ELA Review

Theme

100

Which of the following statements might be the theme of a piece of literature? 

A. Natural beauty.

B. I stood alone in a field of daisies.

C. Observing nature can change how you view the world.

D. The flowers were pretty.

C. Observing nature can change how you view the world.

200

Read the passage. Then, choose the sentence below that best states the theme. 

"Why can't you just pack me salami or tuna sandwiches? That's what everyone else eats."

"Don't you like the lunches I pack you?" Abu seemed surprised that I was complaining.

"Of course I love your mansaf, Abu, but it . . . it just smells so strong. People think the jameed in it smells like dirty socks. I feel like everyone's staring at my weird food," I said.

"Are you ashamed of being different?"

I didn't answer my father. He continued, "We have a beautiful heritage. There is no shame in eating the foods your grandparents and great-grandparents ate! Never look down on your traditions, my child."

A. It is hard to fit in.

B. A person should be proud of his or her heritage.

C. One should eat ethnic foods.

D. Some people don't like to appear "different."

B. A person should be proud of his or her heritage. 

300

Which statement best supports the story's theme that one should be proud of his or her traditions?

(1) "Why can't you just pack me salami or tuna sandwiches? (2) That's what everyone else eats."

(3) "Don't you like the lunches I pack you?" Abu seemed surprised that I was complaining.

(4) "Of course I love your mansaf, Abu, but it . . . it just smells so strong. (5) People think the jameed in it smells like dirty socks. (6) I feel like everyone's staring at my weird food,"? I said.

(7) "Are you ashamed of being different?"

(8) I didn't answer my father. (9) He continued, "We have a beautiful heritage. (10) There is no shame in eating the foods your grandparents and great-grandparents ate! (11) Never look down on your traditions, my child." 

(12) I knew in my heart Abu was right. 

A. Sentence 1

B. Sentence 4

C. Sentence 7

D. Sentence 11

D. Sentence 11

400

Read this stanza from a poem by Emily Dickinson. Which statement best communicates the theme? 

Hope is the thing with feathers
That perches in the soul,
And sings the tune without the words,
And never stops at all, . . .

A. Hope has feathers.

B. Tunes don't need to have words.

C. Hope is what keeps people going.

D. Hope is this same thing as love.

C. Hope is what keeps people going. 

500

Which statement below best communicates the theme of this passage?

 A Fox once saw a Crow fly off with a piece of cheese in its beak and settle on a branch of a tree. "I want that cheese," thought Fox. He walked up to the foot of the tree. "Good-day, Miss Crow," he cried. "How well you are looking today: how glossy your feathers; how bright your eyes. I feel sure your voice must surpass that of other birds. Please sing one song so that I may enjoy your lovely voice." The Crow lifted up her head and began to caw her best, but the moment she opened her mouth the piece of cheese fell to the ground, only to be snapped up by Fox. 

A. Don't trust those who flatter you.

B. Appreciate what you have.

C. Beauty is only skin deep.

D. Be careful what you wish for.

A. Don't trust those who flatter you. 

Making Inferences

100

Based on what you see, are these inferences correct? Choose Yes or No for all three. 

Thomas is on his way to play baseball. 

Michelle is happy with the person on the phone. 

Dalton is a serious musician.

Picture 1: Yes! Thomas is carrying a bat, a ball, and a glove. He is probably on his way to play baseball. 

Picture 2: No. Michelle has an angry expression and is holding the phone away from her ear. 

Picture 3: Yes! He owns a saxophone and a keyboard, so you might infer that Dalton is serious about music. 

200

The first step in making an inference is to examine key details in the text. As you read, look for details that tell about the main characters or the conflicts they experience.

Judy lied to her friends. She told them she was visiting her grandma the weekend of the dance. She actually stayed home. Though she was usually outgoing, Judy just knew she would be uncomfortable at the dance. At the last one, she had spent the night cowering awkwardly in the corner, terrified that someone would pull her onto the dance floor.

What inference can you make about Judy?

A. She dislikes most people.

B. She is a very shy person.

C. She doesn't like to dance.

D. She is mad at her friends.

C. She doesn't like to dance. 

The text says that Judy "spent the night cowering awkwardly in the corner, terrified that someone would pull her onto the dance floor." These are the actions of someone who dislikes dancing.

300

Read this passage. Use details from the text and your own prior knowledge to make an inference.

Oh, wow, does she ever look angry, Ingrid thought nervously as she faced her science teacher. Ms. Boscoff insisted that she explain her behavior in lab. Ingrid knew she had no excuse. She looked down at the floor and cleared her throat before she began to speak.

What can you infer about Ingrid?

A. She feels guilty.

B. She is relieved.

C. She is happy.

D. She feels depressed.

A. She feels guilty. The text says that Ingrid "knew she had no excuse" for her behavior. Her body language is another clue. Some people avoid eye contact and clear their throats when they feel nervous and guilty. 

400

Jenny couldn't figure out why this was happening. All of a sudden, she was struggling with algebra. She was embarrassed by how little she understood. She studied hard every day, but she just didn't get it! Her first test was coming up on Friday, and Jenny was desperate for help. 

What can you infer about Jenny?

A. She is usually not a good student.

B. She will join a study group.

C. She is very serious about school.

C. She is very serious about school. The details in the passage suggest that Jenny is worried about the test. She is not used to doing poorly. She studies hard every day. It's reasonable to infer that she is a serious student. 

500

Read the passage. Then, choose the statement that is a supported inference. (Part 1)

Jamie exited the plane and immediately felt the warm tropical air against his face. As he walked through the small terminal, thoughts crowded his mind. Growing up, his vacations had always been very different—road trips through the Midwest, mostly. He'd never been somewhere like this. He looked around, soaking in every detail of the unfamiliar setting. 

A. Jamie grew up in the tropics.

B. Jamie is going to dislike his vacation.

C. Jaime is intrigued by his new surroundings.

As you know, unsupported inferences are not backed up by details in the text. Rather, they often contradict those details. 

Which inference about Danny is unsupported? Read the text below. 

An hour later, Danny finally pedaled his bicycle into the driveway at his cousin's rambling old house. It was a tough ride, hilly and with no sidewalks for miles. He was hot and thirsty. Still, he hesitated a moment before ringing the bell. Maybe I could just turn back around, he thought. He looked down at his jeans and grimaced at the black streak his bike chain had left there. Great. Just one more thing for her to comment on.

A. Danny lives far from his cousin.

B. He does not want to go into the house.

C. He gets along well with his cousin.

Part 1: C. This inference is supported by the details in the text. 

Part 2: C. Danny's desire to turn around and his thought about what his cousin will say to him suggest that their relationship is not great. This is an unsupported inference 

Author's Purpose

100

When you write a research report or directions to your house, you are writing to _____; your purpose is to share information with readers. Textbooks, how-to articles, and news stories are examples of texts that are written to ______.

A. inform

B. persuade

C. entertain

D. express thoughts or feelings 

A. inform

200

Sometimes, a writer wants to get his or her readers to do something or think a certain way. In this case, his or her purpose is to ______, or convince, readers.

Letters to the editor, opinion pieces, advertisements, and election pamphlets are all examples of writing that is meant to ______.

A. entertain

B. persuade

C. inform

D. express thoughts or feelings 

B. persuade

300

Novels, short stories, and comics are examples of writing that is meant to ______. The writer wants readers to enjoy what he or she has written.

Remember that some _______ works do contain facts. However, informing readers is not the writer's primary purpose.

A. inform; informative

B. entertain; entertaining

C. persuade; persuasive

D. express thoughts or feelings; expressive

B. entertain; entertaining

400

Sometimes, a writer writes to _______ about a subject. To identify writing with this purpose, look for details that reveal the writer's personal opinions and reactions.

A writer whose purpose is to _________ may also hope to entertain readers at the same time. For instance, a writer of a memoir may want to ____ about his childhood and also amuse readers with funny stories about his life.

A. express his or her thoughts and feelings

B. persuade

C. inform

D entertain

A. express his or her thoughts and feelings

500

Remember that writers usually write for one or more of these purposes: to inform, to persuade, to entertain, or to express thoughts and feelings.

Diego Rivera is one of Mexico's most famous artists. He is best known for his enormous murals, or paintings on the walls of public buildings. Rivera learned the art of mural painting while studying in Europe.

What do you think is this author's purpose?

A. to express feelings about Rivera's work

B. to inform readers about Rivera

C. to entertain readers with stories of Rivera

D. to persuade readers to see Rivera's murals

B. to inform readers about Rivera. This passage contains factual information about Diego Rivera. 

Methods of Characterization

100

As you've just learned, a writer might use direct characterization to tell you exactly what a character is like. 

"We'll make it," Ginny said, spreading out the map. She was a smart hiker—clever, too. The others were happy to gather around. "We can get to camp by sunset," Ginny said.

"Let's go," they replied.

Ginny's green eyes sparkled. "OK, then," she announced. "Let's do it!" Ginny was confident in her plan. 

Which of Ginny's traits is NOT directly stated?

A. smart

B. clever

C. well-prepared

D. confident

C. well-prepared. The writer does not tell you Ginny is well-prepared. However, you can infer, or guess, that Ginny is well-prepared from her confident actions and the way that the others respond to her. 

200

You can learn about a character's personality by paying attention to his or her speech. Notice both what the character says and how he or she says it.

"Hey, did you hear? There's a plan to build a basketball court in our neighborhood!" said Jerome.

Chris just shrugged. "So what? You know I'm a skateboarder. If it's not a skateboard park, they can forget about it."

Based on speech, how would you describe Chris?

A. excited

B. inspired

C. unimpressed

D. angry

C. unimpressed. Chris's words show that he's not impressed by the plan to build a basketball court. You might infer that he's not interested in much besides skateboarding. 

300

As a reader, you should also pay attention to what other characters say about a character. Do they seem to admire the character? How do they react to him or her? 

"Can you believe Leah had us get here by six in the morning?" huffed Kyla.

Tracey kept working. "Say what you want about her, but admit this much—Leah gets the job done."

"That's right, Trace," agreed Darren. "Leah works hard, and she knows how to get us to work hard." 

What is Leah like?

A. responsible

B. playful

C. painfully shy

D. disorganized

A. responsible. All the volunteers' comments—even the complaint—suggest that Leah is a responsible leader. 

400

You might find different methods of characterization at work in one passage. To figure out a character's traits, use all the clues given to make inferences, or guesses. 

Grandma left me a lot of money, Sheila thought. Now I can buy Uncle Nick a decent car and put his kids through college. I'm glad to help them!

Behind her back, Sheila's cousins whispered, "Why do you think Sheila got all that money? She was the only one who acted like she cared about Grandma all these years." 

You can infer that Sheila is—

A. greedy

B. jealous

C. sneaky

D. unselfish

D. unselfish. Sheila's thoughts suggest that she cares more about others than about herself. Her cousins' words are a clue that Sheila was unselfish about taking care of her grandmother, too. 

500

Which numbered section is an example of direct characterization? 

(1) Jake's self-confidence was legendary. Even in a power outage, in subzero cold, with snow and wind howling outside, he was calm and focused. (2) "You can't shake Jake," people said.

(3) For the ninth time, Jake finished rebuilding his emergency radio and tried it. Come on, squawk box, he thought.

(4) A voice suddenly crackled on the speaker. (5) Grinning, Jake pressed a button and spoke: "Greetings from sunny, tropical North Dakota!"

A. Section 1

B. Section 2 

C. Section 3

D. Section 4

A. Section 1. In this section, the writer tells you directly about Jake's self-confidence and calm nature. 

Setting

100

Which detail suggests that this story is set in a bustling city?

busting means - full of activity.

 

A. The sun gleamed over the endless cornfields.

B. The biting winter air ripped through my thin jacket.

C. We all tumbled out of the car and sprinted toward the crowded beach.

D. Hundreds of people hurried down the sidewalks between the monstrous buildings.

D. Hundreds of people hurried down the sidewalks between the monstrous buildings. "Hundreds of people" and "monstrous buildings" suggest that the story is set in a busy city. 

200

What is the difference between a general setting and a specific setting?

 A. The general setting is where one scene takes place, and the specific setting is where the entire story takes place.

B. The general setting is where the story takes place. The specific setting is where one scene takes place.

C.  The general setting is the time; the specific setting is the place.

D. The general setting is where the main character is. The specific setting is where all the other characters are.

B. The general setting is where the story takes place. The specific setting is where one scene takes place.

The general setting is the broader place where the story takes place, and the specific setting is where individual scenes take place.

300

Read the passage. 

The village was full of rundown aluminum houses and rusty old bikes. Children with torn clothes and empty stomachs ran through the dirt streets, playing games to forget about their troubles. As the sun went down, lights flickered on in some of the windows. Children abandoned their games and wandered home. We approached one house, and knocked on the door.

 

Which of the following details about the setting hints at a conflict?

 

A. Children with torn clothes and empty stomachs

B. Children abandoned their games

C. As the sun went down

D. We approached one house

A. Children with torn clothes and empty stomachs. This detail hints at a conflict involving poverty and hunger. 

400

Read the passage. 

The clock's minutes ticked loudly through the small room. Tick-tock! Tick-tock! It was enough to drive a person crazy. The windows were sealed shut, and the hot air made it feel difficult to breathe. A distant alarm clock gave out a faint blare. Someone down the hall slammed a door shut, and a picture that had been hanging on the wall came crashing to the floor. 

What mood does the setting of the passage create?

 

A. hopeful - cheerful, confident, optimistic. 

B. easygoing - relaxed, mellow.

C. tense - tight, rigid, strained. 

D. confused - unable to think clearly, unclear, imprecise. 

C. tense - tight, rigid, strained. This setting creates a tense mood. "The hot air made it difficult to breathe," the "faint blare" of the alarm clock, and the loud ticking of the clock all help to create the mood. 

500

Read the passage. 

It had been rough traveling so far. The rain had been relentless, flooding our tents. The wagon's wheels were constantly stuck in deep ruts of mud. Mosquitoes attacked us day and night. I longed for home—a roof over my head, a warm fire for toasting my feet, protection from the elements. 

What detail tells you this passage's setting is sometime in the past?

 

A. The rain had been relentless

B. The wagon's wheels were constantly stuck

C. A roof over my head

D. Mosquitos attacked us day and night

B. The wagon's wheels were constantly stuck. Traveling by wagon suggests that this passage's setting is in the past.