5
10
15
20
25
30
Practice Test – English 1 Answer Key
Item
Position
Item Type TEKS Alignment
Maximum
Number of
Points
Correct
Answers(s)
1 Multiple Choice E1.R.2.B 1 A
2 Multiple Choice E1.R.4.G 1 D
3 Match Table Grid E1.R.6.A 2
See Appendix
1.1
4 Multiple Choice E1.R.6.B 1 D
Multiple Choice E1.R.8.B 1 B
6 Multiple Choice E1.R.8.D 1 C
7 Multiple Choice E1.R.5.C 1 A
8 Multiple Choice E1.R.8.D 1 C
9 Multiple Choice E1.R.8.F 1 A
Multiple Choice E1.R.6.C 1 D
11 Multiple Choice E1.R.2.A 1 B
12 Multiple Choice E1.R.7.Eiii 1 C
13 Multiple Choice E1.R.7.Ei 1 D
14 Multiple Choice E1.R.8.C 1 C
Multipart E1.R.7.Eii 2 D, C
16 Multiple Choice E1.R.5.D 1 D
17 Multiple Choice E1.R.8.A 1 D
18 Multiple Choice E1.R.7.Di 1 C
19 Multiple Choice E1.R.4.F 1 D
Multiple Choice E1.R.4.G 1 A
21 Multiple Choice E1.R.2.B 1 D
22 Multiple Choice E1.R.8.A 1 B
23
Short Constructed
Response
E1.R.7.Dii 2
See Appendix
1.2
24 Multiple Choice E1.R.6.D 1 A
Multiple Choice E1.R.7.B 1 D
26 Multiple Choice E1.R.4.E 1 B
27 Multiple Choice E1.R.7.B 1 B
28 Multiple Choice E1.R.5.D 1 A
29 Multiple Choice E1.R.4.H 1 B
Multiple Choice E1.R.4.H 1 A
31 Multiple Choice E1.R.4.H 1 B
32
Extended Constructed
Response
E1.W.10.B 5
See Appendix
1.3
33 Multiple Choice E1.W.9.Bi 1 D
34
Short Constructed
Response
E1.W.9.C 1
See Appendix
1.4
Item
Position
Item Type TEKS Alignment
Maximum
Number of
Points
Correct
Answers(s)
35 Multiple Choice E1.W.9.Bi 1 B
36 Multiple Choice E1.W.9.C 1 A
37 Multiple Choice E1.W.9.Bii 1 C
38 Multiple Choice E1.W.9.C 1 C
39 Multiple Choice E1.W.9.C 1 B
40 Multiple Choice E1.W.9.C 1 D
41 Multiple Choice E1.W.9.Bii 1 C
42 Multiple Choice E1.W.9.C 1 A
43 Multiple Choice E1.W.9.Bi 1 B
44 Multiple Choice E1.W.9.Bi 1 D
45 Multiple Choice E1.W.9.Div 1 C
46 Inline Choice E1.W.9.Dv 1
See Appendix
1.5
47 Multiple Choice E1.W.9.Di 1 C
48 Multiple Choice E1.W.9.Di 1 A
49 Multiple Choice E1.W.9.Dvi 1 D
50 Multiple Choice E1.W.9.Dii 1 C
51 Multiple Choice E1.W.9.Dv 1 C
52 Multiple Choice E1.W.9.Di 1 C
0
Decide w
het
her each detail develops
the
the
me
that
relationships
come
w
it
h obligations.
Se
lect
the
cor
rect answer in each row.
Al
tho
ugh
the
soldier is covered in di
rt,
the
nar
r
ator
i
mmed
i
ate
ly
treasu
r
es
him.
Contem
pl
at
ing
the
myste
ry
of
the
sold
ier'
s
past
makes
the
narrator
feel dizzy.
The narrat
or
imag
ines
the
soldier sacrificed hi
mse
lf
to help his friends escape.
The narrator
wo
nders
whethe
r the soldier has been
the
re
for
weeks.
Because
the
narrator
has
neve
r
sa
ved an
yon
e
befo
re, he takes
the
responsibility
serious
l
y.
Read
the question carefull
y.
Then enter
your
answer in the box provided.
Deve
l
ops
t
he
Th
eme
Does
Not
Develo
p t
he
Theme
0
[1
r.
[1
r.
r.
C
r.
r
How does
the
descriptive organizational pattern used in paragraphs
4-7
of
the article
"T
he Cowboy's Home on
Wh
eels" contribute to the develo
pment
of the thesis? Support
your answer with evidence from the
art
icle .
l#Ctrars0
l1
000
1.1
1.2
Practice Test – English 1
Appendix
The student thoroughly explains how the descriptive organizational helps to develop the thesis of the
article.
- Descriptions of the appearance and features of the chuck wagon help to show how the check wagon
was such an important part of the life of a cowboy by providing concrete examples of how the wagon
functioned and how it could benefit cowboys.
-
•
•
•
•
•
•
•
•
•
Read
the
article
11
The
Cowboy
1
s Home
on
Wheels"
and
the
poem
,.,
The
u.s.u Range." Based on
the
Information
in
both
selections,
write
a response
to
the
fo
l
lowing:
Explain how
the
author
of
the
article and the poet both emphasize how the qua
lity
of
food had
an
effect
on
cowboys' morale.
Wr
ite
a well·organized
Informat
i
onal
essay
that
uses specific evi
dence
from
the
selections
to
support
your
answer
.
Remember to -
clear
ly
state
your
thes
is
o
rgan
ize
your
writ
i
ng
develop
your
i
deas
in
deta
il
use
evidence
from
both
selecti
ons
in
you
r response
use
co
r
rect
spelling, capitalization,
punctuation
, and
gramm
ar
Manage
you
r ti
me
carefully
so
that
you can -
review
the
select
io
ns
plan
your
r
es
pons
e
writ
e
your
response
re
vise
and
edit
your
response
Wri
te
your
response in
the
box provided.
I B 1 JI
r.
lJ
1, :s
1.3
Rationale: This prompt will allow students to explain how an author and a poet both emphasized how
the quality of food affected cowboys’ morale. The two sources present very different outcomes of the
food that cowboys ate. The author of the article emphasized how good, hot, and varied food improved
cowboys’ morale and gave them strength to perform a very difficult job. Using information in the article,
students could begin with a paragraph describing how Goodnight used good food to attract qualified
cowboys. The student could describe how the chuck wagon allowed him to bring a kitchen along on the
trail and how it was an “instant success” on a cattle drive. The student could include a description of
many different kinds of food and how the cowboys’ performance was impacted in a positive way. In
another paragraph, students could show how the poet described food that was repetitive and did little
to make cowboys work harder. The student could describe how the poor food in U-S-U led to
complaining and poor attitudes, and the student could show how U-S-U steak was served meal-after-
meal along with beans and cold rice, with little variety. The student could explain how the food played
an important part in the overall displeased tone of the poem. In conclusion, students can use both
sources to describe ways that food impacted cowboys’ lives in both positive and negative ways.
Good, hot food helped improve cowboys’ morale and gave them strength to perform a
hard job.
o Charles Goodnight used good food to attract qualified cowboys. (Cowboy’s
Home on Wheels paragraph 1)
o Goodnight created a special wagon that provided good food for cowboys on the
trail that was “an instant success” on a cattle drive (Cowboys’ Home on Wheels
paragraph 8)
o Because of the chuck wagon, cowboys could eat a variety of food which lifted
their spirits. (Cowboy’s Home paragraph 15)
Poor food that was served over and over hurt cowboys’ morale and led to complaining.
o U-S-U steak was served at several meals.
o Meals also consisted of beans and cold rice after a hard day of work with no
variety
o Poor food led to complaining and poor attitudes (U-S-U)
Sente
nce 7 needs to
be
rev
ise
d. In the space
prov
ide
d,
re
wr
i
te
sentence 7 in a clear
and
e
ff
ect
iv
e way.
----
--
--
--
-
I e I
ll
r,
jj
;o
:a
-i,
jJ
,,
--II
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#
C:
Mars
0,'415
Se
lect
the
response
that
corrects
the
error
in
sentence
6.
As
ev
eryone knows,
the
best way
to
become p
ro
fici
ent
at
throw
in
g a football
or
playing
the
piano is [
to
practice; public speaking ~J is no
diffe
rent.
1.4
1.5
The response is a complete sentence that expresses the ideas in a clear and effective way.
