the flying American army came up, and halted in front of the President’s house. Some refreshments were given to them, when they marched on © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 8 Inside Language, Literacy, and Content SBAC Grade 8 Reading for Information

toward Montgomery Court-house, the appointed place of rendezvous for the broken army, followed by those gentlemen with the picture. They left it in charge of a farmer in whose house they lodged that night, and a few weeks afterward Mr. Barker restored the portrait to Mrs. Madison. It now hangs upon the wall in the Blue Room of the Presidential mansion.

Example 2-Part Item This question has two parts. First, answer part A. Then, answer part B.

Strategy Part A What is the central idea of the text? Determine Importance The main idea of A President Madison was away when the British attacked, so Mrs. Madison had to escape each paragraph often on her own. provides a clue to the central idea of the text B Led by General Ross, the British army was marching toward the Capitol and the White as a whole. Look at the highlighted sentences in House. every paragraph. Choose the answer that most C Mrs. Madison risked her own safety to save a number of items of importance to clearly connects these the American people. sentences. D Jacob Barker and Robert DePeyster assisted Mrs. Madison in rescuing the portrait of George Washington.

Strategy Part B Which piece of evidence from the text supports the answer to part A? Find Evidence Read each answer A “These messengers reached her between two and three o’clock.” choice. Identify details x or examples related to Incorrect – This is a detail about when she found out that she was in danger, but it does not the answer you chose in support the central idea. part A. B “Just as she had accomplished so much, two gentlemen from New York, one of whom was the now (1867) venerable New Orleans banker, Jacob Barker, entered the room.” x Incorrect – This sentence does not indicate the danger she was in or what she accomplished. C “They might be the invaders, who would be delighted by the possession of so notable a captive as the beautiful wife of the President. It was time for her to fly.” ˛ Correct – This detail supports the part of the central idea about Mrs. Madison being in personal jeopardy. D “Just as Barker and DePeyster had taken the picture from the stretcher and rolled it up, a portion of the flying American army came up, and halted in front of the President’s house.” x Incorrect – This detail describes what happened after Mrs. Madison had left and does not support the central idea. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 9 Inside Language, Literacy, and Content SBAC Grade 8 Reading for Information

Strategy 6 What is the meaning of the phrase apprised of in paragraph 2? Substitute the Word Locate apprised of in A excited about paragraph 2. Reread the sentence to see how the B frightened by phrase is used. If you are not sure which answer C inconvenienced by choice is correct, try using each one in the D notified about sentence.

Strategy 7 Based on this text, why was it so important to save the portrait? Synthesize Make Inferences Read A The painting was by a well-known artist named Stuart so it was very valuable. each answer choice. Then go back and scan the B It was hung high on the wall so getting it down took a long time. text to find anything the author says about the C The painting was of George Washington, so the British would take or destroy it. portrait. Based on what the author says and what D It was very large, so it had to be removed from its stretcher and rolled up. you already know, choose the inference that can be made from details in the text. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 10 Inside Language, Literacy, and Content SBAC Grade 8 Reading for Information

Strategy 8 Read the excerpt from the text. Find two sentences in the excerpt to support the idea that Find Evidence the painting had great value. Underline the sentences you choose. Scan the excerpt for information about the portrait. Identify sentences that help Finding the process of unscrewing the frame from the wall too tedious for the explain or give more information about the exigency, she had it broken in pieces, and the picture removed with the “stretcher,” value of the painting. or light frame on which the canvas was nailed. This she did with her own hands. Just as she had accomplished so much, two gentlemen from New York, one of whom was the now (1867) venerable New Orleans banker, Jacob Barker, entered the room. The picture was lying on the floor. The sounds of approaching troops were heard. They might be the invaders, who would be delighted by the possession of so notable a captive as the beautiful wife of the President. It was time for her to fly. “Save that picture,” she said to Mr. Barker and Mr. R.G.L. DePeyster, his companion – “save that picture, if possible; if not possible, destroy it: under no circumstances allow it to fall into the hands of the British.” Then, snatching up the precious parchment on which was written the Declaration of Independence and the autographs of the signers, which she had resolved to save also, she hastened to the carriage with her sister (Mrs. Cutts) and her husband, and two servants, and was borne away to a place of safety beyond the Potomac.

Just as Barker and DePeyster had taken the picture from the stretcher and rolled it up, a portion of the flying American army came up, and halted in front of the President’s house. Some refreshments were given to them, when they marched on toward Montgomery Court-house, the appointed place of rendezvous for the broken army, followed by those gentlemen with the picture. They left it in charge of a farmer in whose house they lodged that night, and a few weeks afterward Mr. Barker restored the portrait to Mrs. Madison. It now hangs upon the wall in the Blue Room of the Presidential mansion. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 11 Inside Language, Literacy, and Content SBAC Grade 8 Reading for Information

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

Strategy 9 Part A Based on this text, what is the author’s view of Mrs. Madison’s efforts to save the Evaluate portrait? Read each answer choice to decide whether it A He admires her determination to rescue the painting. represents the author’s viewpoint, or opinion, of B He believes she overestimated the British threat. Mrs. Madison. The best choice will be supported C He thinks she was brave but foolish to risk capture for the sake of a painting. by evidence in the text. D He disapproves of her concern for the portrait when so many other valuables could have been saved.

Strategy Part B Choose two pieces of evidence from the text that support the answer in part A. Find Evidence Read each answer A “She anxiously waited for her husband, and in the mean time took measures for choice. Choose the preserving the full-length portrait of Washington, painted by Stuart, which hung in the sentences that suggest an opinion about Mrs. presidential mansion.” Madison and her actions and support the answer B “Finding the process of unscrewing the frame from the wall too tedious for the in part A. exigency, she had it broken in pieces, and the picture removed with the ‘stretcher,’ or light frame on which the canvas was nailed.” C “This she did with her own hands.” D “Just as she had accomplished so much, two gentlemen from New York, one of whom was the now (1867) venerable New Orleans banker, Jacob Barker, entered the room.” E “The picture was lying on the floor.” F “The sounds of approaching troops were heard.” © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 12 Inside Language, Literacy, and Content SBAC Grade 8 Reading for Information

Strategy 10 Read these sentences from the text. Evaluate Consider the possible reasons the author might have had and “The sounds of approaching troopers were heard. They might be decide what he was invaders, who would be delighted by the possession of so notable a captive as trying to accomplish by including these the beautiful wife of the President. It was time for her to fly.” sentences.

What is the most likely reason the author included these sentences, and what point of view do they reveal? © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 13 Inside Language, Literacy, and Content SBAC Grade 8 Writing

Strategy 11 A student is writing an informational report about turtles for science class. The student Substitute the Word needs to use words that are clear and specific in her report. Read the paragraph from the or Phrase draft of the report and answer the question that follows. Locate each underlined phrase in the paragraph. Reread each sentence to see how each phrase is used. If you are not Researchers are using new nano-tags to study baby turtles. The tags send sure which set of words audio signals that allow researchers to keep track of the turtles as they swim is correct, try using each one in the paragraph. from the beach toward the open ocean. The turtles’ journey is dangerous and not all of them make it. In the past, researchers had to make their best guess about the number of hatchlings that get past predators; but thanks to the nano-tags, they will now have a more accurate count.

Which two words best replace the underlined phrases with more clear and specific language? A land; reflect B succeed; think C arrive; consider D survive; speculate © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 14 Inside Language, Literacy, and Content SBAC Grade 8 Writing

Strategy 12 A student has written a personal essay for his English class about his public service Reread project. Read the draft of the essay, and complete the task that follows. Reread each sentence carefully and put a check next to any words that look unfamiliar to you. Return to those words to Sometimes I think I prefer the company of dogs to that of people. All determine which two are misspelled. Underline right, maybe that’s a slight exageration. I really get along quite well with most the entire sentence that contains a misspelled word. You will underline people, and of course I enjoy the companionship of family and friends. But I have two sentences. a real passion for canines of all kinds, from terriers to Great Danes. That’s why I

volunteered to join a project with Pets International, a wonderful organnization

that matches pets with people. Naturally, I requested a position in their dog

division, but somehow I got assigned to cats.

Underline the two sentences that contain errors in spelling. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 15 Inside Language, Literacy, and Content SBAC Grade 8 Writing

Strategy 13 A student is writing an argumentative report about the best way to study a foreign language. Find Evidence He found possible sources for his report. Read the sources and the directions that follow. Read each claim in the chart. Then return to the Source 1: “Language: A Communication Tool” sources to determine which source makes each claim. If a claim appears in both sources, check Language is not properly taught in many United States schools. Students “Both Sources.” If it doesn’t appear in either who struggle through verb conjugations and grammatical concepts are losing source, check “Neither Source” in the chart. precious time and wasting energy. Language is a way to communicate, not a set of rules! The best way to learn a foreign language is in a practical context as a communication tool.

One recent suggestion for teaching languages in school is to use a foreign language across the curriculum. For example, if a high school decides to teach French, teachers would incorporate French into lessons for science class, history class, and math class. Similarly, the cafeteria, the chess club, and the soccer team would use French to communicate with students. Of course, this would require that all the teachers and staff in the school speak some French—a difficult change to make in an already existing school.

Source 2: : “Learning Language Like a Native”

The best way to learn a foreign language is through immersion—that is, being totally surrounded with native speakers. This is how babies learn their native language. They hear the language spoken, and they must learn it in order to communicate.

The immersion approach can be done in a number of ways, but the very best way is for students to travel abroad. Students who are lucky enough to have this fantastic opportunity acquire language as a natural consequence of living among people who speak it. The grocery store, the park, and the post office become classrooms. It is amazing how quickly and easily students can pick up a language when it is all they hear.

The student wrote down some claims to use in his report. Look at the claims in the chart on page 17. Decide if there is information to support each claim in Source 1, Source 2, both sources, or neither source. Check the one box that correctly describes each claim. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 16 Inside Language, Literacy, and Content SBAC Grade 8 Writing

Both Neither Claim Source 1 Source 2 Sources Source Immersion is the best way to learn a language. Current methods of teaching foreign languages in U.S. schools are flawed. Incorporating a foreign language into many different classes and activities would help students learn the language. It would cost too much money to change how foreign languages are taught to students.

Strategy 14 A student is writing a research report about small farms in the United States. Read the Evaluate sentences from her report and the directions that follow. Read the paragraph and think about what type of research you would do to find more information When we think of farming and agriculture in the United States, most about the topic. Then read the information Americans picture fields of corn or wheat that stretch as far as the eye can see. about the sources to evaluate which one We picture huge farms covering thousands of acres and enormous harvesting would provide the best information about small machines. But this vision of American farming does not match reality. In fact, farms. 91 percent of U.S. farms are considered “small farms.” The definition of small farms is rather vague. “Small farms” earn less than $250,000 per year. But many “small” farmers earn almost no money from their farms. They either struggle to earn any profit at all, or they have other sources of income.

Which source would most likely give the student more information for this paragraph?

A http://www.ers.usda.gov/publications/eib-economic-information-bulletin A report that discusses income data gathered from small farms and their households.

B http://www.wisconsinhistory.org/whspress/books A book of photographs that document life on one small U.S. farm.

C http://www.myfarm.com A blog by a small farmer about his life and work and how he supplements his income during difficult times.

D http://usda.gov/lessonsfromworldwidefarming A government Web site article about how farmers across the world have worked to increase their earnings. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 17 Inside Language, Literacy, and Content SBAC Grade 8 Speaking and Listening Audio

In the presentation “Living with a Volcano,” you will hear the speaker discuss a place in Sicily, an island that is part of Italy.

Directions: Listen to the presentation. Then answer questions 15–17.

You can access “Living with a Volcano” on myNGconnect.com .

Listening Strategies

Test Preparation and Practice 18 Inside Language, Literacy, and Content SBAC Grade 8 Speaking and Listening Audio

Strategy 15 What is most likely the purpose of the presentation? Evaluate This item asks why the A to convince people to visit Mount Etna video was created. Review your notes and B to give information about Mount Etna underline important ideas from the video C to compare Mount Etna with other sites that you noted. The best choice is supported by D to describe how to get to Mount Etna details in the video.

Strategy 16 Choose two details from the presentation that support the purpose. Find Evidence In question 15, you A Mount Etna is an active volcano that formed 600,000 years ago. decided whether the purpose of the B Tectonic plates come together deep under the surface of the earth. presentation is to describe, to convince, to C Volcanic ash helps make good farmland. compare, or to inform. In question 16, decide which D The town of Nicolosi is located 12 miles from the mountain. two answers demonstrate the purpose you chose. E Many people make money from tourists who visit Mount Etna. F The mayor of Nicolosi knows the town is at risk. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 19 Inside Language, Literacy, and Content SBAC Grade 8 Speaking and Listening Audio This question has two parts. First, answer part A. Then, answer part B.

Strategy 17 Part A What is the central idea of the presentation? Review Review the parts of A Mount Etna formed long ago where the African and Eurasian tectonic plates come the presentation to together. determine the central focus of each part. Look B The town of Nicolosi is 12 miles from Mount Etna and has been destroyed twice. for a central idea that is discussed in each part. C People who live near Mount Etna benefit from it but also face the risk of an eruption. D Gases and magma escape from many openings on and around Mount Etna.

Strategy Part B Which detail from the presentation supports the answer to part A? Find Evidence Review your notes for A On Etna, there are more than 100 craters and cones in a huge volcanic area. important details that support the central idea B For centuries, people have been farming the rich volcanic earth and growing their food you chose in part A. near the volcano. Remember, details usually come after the main idea C Although people have been living on Etna for a long time, it doesn’t mean that it’s an they support. easy place to live. D It’s an interesting relationship between man and land. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 20 Inside Language, Literacy, and Content SBAC Grade 8 Research Performance Task Part 1 Source 1

In this section, you will read two texts and watch a video about heat-related problems that cities face. As you review these sources, you will gather information and answer questions to help you prepare to write a letter to a newspaper about addressing these problems.

Directions: After examining the sources, answer questions 1–3. Your answers to these questions will help you think about the research sources you have read and viewed, which should help you write your letter.

Urban Heat Islands What Is an Urban Heat Island?

1 An urban heat island (UHI) is a metropolitan area with higher temperatures than the natural or rural areas surrounding it. UHI’s result from the very elements that define a city: lots of people, lots of tall buildings close together, and lots of pavement.

2 As cities grow, more and more land is covered with buildings, roads, and parking lots. These human-built structures affect temperatures in three key ways. • They are usually made of materials that block the flow of air and/or moisture. • They absorb heat at higher rates than grass, trees, and other features of a natural landscape. • The usual arrangement of tall buildings in long narrow rows (i.e., along streets) creates urban canyons, which keep heat from escaping.

3 Humans also affect urban temperatures by generating heat, directly from their bodies and indirectly from vehicles, machinery, factories, and other buildings.

Problems Associated with UHI’s 4 Problems caused by urban heat islands include some or all of the following: Strategy Synthesize 5 Higher energy use. Hotter temperatures naturally lead to greater use of Make Inferences I am looking for cooling devices such as fans and air conditioners. This in turn causes or contributes to an environmental problem caused some of the problems described below. by urban heat islands. Based on 6 Harmful effects on air and water quality. Increased energy production to what the author says in paragraph meet the higher energy demands of UHI’s adds greenhouse gases to the atmosphere. 7, I can infer that rising water Furthermore, cities have large numbers of vehicles, factories, and other entities that temperatures can also generate pollution. In UHI’s, air quality suffers because pollutants are blocked kill fish. from escaping in much the same way that heat is.

7 Rain and other water heats up as it comes in contact with pavement and building materials. This warmer runoff can raise the temperatures of nearby streams to levels unhealthy for aquatic life. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 21 Inside Language, Literacy, and Content SBAC Grade 8 Research Performance Task Part 1 Source 1

8 Increased health risks. High temperatures cause severe illnesses such as heat stroke and dehydration, sometimes resulting in death. The higher heat and pollution levels associated with UHI’s also contribute to other health problems, especially respiratory diseases.

9 Global warming. UHI’s may also contribute at least indirectly to Earth’s rising temperatures because of their effect on greenhouse gases.

What Can Be Done?

10 Many of the steps that can be taken to lessen the problems of urban heat islands require citywide changes. Trees can be planted along city streets, and park areas can be increased. Roads and sidewalks can be repaved using materials that reflect heat rather than absorbing it. Building codes can require green construction. Such measures can be expensive and take a long time, but cities of all sizes are increasingly recognizing the benefits.

11 Fortunately, individuals and families can take some actions to mitigate UHI effects. Homeowners can plant trees to shade the house and lower the need for air conditioning. When the roof or driveway needs replacing, they can choose “cool” materials. Everyone, whether they own a house or not, can adopt energy-efficient practices such as turning down the AC and turning off lights. Walking or biking instead of driving is another excellent way to help reduce the problems of urban heat islands. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 22 Inside Language, Literacy, and Content SBAC Grade 8 Research Performance Task Part 1 Source 2 Lessons from a Monster Heat Wave

1 In July of 1995, the city of Chicago suffered one of its worst heat waves ever. Official high temperatures for July 12–16 of that year ranged from 98 to 106 degrees. Humidity sent the heat index as high as 119. With the urban heat island effect, some areas were even hotter. By the time cooler temperatures arrived, hundreds of people had died from heat-related problems.

2 Extended exposure to high heat is always dangerous. As physical stresses increase and combine, they can quickly overcome the body’s ability to manage them. Severe health problems may result from heat stroke or from preexisting conditions (heart disease, for example) made worse by the heat. The elderly are especially vulnerable. They may be weak or ill to begin with, and their bodies may be less able to cope. Still, most analysts agree that a large proportion of the 1995 heat-wave deaths were preventable.

3 The Chicago government was criticized for its handling of the crisis. Though the National Weather Service had issued warnings well in advance, officials were slow to recognize the heat wave as a public health emergency. The city had no official heat emergency plan, and the weather emergency measures that did exist—aimed mainly at floods and blizzards—were not put into effect until the fourth day. Widespread power failures cut off access to air conditioning, and cooling stations were scarce and difficult for many people to reach. There were not enough ambulances or hospital resources. The police department and social service agencies did not check on many residents known to be at risk. And even if services had been in place, the city lacked an effective communication system for letting the general public know what to do.

4 Analysts also pointed out that the government was not completely to blame. Social conditions also contributed to the problems. Many low-income people lacked air conditioning and could not afford to go to places that had it. Many elderly people were living alone and lacked the transportation needed to escape the heat. Fear of crime led some to stay inside boiling apartments with windows and doors tightly closed. In some areas, people did not check on their neighbors, who may have been unable to leave or get help on their own.

5 Following the disaster, Chicago leapt into action to make changes. When another heat wave hit in July 1999, officials were quick to issue public warnings. They provided transportation to cooling centers. They set up systems for calling © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 23 Inside Language, Literacy, and Content SBAC Grade 8 Research Performance Task Part 1 Source 2 elderly and disabled residents living alone and having police and others check on them. These measures were effective in helping to lower the number of heat-related health problems in 1999 and thereafter.

6 Officials want emergency services to keep getting better. Though some believe nothing can be done about the urban canyons that make hot spells even hotter, they know that changing government policies and citizen behavior can help Chicagoans survive the heat waves that will certainly come along in the future. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 24 Inside Language, Literacy, and Content SBAC Grade 8 Research Performance Task Part 1 Source 3 Now you are going to watch a video about how skyscrapers affect heat levels in cities.

Directions: Watch the video. Then use the strategies to answer questions 1–3.

You can access “Urban Canyons” on myNGconnect.com.

Listening and Viewing Strategies Read the questions first, so you know what information to listen for. Take notes. As you watch the video, record important ideas in the Notes section at the end of your book. Think about the information you will need to answer the questions, as well as information you may want to include in the letter you will write. If something in the video is not clear the first time, replay it. You can replay the video as many times as you need to. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 25 Inside Language, Literacy, and Content SBAC Grade 8 Research Performance Task Part 1

Strategy 1 According to the sources, how do urban heat islands and urban canyons raise the Synthesize temperatures in a city? Explain at least two ways they raise temperatures. Generalize This question asks you to make generalizations from the details in the sources. Return to the texts and your notes about the video. Underline any causes of higher temperatures mentioned in the different sources and pull them together as general statements. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 26 Inside Language, Literacy, and Content SBAC Grade 8 Research Performance Task Part 1

Strategy 2 What kinds of health problems are caused by or associated with urban heat islands? Connect Across Texts Describe two or more health problems. Return to the texts and your notes about the video to find any health problems mentioned in the sources. Identify the problems caused by higher temperatures in cities. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 27 Inside Language, Literacy, and Content SBAC Grade 8 Research Performance Task Part 1

Strategy 3 The two texts you have read, “Urban Heat Islands” and “Lessons from a Monster Heat Review Wave,” and the video, “Urban Canyons,” all imply that people contribute to environmental Read each detail in the problems in urban areas. Choose the details in the chart that provide evidence for this chart. For each detail, scan each text and claim in each source. Make check marks in the boxes next to each detail to show if it review the video to appears in one, two, or all three sources. determine whether each source presents that detail—or not. “Lessons from “Urban Heat “Urban Details a Monster Islands” Canyons” Heat Wave” Explains that humans produce heat, directly and indirectly. States that cars and trucks produce heat. States that cars, trucks, and factories produce pollution, which contributes to global warming. Suggests that people waste energy by using air conditioning, driving to work, etc. Implies that people and cities do not plan adequately for heat waves. Describes how structures built by humans prevent heat and pollutants from escaping cities. Describes how people use building materials that absorb heat and block the flow of air. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 28 Inside Language, Literacy, and Content SBAC Grade 8 Research Performance Task Part 2

Your assignment: You will now write your letter for a newspaper.

You have read two texts and watched a video about heat-related issues in urban areas. Imagine that you live in a city with enough tall buildings to create urban canyons. The city government is trying to decide what to do to address problems related to heat. On a separate sheet of paper, write a letter to the newspaper and present an argument in favor of taking action. Explain what action you think the city should take, and why. Use information from all three sources to support your argument.

Writing Strategies Return to the texts and the video. Identify details that support taking action. Include those details in your letter. State your position clearly at the beginning of your letter. Keep your purpose and audience in mind as you write. Your goal is to influence public opinion in hopes of affecting the city government’s decision. When referring directly to the texts and the video, use their titles. Remember to put quotation marks around each title. © National Geographic Learning, a part© National Geographic Learning, Inc. of Cengage Learning,

Test Preparation and Practice 29 Inside Language, Literacy, and Content SBAC Grade 8

Test Preparation and Practice 30 Inside Language, Literacy, and Content SBAC Grade 8

Test Preparation and Practice 31 Inside Language, Literacy, and Content SBAC Grade 8

Test Preparation and Practice 32 Inside Language, Literacy, and Content SBAC Grade 8

Test Preparation and Practice 33 Inside Language, Literacy, and Content SBAC Grade 8

Test Preparation and Practice 34 Inside Language, Literacy, and Content SMARTER BALANCED Smarter Balanced Tes t Preparation & Practice Tes t Preparation & Practice Grade 8

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