Common Core: 7th Grade English Language Arts : Common Core: 7th Grade English Language Arts

Study concepts, example questions & explanations for Common Core: 7th Grade English Language Arts

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All Common Core: 7th Grade English Language Arts Resources

1 Diagnostic Test 49 Practice Tests Question of the Day Flashcards Learn by Concept

Example Questions

Example Question #8 : Reading To Understand Structure

Passage 1:

Graffiti - the public drawings and paintings that often cover surfaces of walls and other public structures - are often written off as an act of vandalism. However, the time has finally come when we begin to recognize graffiti for the art form it truly is.

Artists such as Banksy have shown us that graffiti can be a way to showcase not only one’s talent in the visual arts but also one’s political and social causes and stances. Some cities have even come to embrace graffiti to such an extent that they have commissioned works of art from these artists on the facades of public buildings.

Although graffiti began as an act of anarchy and rebellion, its contributions to society and the communities impacted by the art have seen positive responses that far outweigh the negatives. Graffiti is no longer a costly nuisance that should be immediately covered or removed, it has instead flourished to become an entirely new and unique art form with talent and renown that will eventually come to match the household names “Picasso” and “Michaelangelo” in stature.

Passage 2:

Though some might idolize graffiti as an act of admirable rebellion, this “art” causes nothing but negative impacts on its community. Those who would vandalize their streets and neighborhoods are no friend to the community. Instead, these criminals deface properties, decrease home values, and leave the community looking less pristine and cared for.

Such vandals also disregard the work put in by maintenance workers cleaning up after their messes and government officials attempting to create a better community for their citizens. While the work created by graffiti “artists” can sometimes be visually impressive, this does not outweigh the fact that what they have created is not art, but a crime against the community.

Popular graffiti “artists” auctioning work off for thousands of dollars apiece only perpetuate this trend. It is high time we put a stop to these criminal activities rather than glorifying them and allow true artists who follow city policies and stick to canvas or sculpture their due respect.

Which of the following best expresses the function of Passage 1 paragraph two?

Possible Answers:

Cite a concession that contrasts the main idea of the passage

Contrast the claims made in the previous paragraph

Support the main idea of the passage

State the conclusion of the passage

Correct answer:

Support the main idea of the passage

Explanation:

Paragraph two of Passage 1 uses examples such as popular graffiti artist Banksy, the political and social motivations involved, and cory support and commissions to support the main idea of the passage: that graffiti is a popular art form worthy of respect in the realm of art. So, “support the main idea of the passage” addresses the function of this paragraph.

Example Question #9 : Reading To Understand Structure

Passage 1:

The penny has long outlived its usefulness in the monetary system and should be removed from use. Pennies cost more to produce than the value they represent. In fact, it costs taxpayers nearly two cents to produce and distribute every one cent penny.

Additionally, the penny does not represent the real level of purchasing power. Go to the corner store today and ask for the “penny candy,” and you might be routed to a row of treats, but you’re unlikely to find anything for purchase for under a quarter.

On top of the cost and lack of benefit, pennies are also heavy for their value, so much so that many don’t even care to keep the pennies they receive in change. 11% of people report that they would rather throw a penny away than carry it around with them, and over $62 million dollars in coins are thrown out annually - most of them pennies.

Whether it’s at the grocery register or at the bank, everyone who handles pennies agrees that they are excessively time-consuming to process. Even most charities would rather do without the pennies they receive! It’s time we let go of this costly antiquity and get rid of the penny once and for all!


Passage 2:

The penny is a sacred historic symbol in America and should be respected for its historical value. Over half of Americans are in favor of keeping the penny, and many fear the trend that eliminating low-value currency sets. “Rounding tax,” or the inclination for businesses to round prices up to the nearest unit of change available, could have an impact on consumers, and as inflation continues, the nickel, the dime, and even the quarter could follow!

Not only does the penny help keep costs low, but it would also be costly to take out of commission effectively. The penny is also a powerful historical tribute to Abraham Lincoln, who has appeared on the penny’s face since 1909.

The penny represents far more than its one-cent value and eliminating it would take a toll on the history it represents and the majority of citizens who seek to keep it in commission.

Which of the following would be the least appropriate alternative for the word “additionally” in Passage 1 paragraph two?

Possible Answers:

However

Moreover

Further

Moreover

Correct answer:

However

Explanation:

Here, the word “additionally” serves as a continuation transition word, indicating that what follows in paragraph two will continue in the same direction as the support in the paragraph before. “Moreover,” “furthermore,” and “further” all also indicate continuation. “However” on the other hand, cites a contrast to the paragraph before. This is not the transition we’re looking for and is thus the least appropriate alternative.

Example Question #4 : Reading To Understand Structure

Every day it seems, new inventions surface that promise to add value to our day-to-day lives. But did you know, many of the inventions we interact with on a daily basis were developed completely by accident?

Take the microwave, for instance. This accidental invention was developed by engineer Percy Spencer who, upon experimenting with a microwave-emitting magnetron, found that the candy bar in his pocket had begun to melt. Spencer was then able to harness this radiation into the microwave we use today to make snack time a speedy process!

Perhaps one of the most well-known accidental inventions of today, the potato chip was born when a customer kept requesting that his french fries be sliced thinner and made crispier. Though chef George Crum responded with the chips as a joke, they quickly became a favorite snack around the world!

Even the match is a result of accidental invention. When pharmacist John Walker was stirring chemicals, he noticed that the end of his stirring stick had dried into a hardened lump. When attempting to scrape the dried residue off, a flame sparked, and so did Walker’s idea to turn this accident into a helpful tool!

So, the next time your science experiment doesn’t go as planned, or you burn what you have cooked on the stove, keep in mind that some of today’s most valued inventions were discovered when the inventor least expected it!

Which of the following set of paragraphs have the most similar function?

Possible Answers:

Paragraphs 1 & 5

Paragraphs 4 & 5

Paragraphs 2 & 3

Paragraphs 1 & 2

Correct answer:

Paragraphs 2 & 3

Explanation:

The passage carries the following structure:

Paragraph 1: introduction
Paragraph 2: supporting example 1 - the microwave
Paragraph 3: supporting example 2 - the potato chip
Paragraph 4: supporting example 3 - the match
Paragraph 5: conclusion

Since paragraphs 2 & 3 both represent supporting examples, they are the most similar in structure.

Example Question #191 : Common Core: 7th Grade English Language Arts

The animal kingdom is made up of creatures of all shapes, sizes, and colors. While we may see color as little more than decoration, animals use their colors in three key ways: to hide, to deceive, and to attract.

The first purpose of color in the animal kingdom, to hide, is perhaps the most commonly known. Animals use a variety of colorations to camouflage themselves or to obscure their shapes from predators. For instance, the owl is often colored and patterned to match the bark of its tree of choice to better blend into its surroundings when perched. The leafy seadragon, an aquatic example of a species employing color to hide, uses its blue-green coloration and leaf-like protrusions to blend into the aquatic foliage of its ecosystem. But perhaps no species is better known for its ability to use color to hide than the chameleon, which can change color to blend into its surroundings. In fact, the chameleon is so well-known for this trait that its name has become a term that is now generally used to refer to one who “changes to fit/blend in.”

Deception is the second function of color in animals. Animals have been known to use their colors and patterns to deceive potential predators and prey. The hemeroplanes triptolemus, otherwise known as the aptly named “snake mimic caterpillar,” uses large, eye-like colorations on its underbelly to flip over and appear snake-like and thus more intimidating to predators. The orchid mantis is another fascinating example of deception in the animal kingdom. Brightly colored in hues of pink and purple, the mantis contorts itself to appear flower-like as it awaits its prey. When pollinators come around expecting a flower to feed on, they are in for a surprise, as the mantis sits ready to strike.

Animals don’t always use their colors to become less pronounced or to hide their true forms from predators or prey. They can also use colors to attract. Bright colorations in animals are used to both attract mates, and to attract attention from and send a warning to potential predators. Many species of birds are known to use bright colorations to attract potential female mates. Additionally, poisonous creatures might be seen with bright colorations and patterns to warn potential predators to leave them be! In fact, many non-poisonous animals have taken this “attract attention” purpose and melded it with “deception” to use their bright coloration to appear poisonous and thus dangerous to predators - even though they are completely harmless!

When it comes to animal colorations, there’s more than meets the eye. With bright colors to attract a mate or ward off a foe, patterns to obscure one’s form and markings that can make even the most harmless bug look like a terrifying creature, animals use color in many ways to better their chances of survival in the wild.

Which of the following animals are used as supporting examples for the same function of color?

Possible Answers:

The orchid mantis and the chameleon

The leafy seadragon and the orchid mantis

The chameleon and the snake mimic caterpillar

The snake mimic caterpillar and the orchid mantis

Correct answer:

The snake mimic caterpillar and the orchid mantis

Explanation:

In the passage, both the snake mimic caterpillar and the orchid mantis are used as examples of animals using color to “deceive.” All other pairings represent two different functions, as the chameleon and the leafy seadragon are examples of color used to hide.

Example Question #192 : Common Core: 7th Grade English Language Arts

The animal kingdom is made up of creatures of all shapes, sizes, and colors. While we may see color as little more than decoration, animals use their colors in three key ways: to hide, to deceive, and to attract.

The first purpose of color in the animal kingdom, to hide, is perhaps the most commonly known. Animals use a variety of colorations to camouflage themselves or to obscure their shapes from predators. For instance, the owl is often colored and patterned to match the bark of its tree of choice to better blend into its surroundings when perched. The leafy seadragon, an aquatic example of a species employing color to hide, uses its blue-green coloration and leaf-like protrusions to blend into the aquatic foliage of its ecosystem. But perhaps no species is better known for its ability to use color to hide than the chameleon, which can change color to blend into its surroundings. In fact, the chameleon is so well-known for this trait that its name has become a term that is now generally used to refer to one who “changes to fit/blend in.”

Deception is the second function of color in animals. Animals have been known to use their colors and patterns to deceive potential predators and prey. The hemeroplanes triptolemus, otherwise known as the aptly named “snake mimic caterpillar,” uses large, eye-like colorations on its underbelly to flip over and appear snake-like and thus more intimidating to predators. The orchid mantis is another fascinating example of deception in the animal kingdom. Brightly colored in hues of pink and purple, the mantis contorts itself to appear flower-like as it awaits its prey. When pollinators come around expecting a flower to feed on, they are in for a surprise, as the mantis sits ready to strike.

Animals don’t always use their colors to become less pronounced or to hide their true forms from predators or prey. They can also use colors to attract. Bright colorations in animals are used to both attract mates, and to attract attention from and send a warning to potential predators. Many species of birds are known to use bright colorations to attract potential female mates. Additionally, poisonous creatures might be seen with bright colorations and patterns to warn potential predators to leave them be! In fact, many non-poisonous animals have taken this “attract attention” purpose and melded it with “deception” to use their bright coloration to appear poisonous and thus dangerous to predators - even though they are completely harmless!

When it comes to animal colorations, there’s more than meets the eye. With bright colors to attract a mate or ward off a foe, patterns to obscure one’s form and markings that can make even the most harmless bug look like a terrifying creature, animals use color in many ways to better their chances of survival in the wild.

Which of the following best describes the function of the text in quotations: “changes to fit/blend in” in paragraph two of the passage?

Possible Answers:

To provide a definition of chameleon that extends beyond its reference to the animal

To show that the chameleon is able to change to blend into its surroundings

To describe attributes of the animal, the chameleon

To argue against the claim that chameleons are able to blend in

Correct answer:

To provide a definition of chameleon that extends beyond its reference to the animal

Explanation:

In end of paragraph two, the author tells us that the term chameleon has extended beyond the animal to refer to anyone who “changes to fit/blend in.” So, the function of the text in quotations is “to provide a definition of chameleon that extends beyond its reference to the animal.”

Example Question #193 : Common Core: 7th Grade English Language Arts

The animal kingdom is made up of creatures of all shapes, sizes, and colors. While we may see color as little more than decoration, animals use their colors in three key ways: to hide, to deceive, and to attract.

The first purpose of color in the animal kingdom, to hide, is perhaps the most commonly known. Animals use a variety of colorations to camouflage themselves or to obscure their shapes from predators. For instance, the owl is often colored and patterned to match the bark of its tree of choice to better blend into its surroundings when perched. The leafy seadragon, an aquatic example of a species employing color to hide, uses its blue-green coloration and leaf-like protrusions to blend into the aquatic foliage of its ecosystem. But perhaps no species is better known for its ability to use color to hide than the chameleon, which can change color to blend into its surroundings. In fact, the chameleon is so well-known for this trait that its name has become a term that is now generally used to refer to one who “changes to fit/blend in.”

Deception is the second function of color in animals. Animals have been known to use their colors and patterns to deceive potential predators and prey. The hemeroplanes triptolemus, otherwise known as the aptly named “snake mimic caterpillar,” uses large, eye-like colorations on its underbelly to flip over and appear snake-like and thus more intimidating to predators. The orchid mantis is another fascinating example of deception in the animal kingdom. Brightly colored in hues of pink and purple, the mantis contorts itself to appear flower-like as it awaits its prey. When pollinators come around expecting a flower to feed on, they are in for a surprise, as the mantis sits ready to strike.

Animals don’t always use their colors to become less pronounced or to hide their true forms from predators or prey. They can also use colors to attract. Bright colorations in animals are used to both attract mates, and to attract attention from and send a warning to potential predators. Many species of birds are known to use bright colorations to attract potential female mates. Additionally, poisonous creatures might be seen with bright colorations and patterns to warn potential predators to leave them be! In fact, many non-poisonous animals have taken this “attract attention” purpose and melded it with “deception” to use their bright coloration to appear poisonous and thus dangerous to predators - even though they are completely harmless!

When it comes to animal colorations, there’s more than meets the eye. With bright colors to attract a mate or ward off a foe, patterns to obscure one’s form and markings that can make even the most harmless bug look like a terrifying creature, animals use color in many ways to better their chances of survival in the wild.

Which of the following best expresses the function of the following excerpt from paragraph two of the passage?

When pollinators come around expecting a flower to feed on, they are in for a surprise, as the mantis sits ready to strike.

Possible Answers:

To provide an example of the “deception” function of color

To show how the mantis uses “attract” to find a mate

To explain the risks of using “hide” as a function of color

To illustrate how prey uses “hide” to avoid predators

Correct answer:

To provide an example of the “deception” function of color

Explanation:

The context of this excerpt shows us that the orchid mantis uses deception as a predator to deceive prey. This aligns with “To provide an example of the “deception” function of color.” The excerpt is not expressing risks (for the predator, at least!) nor showing how attract is used to find a mate. In this case, the mantis is the predator using deception to fool unsuspecting prey.

Example Question #71 : Reading

Samantha has highlighted keywords and phrases in a story to help identify the text structure. She has highlighted the following words/phrases:

  • because
  • so that
  • due to
  • led to
  • since

What text structure often uses these keywords and phrases?

Possible Answers:

Sequential

Problem & Solution

Compare & Contrast

Cause & Effect

Correct answer:

Cause & Effect

Explanation:

Samantha has highlights phrases and words from a text that is structured using a cause-and-effect method. In a cause-and-effect text, structured events and actions give readers the reasons or consequences of the story. An example could be, "Gregory was riding his bike quickly around that corner. He was not paying attention, and this led to him crashing into a parked car." We know the consequence is crashing, and the cause of this was not paying attention while riding the bike quickly. Many text structures can be identified based on their keywords.

Example Question #192 : Common Core: 7th Grade English Language Arts

What text structure does the author use to organize this set of passages?

Possible Answers:

Compare & Contrast

Cause & Effect

Problem & Solution

Sequential

Coal Passage 1

The typical coal plant in the United States creates more than 125,000 tons of ash and 193,000 tons of sludge each year. On average, 42% of coal combustion waste ponds and landfills are unlined. This means that the substances in the waste can seep into the ground and nearby lakes. Some of the substances include arsenic, mercury, chromium, and cadmium. These can contaminate drinking water supplies and directly contact the consumers who drink water from these areas. The disposal of coal plant waste has damaged many ecosystems. Once the coal plants have cycled through billions of gallons of water to cool the system, it is dumped back into the river, ocean, or lake it is pulling water from. When this hot water is released back into the body of water, it creates “thermal pollution,” which can harm the plants and animals living in this area. Many plants add chemicals to their cooling water, which is released back into the lake, ocean, or river with the hot water.

Coal Passage 2

Coal is a concentrated form of prehistoric biomass, plant life, and is the most plentiful fossil fuel produced in the United States. More than 90 percent of the coal consumed in the US is used to generate electricity. Coal power is also an essential industry source for making steel, cement, and paper, and is used in numerous other industries. Coal was a valuable resource that powered trains, steamships, and other forms of transportation for centuries. Coal is essential to the US economy and provides consumers with affordable electricity. The mining of coal and the use of coal power plants provide vital jobs to many American citizens. In 2018 15% of U.S. coal production was exported to other countries. Exporting coal has a positive effect on the United State’s economy.

 


Correct answer:

Compare & Contrast

Explanation:

This author uses a compare and contrast text structure to organize the passage set. Another way to describe this passage set's structure is as a point/counterpoint structure. The author provides two different viewpoints of the use of coal - positive and negative - and uses evidence or details to support the opinion.

Example Question #1 : Reading To Understand Vocabulary In Context

Adapted from Little Women by Louisa M. Alcott (1880)

Margaret, the eldest of the four, was sixteen, and very pretty, being plump and fair, with large eyes, plenty of soft, brown hair, a sweet mouth, and white hands, of which she was rather vain. Fifteen-year-old Jo was very tall, thin, and brown, and reminded one of a colt; for she never seemed to know what to do with her long limbs, which were very much in her way. She had a decided mouth, a comical nose, and sharp, gray eyes, which appeared to see everything, and were by turns fierce, funny, or thoughtful. Her long, thick hair was her one beauty; but it was usually bundled into a net, to be out of her way. Round shoulders had Jo, big hands and feet, a fly-away look to her clothes, and the uncomfortable appearance of a girl who was rapidly shooting up into a woman, and didn't like it. Elizabeth—or Beth, as every one called her—was a rosy, smooth-haired, bright-eyed girl of thirteen, with a shy manner, a timid voice, and a peaceful expression, which was seldom disturbed. Her father called her "Little Tranquillity," and the name suited her excellently; for she seemed to live in a happy world of her own, only venturing out to meet the few whom she trusted and loved. Amy, though the youngest, was a most important person,—in her own opinion at least. A regular snow-maiden, with blue eyes, and yellow hair, curling on her shoulders, pale and slender, and always carrying herself like a young lady mindful of her manners. What the characters of the four sisters were we will leave to be found out.

The clock struck six; and, having swept up the hearth, Beth put a pair of slippers down to warm. Somehow the sight of the old shoes had a good effect upon the girls; for mother was coming, and every one brightened to welcome her. Meg stopped lecturing, and lighted the lamp, Amy got out of the easy-chair without being asked, and Jo forgot how tired she was as she sat up to hold the slippers nearer to the blaze.

"They are quite worn out; Marmee must have a new pair."

"I thought I'd get her some with my dollar," said Beth.

"No, I shall!" cried Amy.

"I'm the oldest," began Meg, but Jo cut in with a decided—

"I'm the man of the family now papa is away, and I shall provide the slippers, for he told me to take special care of mother while he was gone."

"I'll tell you what we'll do," said Beth; "let's each get her something for Christmas, and not get anything for ourselves."

"That's like you, dear! What will we get?" exclaimed Jo.

Every one thought soberly for a minute; then Meg announced, as if the idea was suggested by the sight of her own pretty hands, "I shall give her a nice pair of gloves."

"Army shoes, best to be had," cried Jo.

"Some handkerchiefs, all hemmed," said Beth.

"I'll get a little bottle of cologne; she likes it, and it won't cost much, so I'll have some left to buy my pencils," added Amy.

 

Why did Beth's father call her "Little Tranquility"? 

Possible Answers:

Beth's father called her "Little Tranquility" because she looked mad. 

Beth's father called her "Little Tranquility" because she looked peaceful.

Beth's father called her "Little Tranquility" because she looked happy. 

Beth's father called her "Little Tranquility" because she looked sad. 

Correct answer:

Beth's father called her "Little Tranquility" because she looked peaceful.

Explanation:

To answer this question, we need to locate the part of the passage where the author describes Beth and think about what the word "tranquility" means. 

"Elizabeth—or Beth, as every one called her—was a rosy, smooth-haired, bright-eyed girl of thirteen, with a shy manner, a timid voice, and a peaceful expression, which was seldom disturbed. Her father called her "Little Tranquillity," and the name suited her excellently; for she seemed to live in a happy world of her own, only venturing out to meet the few whom she trusted and loved." 

Before we are told that Beth's father called her "Little Tranquility", we are told that Beth was shy and had a peaceful expression. Tranquil means to be quiet and peaceful; so, given our answer choices, "Beth's father called her "Little Tranquility" because she looked peaceful" is the best option. 

Example Question #2 : Reading To Understand Vocabulary In Context

Adapted from Little Women by Louisa M. Alcott (1880)

Margaret, the eldest of the four, was sixteen, and very pretty, being plump and fair, with large eyes, plenty of soft, brown hair, a sweet mouth, and white hands, of which she was rather vain. Fifteen-year-old Jo was very tall, thin, and brown, and reminded one of a colt; for she never seemed to know what to do with her long limbs, which were very much in her way. She had a decided mouth, a comical nose, and sharp, gray eyes, which appeared to see everything, and were by turns fierce, funny, or thoughtful. Her long, thick hair was her one beauty; but it was usually bundled into a net, to be out of her way. Round shoulders had Jo, big hands and feet, a fly-away look to her clothes, and the uncomfortable appearance of a girl who was rapidly shooting up into a woman, and didn't like it. Elizabeth—or Beth, as every one called her—was a rosy, smooth-haired, bright-eyed girl of thirteen, with a shy manner, a timid voice, and a peaceful expression, which was seldom disturbed. Her father called her "Little Tranquillity," and the name suited her excellently; for she seemed to live in a happy world of her own, only venturing out to meet the few whom she trusted and loved. Amy, though the youngest, was a most important person,—in her own opinion at least. A regular snow-maiden, with blue eyes, and yellow hair, curling on her shoulders, pale and slender, and always carrying herself like a young lady mindful of her manners. What the characters of the four sisters were we will leave to be found out.

The clock struck six; and, having swept up the hearth, Beth put a pair of slippers down to warm. Somehow the sight of the old shoes had a good effect upon the girls; for mother was coming, and every one brightened to welcome her. Meg stopped lecturing, and lighted the lamp, Amy got out of the easy-chair without being asked, and Jo forgot how tired she was as she sat up to hold the slippers nearer to the blaze.

"They are quite worn out; Marmee must have a new pair."

"I thought I'd get her some with my dollar," said Beth.

"No, I shall!" cried Amy.

"I'm the oldest," began Meg, but Jo cut in with a decided—

"I'm the man of the family now papa is away, and I shall provide the slippers, for he told me to take special care of mother while he was gone."

"I'll tell you what we'll do," said Beth; "let's each get her something for Christmas, and not get anything for ourselves."

"That's like you, dear! What will we get?" exclaimed Jo.

Every one thought soberly for a minute; then Meg announced, as if the idea was suggested by the sight of her own pretty hands, "I shall give her a nice pair of gloves."

"Army shoes, best to be had," cried Jo.

"Some handkerchiefs, all hemmed," said Beth.

"I'll get a little bottle of cologne; she likes it, and it won't cost much, so I'll have some left to buy my pencils," added Amy.

 

Based on the passage, select the word that most accurately describes the sisters. 

Possible Answers:

Selfless

Tired

Selfish

Happy

Correct answer:

Selfless

Explanation:

Most of this passage is about the girls discussing getting a gift for their mother. They have decided instead of getting gifts for each other, or using their money on themselves, they will use their money to do something nice for their mother. 

Let's look at our answer choices: 

Selfless means to care or worry about someone else, as opposed to yourself. 

Selfish means to care for yourself, no one else. 

Tired means to be sleepy. 

Happy means to be excited about something. 

Based on these definitions, and what we know from the text, "selfless" is the best answer choice. 

All Common Core: 7th Grade English Language Arts Resources

1 Diagnostic Test 49 Practice Tests Question of the Day Flashcards Learn by Concept
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