06 Reading DIA 1 2019-2020 Read the passage "Queen Margaret and the Robbers" and then answer Numbers 1 through 4.

Passage 1: Queen Margaret and the Robbers Excerpt from True Stories of Wonderful Deeds by Anonymous

There were once two kings of England at the same time. One was Henry VI. He was the rightful king, but a very weak and feeble man, and quite unfit to rule his kingdom.

The other was young Edward, Duke of York, called Edward IV. He was made king by some of the nobles, who grew weary of Henry and his foolish deeds.

A number of the English people were faithful to King Henry, but many others went over to King Edward's side, and there were quarrels between the two parties, which ended in a war. This war was called the War of the Roses, because the followers of Henry wore a red rose as their badge, and Edward's friends wore a white one.

In one battle, fought at Hexham, the White Roses beat the Red ones, and King Henry was taken prisoner and sent to the Tower of London. His wife, Queen Margaret, with her little son, Prince Edward, escaped after the battle, and hid themselves in a wild forest. As they wandered among the trees, seeking some place where they might be safe from their enemies, they met a band of robbers. These rough men took away the queen's money and her jewels, tearing her necklace from her neck and pulling the rings from her fingers. Then they began to dispute as to who should have most of the stolen goods. And while they quarreled, Queen Margaret took her little boy by the hand and ran away to a thick part of the wood. There they stayed until the angry voices of the robbers could no longer be heard, and then, in the growing darkness, they came stealthily from their hiding-place. They wandered on, knowing not where to go, hoping much to meet​ some of their friends, and fearing still more to be found by their enemies, the soldiers of the White Rose. But, alas! they saw no kind face, and night came on. Then, as they crept fearfully from tree to tree, they met another robber.

Page 2 GO ON The poor queen was much afraid that this robber, who looked very fierce, would kill her and the prince, because she had no riches left to give him. In despair she threw herself upon her knees before him, and said: "My friend, this is the son of your king. I give him into your care."

The robber was much surprised to see the queen and the prince alone, with their clothes torn and stained, and their faces white from hunger and fatigue. But he was a kindhearted man, although his looks were rough, and before he became a robber he had been a follower of King Henry, so he was quite willing to do his best for the little prince. He took the boy in his arms, and led the way to a cave in the forest, where he lived with his wife. And in this poor shelter, the queen and her son stayed for two days, listening to every sound, and fearing that their enemies would find them. On the third day, however, the friendly robber met some of the lords of the Red Rose in the forest, and led them to the cave. The queen and prince were overjoyed to see their friends, and soon they escaped with them to a place of safety.

Their hiding-place has been called "Queen Margaret's Cave" ever since that time. If you go to Hexham​ Forest, you will be able to see it.

Page 3 GO ON 1 Read the following sentences from Passage 1.

"They wandered on, knowing not where to go, hoping much to meet some of their friends, and fearing still more to be found by their enemies, the soldiers of the White Rose. But, alas! they saw no kind face, and night came on." (Paragraph 4)

What tone is created by the author’s use of the word alas?

A betrayal B criticism C concern D anger

2 Which statement best summarizes the central idea of Passage 1? A One's appearance does not always match one's deeds. B In times of war, survival is one's most important concern. C In times of war, it is important to protect one's valuables. D One's appearance does not always determine one's treatment.

3 Which line from Passage 1 supports the idea that only some robbers in England were evil? A “These rough men took away the queen’s money and her jewels...” B “...began to dispute as to who should have most of the stolen goods.” C “But he was a kindhearted man, although his looks were rough...” D “...before he became a robber he had been a follower of King Henry...”

Page 4 GO ON 4 Which statement from Passage 1 best develops the narrator's point of view of Henry VI? A “He was the rightful King, but a very weak and feeble man, and quite unfit to rule his kingdom.” B “He was made king by some of the nobles, who grew weary of Henry and his foolish deeds.” C “A number of English people were faithful to King Henry, but many others went over to King Edward's side, and there were quarrels among the two parties, which ended in a war.” D “In one battle, fought at Hexham, the White Roses beat the Red ones, and King Henry was taken prisoner and sent to the Tower of London.”

5 Which detail from the text of Passage 1 is best emphasized by the illustration at the beginning of the passage? A "But, alas! they saw no kind face and night came on." B "The robber was much surprised to see the queen and the prince alone." C "The poor queen was much afraid that this robber...would kill her and the prince..." D "...the friendly robber met some of the lords of the Red Rose in the forest..."

Page 5 GO ON Read the passage "Cats That Love To Swim" and then answer Numbers 5 through 11.

Passage 2: Cats That Love To Swim by Unknown

If someone asked you to name three animals besides fish that like to swim, you might say an otter, a hippopotamus, or even a dog. I bet there is one you probably wouldn’t say, though: the house cat.

If you’ve ever tried to give a cat a bath, or have ever seen a cat jump away from a puddle, you know that cats do not like to get wet. Scientists believe that today’s house cats do not like water for several reasons. Cats are very particular about keeping their coats clean. They groom themselves for nearly fifteen per cent of their waking hours. They do not want their hard work ruined by water that can tangle their fur. Water also weighs cats down because their fur has an undercoat that does not dry easily. Wet fur makes a cat cold just like wet clothing makes a human cold. Some veterinarians also think that people have made cats afraid of water. We often use spray bottles of water to correct their behavior, hold them down to bathe them, or hurry to get them inside if it starts to rain. These actions can make cats believe that water is dangerous or a punishment.

Believe it or not, though, there is a type of house cat that loves water! This rare breed, called the Turkish Van, comes from central and southwest Asia. The Turkish Van gets its name from the country of Turkey, where the cats were discovered. The word “van” is used for many towns and villages in that part of the world, so the early name for these cats was Vancats. The name was later changed to Turkish Van so it would not be confused with another type of Turkish cat, the Angora.

In 1955, English tourists in Turkey found two Turkish Vans swimming and were amazed. They took the unusual cats back to England and bred them. They were considered a rare breed because the Turkish people considered Turkish Vans a national treasure. They did not want the cats taken from their country and bred in great numbers. The Turks realized they had something very unique and wanted to keep it that​ way. Importing Turkish Vans into other countries was difficult.

In 1979, the Turkish Van was recognized as an official cat breed. To be deemed full-bred, the cat must be​ chalk white and longhaired with special coloring on the head and tail only. The original coloring on the​ head and tail was reddish, but other colors have been seen and accepted. The cat’s eye color must be amber, blue, or odd-eyed, one of each color. The Turkish Van has no undercoat and its fur is extremely​ soft. The lack of an undercoat keeps the fur from retaining water and dirt, and keeps it from getting tangled. These traits allow the Turkish Van to swim without feeling weighted down and make it possible for them to dry quickly.

Turkish Vans can make excellent companions. They are very playful and love to be around humans and

Page 6 GO ON other animals. Most Turkish Vans like to chase and retrieve toys and will flip and tumble during play. They are quite athletic and tend to climb furniture and sit in high places where they can look down upon their domain. Turkish Vans are very friendly and loving, but do not like to be held for long periods of time or carried.

It will probably be a while before Turkish Vans are readily available to adopt in the United States. It is still costly to import them, and many Americans have never even heard of them. As the breed gains popularity, however, it seems more and more likely that someday, we may have these water-loving cats in​ the U.S.

Page 7 GO ON 6 Read the following sentence from Passage 2.

"It is still costly to import them, and many Americans have never even heard of them." (Paragraph 7)

How does this sentence contribute to the development of the ideas in the article? A It indicates that Turkish Vans will soon be affordable in the United States. B It proves that people in the United States do not like the idea of Turkish Vans as pets. C It shows that people in the United States wonder why Turkish Vans are difficult to find. D It suggests that Turkish Vans will not be a common type of pet in the United States for a while.

7 Based on Passage 2, which detail best supports the idea that the Turkish Van is valuable? A Turkish Vans are a rare breed. B Turkish Vans have soft white fur. C Turkish Vans have no dense undercoat. D Turkish Vans were discovered in Turkey.

8 How does the author of Passage 2 emphasize the uniqueness of the Turkish Van cat? A by identifying where house cats originated B by describing the playful personality of the Turkish Van C by detailing the reasons why typical house cats do not like water D by sharing a story of how the Turkish Van cat was discovered in Turkey

Page 8 GO ON 9 Read the following excerpt from Passage 2.

"To be deemed full-bred, the cat must be chalk white and long​ haired with special coloring​ on the head and tail only. The original coloring on the head and tail was reddish, but other colors have been seen and accepted. The cat’s eye color must be amber, blue, or odd-eyed,​ one of each color." (Paragraph 5)

Based on the context of the excerpt, what does deemed mean? A awarded B considered C maintained D trained

10 Which sentence best expresses the central idea of Passage 2? A Cats that lack an undercoat, which keeps their fur from retaining water and dirt, love to swim. B Despite the fact that most cats hate the water, there are some breeds of cats that love to swim. C The Turkish Van is a rare breed of house cat originating in Asia that, unlike most cats, loves the water. D The Turkish Van originated in central and southwest Asia, and it was recognized as an official breed of cat in 1979.

11 Read the following sentence from Passage 2.

"The lack of an undercoat keeps the fur from retaining water and dirt, and keeps it from getting tangled." (Paragraph 5)

What does retaining mean as it is used in this sentence? A dissolving B holding C preserving D spreading

Page 9 GO ON 12 What was the author’s purpose in writing Passage 2? A Share information about a breed of cat that is not afraid of water by detailing facts regarding the cat’s origins, appearance, and personality. B Convince the reader that the Turkish Van is a rare breed of cat that is not afraid of water by detailing the events that led to the breed’s discovery. C Entertain the reader with a story about English tourists in Turkey who found two swimming cats and brought them back to England to breed them. D Teach the reader how to determine if a breed of cat is one that is not afraid of water by providing characteristics of the cat’s appearance and personality.

Page 10 GO ON Read passages "Practice Makes Perfect" and "Model Persistence" and the answer Numbers 12 through 16.

Passage 3: Practice Makes Perfect

“Ugh—this is a disaster! It sounds like a goose with a bad cold.” Chandra examined the reed on her mouthpiece to see if it had slipped out of place or become cracked or was otherwise defective. Unfortunately, the reed looked like it was exactly where it was supposed to be and in perfect condition, so it was not to blame for the horrible honk that she just produced.

Chandra’s dad walked into the room and looked at Chandra sympathetically. “Chandra, you’ve just finished your very first lesson. No one learns to play the clarinet in one day!”

“Dad, you know I am not a patient person; there must be a button on me somewhere that I could push to instantly become a good clarinetist.” Chandra looked down at her left wrist and pressed an imaginary button several times, impatiently.

“Unless you morphed into a robot while I wasn’t looking, I don’t think that’s a possibility. You know, my dad was a clarinetist and he practiced relentlessly. He played for at least an hour after dinner each night and sometimes I woke to the sound of music in the morning too. You should have seen how many reeds he went through! He used to say that if he didn’t need a new reed each week, then he wasn’t practicing enough.”

“Well, my reed still looks as perfect and new as when I removed it from the package, so it’s definitely not time for a replacement.” Chandra’s dad inspected the reed carefully and agreed that it was not the issue.

“Okay, let me try playing that C again; it definitely can’t get any worse.” The note was not much better, and Chandra and her father both cringed a bit. “You don’t have to make such an awful face, Dad!”

“Look in the mirror; you’re wearing the exact same face!” Chandra’s dad left the room with a chuckle, and Chandra attempted to play the note over and over again. Chandra wasn’t progressing as quickly as she would like, so she decided to look at her fingering chart and try playing some different notes.

“F, I bet that’s a good note; I’ll give it a try.” The F did sound slightly better than the C, although someone walking by Chandra’s open window probably would not have been able to identify the specific instrument being played in her room. Chandra continued to try different notes, switching between them as frequently as she could while using the chart to remind her of the fingerings. She certainly could not play any of them perfectly, but they were starting to sound slightly better than a sick goose.

Chandra’s father walked back into the room and announced, “Here, I’ve got something for you.” He handed Chandra a recording of his father playing in concert, and she put the CD into the player, listening to the first song with her father. It was a stunning melody, and her grandfather played without error. Chandra could see great affection in her father’s eyes as he remembered his own father’s music. It made her hope that she would someday be able to play beautiful music for him.

“That’s awesome, Dad, but that piece and the sounds coming out of my clarinet aren’t in the same universe.”

Page 11 GO ON “I have a question for you—how old do you think my father was in that recording?”

“I have no idea; twenty years old maybe?”

“Nope, my father was sixty-three years old when he recorded that song.”​

“Wow!”

“Now, how old do you think your grandfather was when he began playing the clarinet?”

“I don’t know; I’m twelve now, so I guess that is my best guess.”

“No, he began playing the clarinet much younger than that—at age eight. That means it took him fifty-five​ years to be able to play as well as you heard him play on that recording. My father perfected his craft by practicing for thousands of hours during his lifetime”

“Okay, I get it; I can’t rush this, and I’ve got many years of practicing ahead of me!” Chandra took a deep breath and tried playing the C again, hesitating at first and then getting stronger as she heard the clear tone of the note.

“It sounds like the goose is on the mend!” her father exclaimed as he flashed Chandra a broad smile. Right at that moment Chandra made a vow to practice tirelessly until she became at least as good as her grandfather.

Page 12 GO ON Passage 4: Model Persistence Characters

GRADY, an energetic sixth grader KEISHA, a patient sixth grader

SCENE 1

(The characters are sitting around a table at the library. Books, articles, and a laptop computer are visible on the table.)

KEISHA: I think that just about does it; I’ll revise this final paragraph, and then I think our report on sailboat technology will finally be complete.

GRADY: Awesome! I’ve read so many books and articles that I feel like I could repeat all of the basics during our presentation without even using the note cards. Sailboats are powered by wind; sails can be constructed from different varieties of cloth and are supported by masts . . . I could go on and on.

KEISHA: I think that’s the point of the presentation, to go on and on about something.

GRADY: Now that we are done with the writing, what is our plan for building the model?

KEISHA: I want to build a boat that will really show all we have learned through our research but also be eye-catching. How about I sketch some building plans, and you collect all of the materials?​

GRADY: That sounds good to me; I probably have all of the supplies we need already. Do you want to meet at my house tomorrow at four o’clock?

KEISHA: Perfect—I’ll come over right after my Spanish club meeting, and that should give us plenty of time to build the model. I’ll email you my plans tonight so that you can make sure you’ve got all the stuff we​ need.

GRADY: Okay, see you tomorrow then. (gathers his things and stands to leave)

KEISHA: (stands and walks toward the door) See you tomorrow.

SCENE 2

(The characters meet the following day at the kitchen table in Grady’s house. A variety of materials are lying on the table: popsicle sticks, fabric, glue, string, scissors, and a sewing kit.)

GRADY: Your building plans look fantastic, but they are really detailed. How do you think we should organize all the work?

KEISHA: Well, maybe we should start by making all the pieces—the sail, the mast, and the framework for the actual boat and then try to put all the elements together.

GRADY: That sounds good to me—let’s start with the sail. Why don’t you look through some scraps I found

Page 13 GO ON and select the color you like best? (points to red, blue, white, green, and orange fabrics lying on the table)

KEISHA: I’d like something unique. Most of the pictures we’ve seen of sailboats have white sails, but I think something colorful would be nice.

GRADY: Me too. I really like the blue and the orange.

KEISHA: Could we use both? We could make one half of the sail out of each color and then stitch them together.

GRADY: I like the idea; I think I can make it work. Could you hand me the sewing kit?

(Both characters stop talking as Grady prepares to sew the fabric pieces together.)

GRADY: (impatiently) This fabric is thicker than I thought, and I can’t get the needle through both layers. Maybe we should make the sail just one color.

KEISHA: (calmly) Wait, let’s not abandon our idea just yet. If sewing the scraps won’t work, maybe gluing will do the trick.

(Grady sets down the sewing supplies and applies glue to the fabric pieces)

GRADY: Okay—one problem solved. Now what?

KEISHA: I’ll start on the body of the boat—you can tackle the mast. (Both characters gather their supplies and resume working.)

SCENE 3

(later in the afternoon, still at Grady’s kitchen table)

GRADY: (looking frustrated) I think I am going to have to give up; I can’t figure out how we are going to attach the mast to the bottom of the boat! Obviously without a mast, we can’t have a sail because there will be nothing to hold it up. And there’s not going to be a sailboat without a sail!

KEISHA: (patiently) Hold on just a minute before you decide to quit. Let me finish gluing the sides, and then we’ll figure out the mast and sail together.

GRADY: Don’t bother; I don’t see the point of this project anyway. Who in his right mind would ever build a boat with popsicle sticks?

KEISHA: Well, that’s why it’s called a model; it’s not supposed to be an actual boat. I’m certain it’s doable if we follow our original plans. (examines the mast and sail with a determined expression)

GRADY: (reading a book) If you say so, but I won’t be holding my breath over here.

(Grady continues to read his book for several minutes while Keisha finishes the gluing.)

Page 14 GO ON KEISHA: (happily) Okay, the body of the boat is conquered, and it really looks great! Let’s take a look at the finishing touches now.

GRADY: I wouldn’t exactly call the sail and mast a finishing touch. It’s kind of what makes the whole thing function isn’t it?

KEISHA: (persistently) Okay, let’s take a look at the majorly important part of the boat that makes it function then! Here, you hold on to the mast, and I’ll attach the sail with some glue. I think it will be better than putting the sail on last. We don’t want to put too much pressure on the mast after it’s attached to the boat.

GRADY: You mean if it’s ever attached to the boat!

KEISHA: Don’t worry; I know we’ll get it. (finishes gluing the mast)

GRADY: That is a beautiful-looking sail; I’m so glad we chose the colorful route. It definitely gives our boat​ more personality than sticking with just one fabric.

KEISHA: Now I’ll just hold the mast and sail in place so you can see where it needs to be. This might help us figure out the best way to attach it. (holds the mast and sail in place on the boat)

GRADY: Sound the trumpets; I finally see exactly where the mast should be placed to support the weight of the sail. (pointing to a spot on the boat)

KEISHA: Okay, go for it!

GRADY: Now, you hold the mast right here so it is perfectly straight.

KEISHA: Aye, Aye, Captain.

GRADY: I will glue it. (uses the glue to fill the hole around the mast)

KEISHA: (still holding the mast and sail) There we go! Once the glue dries, it will be perfect.

GRADY: I think you’re right, again. Our sailboat has already weathered some storms, but I think clear skies are ahead for our presentation!

Page 15 GO ON 13 Read the following excerpt from Passage 3.

"'Okay, I get it; I can't rush this, and I've got many years of practicing ahead of me!' Chandra took a deep breath and tried playing the C again, hesitating at first and then getting stronger as she heard the clear tone of the note." (Paragraph 18)

Which phrase best describes how Chandra's thoughts and feelings change from the beginning of the story to the end? A from confusion to despair B from anxiety to determination C from disinterest to excitement D from enthusiasm to hopelessness

14 Read this quotation from Passage 4.

GRADY: "I think you’re right, again. Our sailboat has already weathered some storms, but I think clear skies are ahead for our presentation!" (Scene 3, last sentence)

What does Grady mean by “clear skies are ahead for our presentation”? A The model boat is only strong enough to be used in mild weather. B The weather report predicts sunshine for the day of the presentation. C Grady and Keisha plan to go outside to demonstrate how the boat works. D Grady and Keisha solved the problems that stood in the way of a good presentation.

15 How is Grady’s character development in Passage 4 similar to Chandra’s in Passage 3? A They both learn persistence from someone who has already succeeded at the task. B They both learn persistence through the encouragement and example of other people. C They both learn persistence from practicing over and over until they are skilled at the task. D They both learn persistence through following written instructions on how to perform a task.

Page 16 GO ON 16 The short story of Passage 3 and the drama of Passage 4 share a similar theme about having the courage to keep trying. Which is true of the themes of both passages? A Passage 3 reveals the theme as the story progresses, while Passage 4 reveals the theme slowly over multiple scenes. B Passage 3 reveals the theme in the last few lines of the story, while Passage 4 reveals the theme by the first scene. C Passage 3 and Passage 4 both reveal the theme by the last scene of the play and the last lines of the story. D Passage 3 and Passage 4 both reveal this theme at the beginning, in the opening scene of the play, and opening lines of the story.

17 What could readers see by watching a performance of Passage 4 that they would not know from reading the play? A the feelings of the characters B the facial expressions of the characters C how the characters built the model ship D how the characters resolve their conflict

Page 17 GO ON Read the following student writing and answer Numbers 18 through 20.

A national park is a large area of land owned and protected by the government. Because government is for and by the people, the parks really belong to (1) we, the American people. (2) The National Park Service which was formed in 1916 takes care of the parks. This organization ensures that the public can enjoy the national parks and that the parks are safe places for the plants and animals native to the area.

The first national park was Yellowstone. It was established in 1872. (3) Over 4 million people visited Yellowstone each year to see its most famous feature, Old Faithful. Old Faithful is a geyser, a hot spring that sends up jets of water and steam into the air.

Although Yellowstone was the first park established, it was not the last. There are now over 400 national parks in the United States. (4) Each park features beutiful landscapes and fasinating wildlife, all protected by the National Park Service. The best way for us to appreciate the amazing national parks is visit them (5) myself.

18 For the sentence labeled (1), which pronoun should be used? A we B they C us D them

19 What is the correct way to punctuate the sentence labeled (2)? A The National Park Service, which was formed in 1916, takes care of the parks. B The National Park Service which was formed in 1916 takes care of the parks. C The National Park Service which was formed in 1916, takes care of the parks. D The National Park Service, which was formed in 1916 takes care of the parks.

Page 18 GO ON 20 In the sentence labeled (4), the student uses adjectives to describe things one would see in the park. How should these words be spelled? A beautiful/fasinating B beautiful/fascinating C beautifull/fascinating D beautiful/facinating

21 For the sentence labeled (5), which pronoun correctly completes the sentence? A myself B yourself C yourselves D ourselves

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