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ReleasedTestQuestions EnglishLanguageArts
2
Introduction-Grade2EnglishLanguageArts
ThefollowingreleasedtestquestionsaretakenfromtheGrade2EnglishLanguageArtsStandardsTest.This
testisoneoftheCaliforniaStandardsTestsadministeredaspartoftheStandardizedTestingandReporting
(STAR)ProgramunderpoliciessetbytheStateBoardofEducation.
AllquestionsontheCaliforniaStandardsTestsareevaluatedbycommitteesofcontentexperts,including
teachersandadministrators,toensuretheirappropriatenessformeasuringtheCaliforniaacademiccontent
standardsinGrade2EnglishLanguageArts.Inadditiontocontent,allitemsarereviewedandapprovedto
ensuretheiradherencetotheprinciplesoffairnessandtoensurenobiasexistswithrespecttocharacteristics
suchasgender,ethnicity,andlanguage.
ThisdocumentcontainsreleasedtestquestionsfromtheCaliforniaStandardsTestformsin2003,2004,2005,
2006,and2007.FirstonthepagesthatfollowarelistsofthestandardsassessedontheGrade2English
LanguageArtsTest.Nextarereleasedpassagesandtestquestions.Followingthequestionsisatablethatgives
thecorrectanswerforeachquestion,thecontentstandardthateachquestionismeasuring,andtheyeareach
questionlastappearedonthetest.
Thefollowingtablelistseachstrand/reportingcluster,thenumberofitemsthatappearontheexam,andthe
numberofreleasedtestquestionsthatappearinthisdocument.
NUMBEROF NUMBEROF
STRAND/REPORTINGCLUSTER QUESTIONS RELEASED
ONEXAM TESTQUESTIONS
WordAnalysis 22 23
ReadingComprehension 15 23
LiteraryResponseandAnalysis 6 7
WritingStrategies 8 9
WrittenConventions 14 18
TOTAL 65 80
Inselectingtestquestionsforrelease,threecriteriaareused:(1)thequestionsadequatelycoveraselectionof
theacademiccontentstandardsassessedontheGrade2EnglishLanguageArtsTest;(2)thequestions
demonstratearangeofdifficulty;and(3)thequestionspresentavarietyofwaysstandardscanbeassessed.
Thesereleasedtestquestionsdonotreflectallofthewaysthestandardsmaybeassessed.Releasedtest
questionswillnotappearonfuturetests.
FormoreinformationabouttheCaliforniaStandardsTests,visittheCaliforniaDepartmentofEducations
Websiteathttp://www.cde.ca.gov/ta/tg/sr/resources.asp.
1
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
G R A D E CALI FORNI A STANDARDS TEST
ReleasedTestQuestions EnglishLanguageArts
2
READING
TheReadingportionoftheGrade2CaliforniaEnglishLanguageArtsStandardsTesthasthreestrands/
reportingclusters:WordAnalysis,ReadingComprehension,andLiteraryResponseandAnalysis.Eachof
thesestrands/clustersisdescribedbelow.
TheWordAnalysisStrand/Cluster
ThefollowingnineCaliforniaEnglishLanguageArtscontentstandardsareincludedintheWordAnalysis
strand/clusterandarerepresentedinthisbookletby23testquestionsforgrade2.Thesequestionsrepresent
onlysomewaysinwhichthesestandardsmaybeassessedontheGrade2CaliforniaEnglishLanguageArts
StandardsTest.
2RW1.0 WORDANALYSIS,FLUENCY,ANDSYSTEMATICVOCABULARYDEVELOPMENT:
Studentsunderstandthebasicfeaturesofreading. Theyselectletterpatternsand
knowhowtotranslatethemintospokenlanguagebyusingphonics,syllabication,
andwordparts. Theyapplythisknowledgetoachievefluentoralandsilentreading.
2RW1.1 DecodingandWordRecognition:Recognizeanduseknowledgeofspellingpatterns
(e.g.,diphthongs,specialvowelspellings)whenreading.
2RW1.2 DecodingandWordRecognition:Applyknowledgeofbasicsyllabicationruleswhen
reading(e.g.,v/cv=su/per,vc/cv=sup/per)
2RW1.3 DecodingandWordRecognition:Decodetwo-syllablenonsensewordsandregular
multisyllablewords.
2RW1.4 DecodingandWordRecognition:Recognizecommonabbreviations(e.g.,Jan.,Sun.,
Mr.,St.).
2RW1.5 DecodingandWordRecognition:Identifyandcorrectlyuseregularplurals(e.g.,-s,-es,
-ies)andirregularplurals(e.g.,fly/flies,wife/wives).
2RW1.7 VocabularyandConceptDevelopment:Understandandexplaincommonantonymsand
synonyms.
2RW1.8 VocabularyandConceptDevelopment:Useknowledgeofindividualwordsinunknown
compoundwordstopredicttheirmeaning.
2RW1.9 VocabularyandConceptDevelopment:Knowthemeaningofsimpleprefixesand
suffixes(e.g.,over-,un-,-ing,-ly).
2RW1.10 VocabularyandConceptDevelopment:Identifysimplemultiple-meaningwords.
2
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
CALI FORNI A STANDARDS TEST G R A D E
ReleasedTestQuestions EnglishLanguageArts
2
TheReadingComprehensionStrand/Cluster
ThefollowingsevenCaliforniaEnglishLanguageArtscontentstandardsareincludedintheReading
Comprehensionstrand/clusterandarerepresentedinthisbookletby23testquestionsforgrade2.These
questionsrepresentonlysomewaysinwhichthesestandardsmaybeassessedontheGrade2California
EnglishLanguageArtsStandardsTest.
2RC2.0 READINGCOMPREHENSION:Studentsreadandunderstandgrade-level-appropriate
material.Theydrawuponavarietyofcomprehensionstrategiesasneeded(e.g.,
generatingandrespondingtoessentialquestions,makingpredictions,comparing
informationfromseveralsources).TheselectionsinRecommended Readings in
Literature, Kindergarten Through Grade Eightillustratethequalityandcomplexityof
thematerialstobereadbystudents.Inadditiontotheirregularschoolreading,by
gradefour,studentsreadone-halfmillionwordsannually,includingagood
representationofgrade-level-appropriatenarrativeandexpositorytext(e.g.,classic
andcontemporaryliterature,magazines,newspapers,onlineinformation).Ingrade
two,studentscontinuetomakeprogresstowardthisgoal.
2RC2.1 StructuralFeaturesofInformationalMaterials:Usetitles,tablesofcontents,and
chapterheadingstolocateinformationinexpositorytext.
2RC2.3 ComprehensionandAnalysisofGrade-Level-AppropriateText:Useknowledgeofthe
authorspurpose(s)tocomprehendinformationaltext.
2RC2.4 ComprehensionandAnalysisofGrade-Level-AppropriateText:Askclarifying
questionsaboutessentialtextualelementsofexposition(e.g.,why,whatif,how).
2RC2.5 ComprehensionandAnalysisofGrade-Level-AppropriateText:Restatefactsand
detailsinthetexttoclarifyandorganizeideas.
2RC2.6 ComprehensionandAnalysisofGrade-Level-AppropriateText:Recognizecause-and-
effectrelationshipsinatext.
2RC2.7 ComprehensionandAnalysisofGrade-Level-AppropriateText:Interpretinformation
fromdiagrams,charts,andgraphs.
2RC2.8 ComprehensionandAnalysisofGrade-Level-AppropriateText:Followtwo-stepwritten
instructions.
3
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
Released Test Questions EnglishLanguage Arts
2
G R A D E CALI FORNI A STANDARDS TEST
The Literary Response and Analysis Strand/Cluster
The following four California EnglishLanguage Arts content standards are included in the Literary Response
and Analysis strand/cluster and are represented in this booklet by seven test questions for grade 2. These
questions represent only some ways in which these standards may be assessed on the Grade 2 California
EnglishLanguage Arts Standards Test.
2RL3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to a wide variety
of significant works of childrens literature. They distinguish between the structural
features of the text and the literary terms or elements (e.g., theme, plot, setting,
characters). The selections in Recommended Readings in Literature, Kindergarten
Through Grade Eight illustrate the quality and complexity of the materials to be read
by students.
2RL3.1 Narrative Analysis of Grade-Level-Appropriate Text: Compare and contrast plots,
settings, and characters presented by different authors.
2RL3.2 Narrative Analysis of Grade-Level-Appropriate Text: Generate alternative endings to
plots and identify the reason or reasons for, and the impact of, the alternatives.
2RL3.3 Narrative Analysis of Grade-Level-Appropriate Text: Compare and contrast different
versions of the same stories that reflect different cultures.
2RL3.4 Narrative Analysis of Grade-Level-Appropriate Text: Identify the use of rhythm, rhyme,
and alliteration in poetry.
4
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright 2008 California Department of Education.
CALI FORNI A STANDARDS TEST G R A D E
ReleasedTestQuestions EnglishLanguageArts
2
WRITING
TheWritingportionoftheGrade2CaliforniaEnglishLanguageArtsStandardsTesthastwostrands/reporting
clusters:WritingStrategiesandWrittenConventions.Eachofthesestrands/clustersisdescribedbelow.
TheWritingStrategiesStrand/Cluster
ThefollowingthreeCaliforniaEnglishLanguageArtscontentstandardsareincludedintheWritingStrategies
strand/clusterandarerepresentedinthisbookletbyninetestquestionsforgrade2.Thesequestionsrepresent
onlysomewaysinwhichthesestandardsmaybeassessedontheGrade2CaliforniaEnglishLanguageArts
StandardsTest.
2WS1.0 WRITINGSTRATEGIES:Studentswriteclearandcoherentsentencesandparagraphs
thatdevelopacentralidea.Theirwritingshowstheyconsidertheaudienceand
purpose.Studentsprogressthroughthestagesofthewritingprocess(i.e.,pre-
writing,drafting,revising,editingsuccessiveversions).
2WS1.1 OrganizationandFocus:Grouprelatedideasandmaintainaconsistentfocus.
2WS1.3 Research:Understandthepurposesofvariousreferencematerials(e.g.,dictionary,
thesaurus,atlas).
2WS1.4 EvaluationandRevision:Reviseoriginaldraftstoimprovesequenceandprovidemore
descriptivedetail.
5
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
Released Test Questions EnglishLanguage Arts
2
G R A D E CALI FORNI A STANDARDS TEST
The Written Conventions Strand/Cluster
The following seven California EnglishLanguage Arts content standards are included in the Written
Conventions strand/cluster and are represented in this booklet by 18 test questions for grade 2. These
questions represent only some ways in which these standards may be assessed on the Grade 2 California
EnglishLanguage Arts Standards Test.
2WC1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and
speak with a command of standard English conventions appropriate to this grade
level.
2WC1.1 Sentence Structure: Distinguish between complete and incomplete sentences.
2WC1.3 Grammar: Identify and correctly use various parts of speech, including nouns and verbs,
in writing and speaking.
2WC1.4 Punctuation: Use commas in the greeting and closure of a letter and with dates and items
in a series.
2WC1.5 Punctuation: Use quotation marks correctly.
2WC1.6 Capitalization: Capitalize all proper nouns, words at the beginning of sentences and
greetings, months and days of the week, and titles and initials of people.
2WC1.7 Spelling: Spell frequently used, irregular words correctly (e.g., was, were, says, said, who,
what, why).
2WC1.8 Spelling: Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns
correctly.
6
This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected
based on performance on released test questions. Copyright 2008 California Department of Education.
CALI FORNI A STANDARDS TEST G R A D E
ReleasedTestQuestions EnglishLanguageArts
2
Thedirectionsforsamplequestions1-6arenotprintedinthetestbooklet.Thetestadministrator
readsthebracketeddirectionsaloudtostudents.
1 [FINDTHEWORDTHATHASTHESAME
SOUNDASTHEUNDERLINEDLETTER
ORLETTERSINTHEFIRSTWORD.]
board
A scared
B card
C boat
D tore
CSR11721.OSA
2 [FINDTHEWORDTHATHASBEEN
DIVIDEDINTOSYLLABLESCORRECTLY.]
A beginning
B beginning
C beginning
D beginning
CSR11733
3 [FINDTHEWORDTHATHASBEEN
DIVIDEDINTOSYLLABLESCORRECTLY.]
A bottle
B bottle
C bottle
D bottle
CSR00118
4 [FINDTHEWORDTHATHASBEEN
DIVIDEDINTOSYLLABLESCORRECTLY.]
A hurry
B hurry
C hurry
D hurry
CSR12558.OSA
5 [FINDTHEWORDTHATHASTHESAME
SOUNDASTHEUNDERLINEDLETTER
ORLETTERSINTHEFIRSTWORD.]
might
A wait
B guide
C hear
D hit
CSR12560.0SA
6 [FINDTHEWORDTHATHASTHESAME
SOUNDASTHEUNDERLINEDLETTER
ORLETTERSINTHEFIRSTWORD.]
growth
A town
B broke
C sprout
D spout
CSR11731.0SA
7
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
G R A D E CALI FORNI A STANDARDS TEST
ReleasedTestQuestions EnglishLanguageArts
2
7 Whichwordhasthesamevowel
soundasbread?
A ahead
B steal
C team
D break
CSR00202.OSA
8 Howshouldthewordimportantbe
dividedintosyllables?
A im-por-tant
B imp-or-tant
C imp-o-rtant
D im-port-ant
CSR00208.OSA
8
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
CALI FORNI A STANDARDS TEST G R A D E
ReleasedTestQuestions EnglishLanguageArts
2
FallFlowers
Assummerendsandfallbegins,youcanstillenjoyspringflowersinside!Itsan
easywaytomakeyourhomelookpretty.
Someflowersgrowfromseeds.Otherflowers,suchastulips,growfrombulbs.A
flowerbulblookslikeanonion.Somebulbsareasbigaseggs.Flowersgrownfrom
bulbscomeinmanydifferentcolors.
Somebulbflowersareeasierthanotherstogrowinside.A
goodonetotryfirstiscalledapaperwhite.Asmanyastwelve
sweet-smellingflowerscangrowfromonepaperwhitebulb.
FOLLOW THESE SIMPLE STEPS:
1 Findalargeglassjarthatisclearenoughtoseethrough.Fill
thejaralmosttothetopwithmarbles,stones,orshells.This
willgivethebulbsrootssomethingtoholdontoastheygrow.
Itwillalsogiveyouaplacetosetthebulb.
2 Placethebulbontopofthemarbles.Thebottomofthebulb
isthepartthatispointed,likethebottomofaheartshape.
Pushthebulbintothemarblesjustfarenoughtomakeitstay.
3 Fillthejarwithwater.Usejustenoughwatertocoverjustthe
bottompartofthebulb.
4 Putthejarinaplacewherethebulbwillgetplentyoflight.Checkeverydaytomake
surethereisstilltherightamountofwaterinthejar.Addwaterwhenitisneeded.
Soontherootswillstarttogrow.Inafewweeks,youcanenjoywatchingtheflowers
bloom.
Thereareafewdifferentkindsofpaperwhites,andnotallofthemareallwhite.
Somearewhiteandyellow,andothersareyellowandorange.Seewhatyoucanfindat
thegardenstore. Youmightwanttogrowmorethanonenexttime!
CSR0P008
9
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
glass?
A Youcanuseaglassjaragainlater.
B Glassisheavy,sothejarwillnot
tipover.
C Theglasswillkeeptheroots
warm.
D Glassisclear,soyoucanseethe
rootsthroughit.
CSR00093.008
10 Whichsteptellswhyyoushoulduse
marbles,stones,orshells?
A Step1
B Step2
C Step3
D Step4
CSR00094.008
11 Whenshouldyoufirstputwater
inthejar?
A aftertheflowersbloom
B aftertherootsstarttoshow
C aftertheplantisaninchtall
D afterthebulbisplacedonthe
marbles
CSR00088.008
12 TheauthorusestheLAST
paragraphmostlytohelpthe
reader
A feelexcitedaboutgrowing
paperwhites.
B wanttoreadmorestoriesabout
flowers.
C thinkthatgrowingflowersis
easierthanitreallyis.
D wanttogrowflowersthatarenot
paperwhites.
CSR00097.008
10
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
CALI FORNI A STANDARDS TEST G R A D E
ReleasedTestQuestions EnglishLanguageArts
2
Readthenexttwostories.Thinkabouthowthesestoriesarethesameandhowthey
aredifferent.
Story1:TheDrumATalefromIndia
1 LongagoinIndia,aboynamedSonuandhismotherwere
walkinghomefromthemarket.Alongtheway,Motherstopped
andpickedupastick.Hereisafinestick,Sonu,shesaid.Im
sorryitisnotadrum.Iknowthatyouhavebeenwishingfor
one.
2 Thankyou,Mother,saidSonu,takingthelongpieceofwood.
Heknewthatshewouldbuyhimadrumifshehadthemoney.
3 Soontheymetawomanwhowastryingtostartafire.Herfire
wouldnotlight.Here,saidSonu,handingherhisstick.The
womanusedthesticktostartthefire.ThenshegaveSonuachapati,around,flatbread.
4 NextSonuandhismothermetamanandalittlegirl.Thegirlwashungry,soSonugaveher
hisbread.Here,takethisdrum,saidtheman.Someonegaveittomydaughter,butshe
doesntneedit.
2RP03200
Story2:TheBlueFeatherATalefromBrazil
1 MialivedbythegreatAmazonRiver.Onedayhermothergaveheraprettybluefeather.
2 MiawantedtoshowthefeathertoherfriendNali.Sheputthefeather
inherbasketandtoldhermotherwhereshewasgoing.Nalilived
nearbyinahutbytheriver.
3 Walkingonthepathalongtheriver,Miasawaredflower.Asshebent
topickuptheflower,thewindblewthebluefeatherupintotheair!
Miacouldnotcatchthefeather.Shesighedandputtheredflowerin
herbasket.
4 ThenayellowbutterflyflewinfrontofMia.Runningtocatchthe
butterfly,Miadroppedherbasket.Theredflowerfellout,andthe
windcarrieditoutontotheriver.
5 Miasighedandpickedupherbasket.Lookingup,Miasawtheyellowbutterflylandona
branchwheretherewasabluebird.Thebluebirdflewaway,droppingoneofitsbeautiful
bluefeathersnearMiasfeet!
6 Happily,Miapickedupthefeatherandhurriedtoherfriendshouse.
CSR0P006
11
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
thestick,howwouldtheENDof
Story1bedifferent?
A Sonuwouldnotbesohungry.
B Sonuwouldnotbegivenadrum.
C Sonuwouldnotmeetalittlegirl.
D Sonuwouldnotwishforadrum.
CSR00086.006
15 InBOTHstories,achildis
A lonely.
B playful.
C lucky.
D funny.
CSR00084.006
16 AttheENDofthestories,both
SonuandMia
A losesomething.
B areinsidehouses.
C havethingstheylike.
D playwithfriends.
CSR00083.006
12
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
CALI FORNI A STANDARDS TEST G R A D E
ReleasedTestQuestions EnglishLanguageArts
2
BigBubbles
Wealllovebubbles.Theyfloatthroughtheairlikelittleglassballs.Bubblesshineandsparkle
withcolorsandlight.Abubbleisjustapuffofairwithwateraroundit.Soapmakesthewater
sticktogetherinaroundshape.
Youcanmakebubbleswithdishwashingsoapandapapercup.Youwontmakelittlebubbles
asyoudowithmostbubble-blowingwands.Thebubblesyoucanblowwithyourpapercup
bubble-blowerwillbereallybig!
Heres what you will need:
Alargebowl
Aspoon
4cupsofwater
5tablespoonsofdishwashingsoap
Apairofscissors
Apapercup
Followthesestepstomakeand
useyourbubble-blower:
F
O
R
D
IS
H
E
S
1CUP
1. Fillthebowlwiththewater.
2. Addthedishwashingsoap.Stirthewaterslowlyasyoupourthesoapintothewater.You
dontwanttomakebubblesinthebowl,sobesuretostirgently.
3. Cutasmallholeinthebottomofthepapercup.Thisistheholethatyouwillblowthrough.
Itshouldbeabout1/2-inchacross.
4. Dipthetoprimofthecupintothesoapywater.(Thisistheedgeofthecupfromwhereyou
usuallydrink.)Slowlyliftthecupoutofthebowl.Thereshouldbeathinwindowof
soapywaterfillingtheopenspaceofthecup.
5. Slowlyputyourmouthuptotheholeinthebottomofthecup.Gentlyblowairthroughthe
hole.Abigbubblewillriseintotheair!
Foraparty,youcanmakeapapercupbubble-blowerforeachfriend.Justthinkofhowmany
bubblesyoucanmaketogether!
CSR0P004
13
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
youtoknowaboutbubbles?
A Itiseasytoblowbigbubblesat
home.
B Somepeopledonotliketoblow
bubbles.
C Bubblescanbecaughtinaspoon.
D Scissorswillpopabubble.
CSR00075.004
18 Whichsteptellsyouwhatyou
shouldpourintothewater?
A Step1
B Step2
C Step3
D Step4
CSR00071.004
19 WhichoftheseisNOTusedto
makebubbles?
A apairofscissors
B apapercup
C alittleglassball
D alargebowl
CSR00066.004
20 Toblowmorebubbles,whichtwo
stepsshouldyoudoagain?
A 1and2
B 2and3
C 3and4
D 4and5
CSR00067.004
14
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CALI FORNI A STANDARDS TEST G R A D E
ReleasedTestQuestions EnglishLanguageArts
2
FamilyPicnic
1 Weregoingtotheriver.
2 Wegothereonceayear.
3 Illseemyauntsanduncles
4 AndmycousinSusieMeer.
5 Hereyesarebrown.Herhairisblack.
6 HerbrotherismycousinJack.
7 Heistwelveandsheiseight.
8 Hurryup!Wecantbelate!
9 Wevemadepotatosalad,
10 Sweetbrownies,andpinkpunch.
11 Wellenjoyallthisandmore
12 Atourfamilypicniclunch.
CSR0P009
21 Whichlinesrhymewitheach
other?
A 7and8
B 8and9
C 7and10
D 8and10
CSR00101.009
22 Whichtwowordsfromthepoem
rhyme?
A each,black
B river,pink
C there,hair
D year,more
CSR00099.009
15
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
G R A D E CALI FORNI A STANDARDS TEST
ReleasedTestQuestions EnglishLanguageArts
2
DoloresHuerta
1 DoloresHuertahasworkedhardmostofherlifetohelpotherpeople.Shehas
helpedchangethingssothatfarmworkerscanhaveabetterlife.
2 DoloresgrewupinCalifornia.Shewasagoodstudentandlikedschool.After
shefinishedhighschool,shewenttocollegeandstudiedtobeateacher.Aftershe
becameateacher,Doloresnoticedthatmanyofherstudentswerenotgetting
enoughfoodtoeat.Someofthemworeveryoldclothes.Doloreswonderedhow
shecouldhelpthem.
3 Doloresdecidedtostopteachingsothatshecouldspendmoretimehelpingthe
farmworkersandtheirfamilies.Doloresdidnotwanttoquitherjob.Sheliked
teaching,butshethoughtshecouldhelpthechildrenmorebyhelpingtheir
families.Onethingshewantedtodowastogetmorepayforfarmworkerssothey
couldbuytheirchildrenthethingstheyneeded.
4 Doloresknewthatmanyfarmworkersmoveoftenfromoneplacetoanotherto
helppickdifferentkindsoffruitsandvegetables,likelettuceandgrapes.She
begantalkingandwritingabouttheseworkers.Evenpeoplewholivedfarfrom
CaliforniareadwhatDoloreswrote.
5 Gettinghigherpayforthefarmworkerswasnoteasy.Doloresworkedhardto
makesurethatfarmworkersgotfairpayfortheirwork.Sheknewthatnothing
wouldchangeunlesspeoplemadenewlawstohelptheworkers.Throughallher
hardwork,newlawsweremadethatgavefarmworkersfairpay.
6 DoloresHuertahasworkedformorethan30yearsinmanydifferentwaysto
makelifebetterforworkingpeople.Shehasshownhowmuchonepersoncan
changethings.
CSR0P226
16
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.
youcantalktosomeonewhois
A 150feetaway.
B 190feetaway.
C 220feetaway.
D 280feetaway.
CSR20162.130
40 TheauthorMOSTlikelywrotethis
passage
A totellthereaderabouthimself.
B toteachthereaderhowtouse
something.
C toshowthereaderhowsomething
ismade.
D totellthereaderafunnystory.
CSR20160.130
24
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basedonperformanceonreleasedtestquestions.Copyright2008CaliforniaDepartmentofEducation.