Common Core: 7th Grade English Language Arts : Reading
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 #6 : Reading To Analyze Elements Of A Text
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 is not cited as an example of an accidental invention in the passage?
The stove
The match
The potato chip
The microwave
The stove
Throughout the passage, the author gives many examples of inventions that were initially discovered accidentally, including the microwave (paragraph 2), the potato chip (paragraph 3), and the match (paragraph 4). While the author mentions “cooking on the stove” in paragraph 5, the author is not claiming that the stove itself is an accidental invention, but is instead suggesting that discoveries can happen when we least expect them.
Example Question #7 : Reading To Analyze Elements Of A Text
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!
The author cites the example of when “you burn what you have cooked on the stove” in the final paragraph of the passage most probably in order to
show that cooking skills are not required to be a good inventor
encourage readers to cook recklessly so that they might accidentally invent something
express that all of the best inventions were really cooking mistakes that turned out for the better
reinforce that what we might consider a mistake can sometimes turn out to be a helpful invention
reinforce that what we might consider a mistake can sometimes turn out to be a helpful invention
In the final paragraph of the passage, the author lists examples of things we might consider mistakes that have historically gone on to create the inventions we know today. So, the author is reinforcing that “what we might consider a mistake can sometimes turn out to be a helpful invention.”
Example Question #8 : Reading To Analyze Elements Of A Text
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.
According to the passage, a harmless animal using bright colors to appear poisonous is using color in which of the following ways?
Deceive and attract
Hide and attract
Hide, deceive, and attack
Hide and deceive
Deceive and attract
According to paragraph four of the passage, “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.” So, non-poisonous animals using bright colors “attract” attention and “deceive.”
Example Question #9 : Reading To Analyze Elements Of A Text
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.
The leafy seadragon and the snake mimic caterpillar are examples of which functions of color in the animal kingdom?
Deceive and hide, respectively
Warn and deceive, respectively
Warn and hide, respectively
Hide and deceive, respectively
Hide and deceive, respectively
The leafy seadragon is given as an example of an animal that uses color to hide in paragraph two, and the snake mimic caterpillar is an example of an animal that uses color to deceive in paragraph three, so the examples of these species function to show the purposes of “Hide and deceive, respectively.”
Example Question #10 : Reading To Analyze Elements Of A Text
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.
According to the passage, which of the following might be an example of an animal that uses coloring to “obscure one’s form?”
The zebra, because its stripes make it difficult for predators to make out the shape and movement direction of the animal.
The red-winged blackbird, because it uses its coloring to attract a mate.
The snake mimic caterpillar, because it uses markings to appear more dangerous and intimidating than it truly is.
The wasp, because it uses bright colors to warn potential predators of its danger.
The zebra, because its stripes make it difficult for predators to make out the shape and movement direction of the animal.
The function of color “to obscure one’s form,” is listed as a separate function in the passage, but an example of such a creature was not provided. However, we can use context and process of elimination to see that the snake mimic caterpillar, the wasp, and the red-winged blackbird all have distinctly different uses of color than “to obscure one’s form.” The Zebra, however, uses its stripes to “make it difficult for predators to make out the shape and movement direction of the animal,” thus obscuring or concealing its shape and movement.
Example Question #141 : Common Core: 7th Grade English Language Arts
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.
“Picasso” and “Michelangelo” are included in Passage 1 most likely in order to
give examples of well-known graffiti artists gaining popularity with the public
prove that graffiti artists will never be as popular as traditional artists
assert that graffiti artists will soon surpass traditional artists in popularity
give examples of well-known artists to provide a comparison point for the potential renown of graffiti artists
give examples of well-known artists to provide a comparison point for the potential renown of graffiti artists
The author of Passage 1 cites “Picasso” and “Michelangelo” to provide examples of well-known traditional artists in order to make the claim that graffiti artists “will eventually come to match” the popularity of traditional artists.
Example Question #21 : Reading
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 is not cited as a disadvantage to the penny in Passage 1?
Weight
Lack of purchasing power
Inconvenience
Historical significance
Historical significance
In Passage 1, the author makes the claim that the penny has outlived its usefulness and should be eliminated. To support this argument, the author cites the penny’s lack of purchasing power, weight and corresponding inconvenience, and several other disadvantages. The author does not, however, cite historical significance as a disadvantage of the penny.
Example Question #22 : Reading
“Stone Trees”
Have you ever seen a stone tree? While the idea of a stone tree may sound fantastic, fallen trees can turn to stone in very specific circumstances, producing what scientists call “petrified wood.” “Petra” means stone in ancient Greek, so something “petrified” has been turned to stone. You may have heard the word “petrified” used to describe someone so scared that they have frozen as if turned to stone, but scientists use the word literally to refer to actual stone. Petrified trees are stone trees, not scared trees!
A Type of Fossil
Like ancient skeletons of dinosaurs and other organisms preserved in the earth, petrified wood is a type of fossil; however, there is a big difference between petrified wood and most fossils. Most fossils are imprints of creatures or partial remains of them, such as their skeletons. In contrast, the process of petrification recreates an entire preserved tree in stone. It’s very cool to see a petrified tree close-up, because it is still precisely life-size; you can get an idea of how big the tree was when it was alive, and even see individual tree cells that have been preserved. You can even count the tree rings in some petrified trees and estimate how old the tree grew to be before it was petrified.
From Tree to Stone
In order for a tree to become petrified wood, it must have died and been buried a very long time ago. This has to have happened in a specific environment, though, or petrified wood would not be so rare. The tree has to be buried in such a way that oxygen cannot get to its bark and wood. If oxygen can get to the tree, it will rot instead of turn to stone.
The environment has to have two more specific characteristics to produce petrified wood: there has to be water in the ground around the tree, and that water has to contain minerals. If mineral-containing water is present, water will go into and out of the tree’s cells and, over time, the minerals in the water will accumulate in the tree’s cells. When the tree’s cells eventually decay, the minerals are left. Petrified wood can be a rainbow of different colors, with each color corresponding to different elements in the tree’s preserving environment that affect the color of the minerals that form its stone.
Petrified wood is found all over the world, and there are even entire forests of petrified trees that you can travel to go see today. One national park in the United States, Petrified Forest National Park in Arizona, is famous for its many petrified trees. The next time you see a tree, remember, after a few million years in the right environment, it could turn to stone!
“Most fossils are imprints of creatures or partial remains of them, such as their skeletons.”
“The tree has to be buried in such a way that oxygen cannot get to its bark and wood. If oxygen can get to the tree, it will rot instead of turn to stone.”
Which of the following inferences is supported by the above sentences taken from the text?
Most fossils involve bodies of creatures that are completely preserved from rotting.
The bodies of dinosaurs whose bones became fossils were probably exposed to oxygen.
The bark and wood of a petrifying tree preserve the tree’s interior by blocking its exposure to oxygen.
Mineral-containing water must have gotten to the dinosaur bones and turned them to stone.
Oxygen probably helped preserve the footprints of dinosaurs as fossils.
The bodies of dinosaurs whose bones became fossils were probably exposed to oxygen.
Before we look at the answer choices, let's first consider which topics the given sentences discuss. After all, the sentences can't easily support inferences that are about topics they don't talk about! The first sentence is from the section "A Type of Fossil." It's talking about how most fossils are imprints of ancient creatures or only partial remains of their bodies, such as their skeletons. The second sentence is from the section "From Tree to Stone." It is talking about how for petrification to occur, a tree has to be buried so that oxygen cannot get to it, oxygen being the cause of rotting.
Now that we've reviewed these sentences closely, let's look at each of the answer choices and figure out which inference the sentences support.
"The bark and wood of a petrifying tree preserve the tree’s interior by blocking its exposure to oxygen." - This isn't true at all; the second sentence says that during petrification, oxygen cannot get to a tree's bark and wood. The second sentence contradicts this statement directly, so this statement can't be the correct answer.
"Most fossils involve bodies of creatures that are completely preserved from rotting." - The sentences don't support this answer choice. The first sentence tells us that "most fossils" are only partial remains of creatures or imprints they made, which is at odds with this answer choice. Since it's contradicted by the first sentence, it can't be correct.
"Oxygen probably helped preserve the footprints of dinosaurs as fossils." - This answer choice discusses both oxygen (mentioned in the second sentence) and footprints (mentioned in the first sentence); however, it suggests that oxygen helps preserve the footprints. We're told that oxygen causes things to rot, but we're not told anything that would support the claim that it helps preserve footprints. This answer choice isn't correct either.
"Mineral-containing water must have gotten to the dinosaur bones and turned them to stone." - Neither of the sentences mention water at all, much less mineral-containing water, so this claim isn't supported by them.
"The bodies of dinosaurs whose bones became fossils were probably exposed to oxygen." - This is the correct answer. In the second sentence, we're told that oxygen is the cause of making trees rot. In the first sentence, we're told that some fossils are just the bones of dinosaurs, not the rest of their bodies. Putting these two concepts together, we can arrive at the conclusion that the bodies of the dinosaurs whose skeletons became fossils probably rotted away due to contact with oxygen.
Example Question #2 : Reading To Cite Textual Evidence
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 Jo think she should buy their mother a Christmas gift?
Jo thought she should buy her mother a Christmas gift because she didn't need anything.
Jo thought she should buy her mother a Christmas gift because she is the oldest.
Jo thought she should buy her mother a Christmas gift because her father told her to take care of their mother when he left.
Jo thought she should buy her mother a Christmas gift because she had the most money.
Jo thought she should buy her mother a Christmas gift because her father told her to take care of their mother when he left.
We can find the answer to this question by looking at the text. Based on the text, Jo thought she should buy her mother a Christmas gift because her father told her to take care of their mother when he left.
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."
Example Question #22 : 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.
Which sister was the oldest?
Jo
Amy
Margaret
Beth
Margaret
This question is asking for a detail from the story, which means the answer will be directly in the text. We are told in the first sentence of the passage that Margaret is the eldest of the four sisters. "Eldest" means to be older; thus, Margaret is the correct answer.
"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."
All Common Core: 7th Grade English Language Arts Resources
