Common Core: 7th Grade English Language Arts : Reading to Understand Vocabulary in Context
Study concepts, example questions & explanations for Common Core: 7th Grade English Language Arts
All Common Core: 7th Grade English Language Arts Resources
Example Questions
Example Question #75 : Reading
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"?
Beth's father called her "Little Tranquility" because she looked happy.
Beth's father called her "Little Tranquility" because she looked sad.
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 peaceful.
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 #76 : Reading
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.
Selfless
Happy
Selfish
Tired
Selfless
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.
Example Question #77 : Reading
"Sonnet 18" by William Shakespeare
1 Shall I compare thee to a summer's day?
2 Thou art more lovely and more temperate:
3 Rough winds do shake the darling buds of May,
4 And summer's lease hath all too short a date:
5 Sometime too hot the eye of heaven shines,
6 And often is his gold complexion dimmed,
7 And every fair from fair sometime declines,
8 By chance, or nature's changing course untrimmed:
9 But thy eternal summer shall not fade,
10 Nor lose possession of that fair thou ow'st,
11 Nor shall death brag thou wand'rest in his shade,
12 When in eternal lines to time thou grow'st,
13 So long as men can breathe or eyes can see,
14 So long lives this, and this gives life to thee.
Which of the following lines provides direct evidence that in the phrase “eternal lines,” “lines” references the lines of the poem itself?
“Nor shall death brag thou wand'rest in his shade,” (Line 11)
“So long as men can breathe or eyes can see, / So long lives this, and this gives life to thee.” (Lines 13–14)
"Rough winds do shake the darling buds of May, / And summer's lease hath all too short a date:” (Lines 3–4)
“And every fair from fair sometime declines, / By chance, or nature's changing course untrimmed:” (Lines 7–8)
"Sometime too hot the eye of heaven shines, / And often is his gold complexion dimmed," (Lines 5–6)
“So long as men can breathe or eyes can see, / So long lives this, and this gives life to thee.” (Lines 13–14)
Part of the poem's conclusion involves a complex reference that Shakespeare makes in Line 12:
9 But thy eternal summer shall not fade,
10 Nor lose possession of that fair thou ow'st,
11 Nor shall death brag thou wand'rest in his shade,
12 When in eternal lines to time thou grow'st,
What are these "eternal lines"? The question tells us that one interpretation is that they refer to the lines of the poem itself. We need to pick out which line in the poem provides evidence supporting this reading. Lines 3–4 ("Rough winds do shake the darling buds of May, / And summer's lease hath all too short a date:”) have no relation to these "lines," and neither do Lines 7–8 (“And every fair from fair sometime declines, / By chance, or nature's changing course untrimmed:”). Line 11 (“Nor shall death brag thou wand'rest in his shade,”) is nearer where these "lines" are mentioned but doesn't provide any evidence supporting the claim that they refer to the lines of the poem itself. Consider Lines 13–14, though:
13 So long as men can breathe or eyes can see,
14 So long lives this, and this gives life to thee.
"This" seems to refer to the poem itself; that makes sense, given Line 13's claim that the speaker will "live" in one sense as long as "men can breathe and eyes can see," both things necessary for reading. Let's trace this out a little bit more: if the speaker "lives" as long as the poem is around for people to read, then the speaker's claim that death won't get to brag about the poem's addressee "[wandering] in his shade" makes more sense. The speaker says that death won't get to brag in this way "When in eternal lines to time thou grow'st," so it makes sense that these "eternal lines" are the poem, the same thing that the speaker references with the word "this" in the poem's last line. The correct answer is Lines 13–14.
Example Question #71 : Reading
“The Petrified Forest of Arizona” by E.A. J. Seddon, Associate Editor, Southern Division in The Mountain States Monitor, September 1918.
The Petrified Forest of Arizona is an area covered with the fossil remains of prehistoric trees. The name “Petrified Forest” is somewhat of a misnomer: the word “forest” suggests standing trees, but these trees fell over long ago and have been preserved in stone. At one time, they formed part of a forest of gigantic trees. They proudly reared their heads above the surrounding country, but they were conquered and laid low by some force of nature.
Then began the process of embalming and preserving these fallen monarchs. They were buried thousands of feet beneath the bottom of an inland sea. This was a vast pickling vat where the wood was slowly converted into living gems. We can tell this because volcanic cones and mineral springs still exist in the area.
Water containing minerals slowly forced its way into the trunks and limbs and roots of the fallen monarchs under a terrific pressure. Eventually, the woody material was gradually replaced by silica, a type of rock. Iron oxides were present in the silica. These oxides created brilliant and beautiful brown, yellow, and red colors in the rock.
Eventually, the sediment containing the petrified trees was thrown up from nature’s subterranean chemical laboratory. The wrappings of the dead monarchs were slowly washed away by erosion and corrosion. Then the glorious sun shone upon the trees once again. They were no longer rulers of the kingdom of flora, but preserved for all time as agate, jasper, opal, and other forms of silica.
Which of the following best describes the effects of the author’s use of the word “embalming,” underlined in the first sentence of the second paragraph?
The word has to do with death, so it explains for the first time to the reader that the trees have been knocked down and are no longer growing when the process of petrification begins.
The word has to do with the process of preserving a deceased person and compares the effects of water with those of an undertaker.
The word brings to mind gravestones, suggesting that something on the Earth’s surface marks spots where you can find trees being petrified underground.
The word evokes ancient Egypt and pharaohs, strengthening the comparison between the ancient trees and monarchs.
The word returns to the author’s statement about how words can be misnomers, as “embalming” is a misnomer suggesting that the tree is being preserved.
The word evokes ancient Egypt and pharaohs, strengthening the comparison between the ancient trees and monarchs.
It's important to understand what the word "embalming" means and how the author uses it in the passage before you try to answer this question. Here is the sentence in which the word appears:
Then began the process of embalming and preserving these fallen monarchs.
"Embalming" refers to the process by which a corpse is preserved. Thus, when the author refers to petrification as "embalming," he is implicitly comparing the trees with people. The author refers to the trees as "fallen monarchs" in the same sentence. Encouraged to think of both royalty and the preservation of a corpse in the same sentence, many readers may associate "embalming" with mummification in ancient Egypt, a process used to preserve the bodies of deceased rulers and other people considered to be important.
Now that we've analyzed the word's usage, let's consider the answer choices. Each answer choice consists of two parts: the subtle meaning that the word's usage has, and the effect this has in the passage. Four of the answer choices describe "embalming" as being associated with death; any of those might be correct. Its use has nothing to do with the author's description of misnomers, so let's ignore the answer choice "The word returns to the author’s statement about how words can be misnomers, as “embalming” is a misnomer suggesting that the tree is being preserved." This leaves us with four answer choices:
"The word has to do with the process of preserving a corpse, strengthening the personification of the ancient trees."
"The word has to do with undertakers and compares the effects of water with those of an undertaker."
"The word brings to mind gravestones, suggesting that something on the Earth’s surface marks spots where you can find trees being petrified underground."
"The word has to do with death, so it explains for the first time to the reader that the trees have been knocked down and are no longer growing when the process of petrification begins."
The answer choice discussing "gravestones" isn't correct; nothing about the word's usage specifically has to do with gravestones or tells the audience that certain spots identify where trees are being petrified underground, and nothing in the rest of the passage supports this. The answer choice that says "explains for the first time to the reader that the trees have been knocked down" isn't correct either, because the author explained this point at the end of the first paragraph, not for the first time in this sentence. The answer choice about the word "[comparing] the effects of water with those of an undertaker" isn't correct either because water hasn't even been mentioned as being part of the petrification process at this point in the passage. The correct answer is that "the word has to do with the process of preserving a corpse, strengthening the personification of the ancient trees." As we noted earlier, by using the word "embalming," the author is implicitly comparing the trees with humans.
Example Question #79 : Reading
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!
In the context of paragraph 1, surface most nearly means
exterior
evaporate
table
invent
appear
appear
Here, the term “surface” is used to mean that the inventions come into light or “appear.” While surface, in another context, could describe an exterior, or even a component of a table, neither of those words fit our context. Evaporate, if anything, is the opposite of what we are looking for, and while we are talking about inventions as a whole, it would not make any contextual sense to say “inventions invent.”
Example Question #80 : Reading
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!
In the context of paragraph 2, “harness” most nearly means
destroy
expel
utilize
leather strap
utilize
In this passage, the term “harness” is used to mean the engineer was able to use, or utilize, the radiation to make a microwave. In another context, “harness” could be used to describe a set of straps used to fasten a horse to a cart, but this would not fit our context.
Example Question #1 : Reading To Understand Vocabulary In Context
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.
In the context of the first paragraph of Passage 1, “produce” most nearly means
fruit
eliminate
manufacture
destroy
manufacture
Here, the term “produce” means to make or manufacture the pennies. While “produce,” in another context, could describe something grown on a farm, it does not fit the context here.
Example Question #2 : Reading To Understand Vocabulary In Context
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.
In the context of the second paragraph of Passage 2, “tribute” most nearly means
tax
gift
investigation
show of respect
show of respect
In passage 2, “tribute” means the penny is a demonstration of respect to Abraham Lincoln. In another context, “tribute” could mean a payment from one nation to another, but not the context here.
Example Question #3 : Reading To Understand Vocabulary In Context
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.
In the context of Passage 1, facades most nearly means
fakes
canvases
faces
insides
faces
In the context of paragraph 2 of Passage 1, facade is used to refer to the face or front of the exterior of a building, where graffiti is often painted. While in other contexts, we could use the word facade to mean fake, it does not fit our context here. Additionally, there is no context to tie the meaning to “canvases” or “insides,” and in fact - we’re specifically addressing art that is painted right onto the walls of buildings, rather than on canvas.
Example Question #1 : Reading To Understand Vocabulary In Context
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.
In the context of Passage 2, idolize most nearly means
Lie
Loathe
Revere
Disrespect
Revere
While the context of Passage 2 is primarily negative when it comes to graffiti, the author is referring in this context to people who would idolize or respect/think positively of such work. So, since revere means “to greatly respect or admire,” this fits perfectly with our meaning. All other answers seem to fit the tone of the passage, but do not match the context in which “idolize” is used.
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All Common Core: 7th Grade English Language Arts Resources
