All Common Core: 8th Grade English Language Arts Resources
Example Questions
Example Question #1 : Interpret Figures Of Speech In Context: Ccss.Ela Literacy.L.8.5.A
Adapted from Treasure Island by Robert Louis Stevenson (1883)
He was a very silent man by custom. All day he hung round the cove or upon the cliffs with a brass telescope; all evening he sat in a corner of the parlor next the fire and drank rum and water very strong. Mostly he would not speak when spoken to, only look up sudden and fierce and blow through his nose like a fog-horn; and we and the people who came about our house soon learned to let him be. Every day when he came back from his stroll he would ask if any seafaring men had gone by along the road.
I was far less afraid of the captain than anybody else who knew him. There were nights when he would sometimes sit and sing his wicked, old, wild sea-songs, minding nobody; but sometimes he would call for glasses round and force all the trembling company to listen to his stories or bear a chorus to his singing. His stories were what frightened people worst of all. Dreadful stories they were—about hanging, and walking the plank, and storms at sea, and the Dry Tortugas, and wild deeds and places on the Spanish Main. By his own account he must have lived his life among some of the wickedest men upon the sea, and the language in which he told these stories shocked our plain country people almost as much as the crimes that he described. My father was always saying the inn would be ruined, for people would soon cease coming there to be tyrannized over and put down, and sent shivering to their beds; but I really believe his presence did us good. People were frightened at the time, but on looking back they rather liked it; it was a fine excitement in a quiet country life, and there was even a party of the younger men who pretended to admire him, calling him a "true sea-dog" and a "real old salt" and such like names, and saying there was the sort of man that made England terrible at sea.
The simile in the underlined sentence tells us that the man being described __________.
blows his nose when he is sad
blows his nose to warn others of danger
blows his nose because he has allergies
blows his nose loudly
blows his nose in a handkerchief
blows his nose loudly
The underlined sentence is as follows:
Mostly he would not speak when spoken to, only look up sudden and fierce and blow through his nose like a fog-horn; and we and the people who came about our house soon learned to let him be.
Where is the simile in this line? A simile compares two things using "like" or "as," so the simile is that the man "blow[s] through his nose like a fog-horn." Why is the author comparing this nose-blowing to a fog horn? What aspects of a fog horn is he indicating are similar to the character's blowing his nose? Well, fog horns warn sailors about dangers in fog when they cannot see very well. This aligns with the answer choice "blows his nose to warn others of danger," but it doesn't make much sense in the sentence itself. The character isn't blowing his nose to warn other people of any danger. Another aspect of fog horns is that they need to be very loud for sailors on the water to hear them. This goes with the answer choice "blows his nose loudly." This is the correct answer! The author is comparing the character's blowing his nose to a fog horn because both of them make loud noises.
Example Question #1 : Interpret Figures Of Speech In Context: Ccss.Ela Literacy.L.8.5.A
The union had made it clear: without a deal the workers would begin their strike at midnight. The company’s lawyers, however, remained resolute: it would be far worse to make a bad deal than to make no deal at all. The two sides were at loggerheads with neither side optimistic about the potential for compromise. But then the executive’s assistant spoke up. Softly but confidently she articulated her plan one sentence at a time, as if willing to stop forever at each period unless encouraged to say more. It’s hard to say which did the most work, her innovative solution or her calming presence; regardless, she broke the stalemate.
Based on the passage, “stalemate” most nearly means
a situation in which no progress is being made
an agreement that has been made between two parties
an argument that has become violent
an unlikely friendship that has been formed
a situation in which no progress is being made
Answer: “a situation in which no progress is being made” From the context of the passage you know that there was little chance of an agreement until the assistant spoke up. This suggests that, until that point, little progress was being made. You do not have any reason to believe that the situation was violent, so that answer is incorrect. And you also know that the assistant was responsible for the solution, so she did not break “an agreement” but rather broke or changed the exact opposite of an agreement (or friendship).
Example Question #1 : Understand Nuanced Word Meanings And Relationships: Ccss.Ela Literacy.L.8.5
With so many problems to solve in the field of genetics, the specific genetic sequences that form the unique characteristics of a mule, the offspring of a horse and a donkey, were both less important and, due to their specificity in the genome, simply hard to see. But new technology that isolates individual genes for research has allowed scientists to zero in on two fascinating genetic constructions in mules: chromosomal translocations and inversions. The lessons being learned in this research may have consequences that can dramatically improve human health.
Based on the context of the passage, the phrase “zero in” most likely means
explain
focus
subtract
purchase
focus
Answer: “focus” The context surrounding the term “zero in” suggests that scientists haven’t had the time to prioritize these particular gene sequences AND that they haven’t really been able to see them. Since they now can, that means that they have the ability to focus - to see more clearly and to spend time and effort on something.
While that might lead to their ability to explain, “explain” isn’t as directly related to what they’re doing, which is looking at and spending time on these unique characteristics.
Example Question #2 : Understand Nuanced Word Meanings And Relationships: Ccss.Ela Literacy.L.8.5
His flight arrived hours late and, with no taxi cabs available, he had to walk over a mile to his hotel to finally rest after a long day’s journey. So it is understandable that, while normally a calm and patient man, John was fit to be tied when he was told that the hotel room he had reserved and paid for was occupied by someone else and he would have to find a new place to stay.
Based on the context in passage, the phrase “fit to be tied” most nearly means
sociable
embarrassed
exhausted
angry
angry
Answer: “angry” Note the context that describes John earlier in the sentence - he is normally calm and patient, but this situation has turned him into the opposite. That suggests that John is angry - and the rest of the context supports it since you know that he has paid for something that he is now being told he cannot have.
Example Question #1 : Understand Nuanced Word Meanings And Relationships: Ccss.Ela Literacy.L.8.5
The union had made it clear: without a deal the workers would begin their strike at midnight. The company’s lawyers, however, remained resolute: it would be far worse to make a bad deal than to make no deal at all. The two sides were at loggerheads with neither side optimistic about the potential for compromise. But then the executive’s assistant spoke up. Softly but confidently she articulated her plan one sentence at a time, as if willing to stop forever at each period unless encouraged to say more. It’s hard to say which did the most work, her innovative solution or her calming presence; regardless, she broke the stalemate.
Based on the passage, what does “at loggerheads” most likely mean?
Violently quarreling
Engaged in a dispute
Patiently waiting
Cautiously optimistic
Engaged in a dispute
Answer: ”Engaged in a dispute” From the context of the passage you know that the two sides, union and company, are in a disagreement that appears unlikely to be solved. You also know from the same sentence as “at loggerheads” that neither side is optimistic about a positive outcome. This rules out “patiently waiting” and “cautiously optimistic.” There’s nothing to suggest violence, so “violently quarreling” is too strong. What you know is that the two parties are very much in disagreement - in other words, engaged in a dispute - until someone unexpected comes in to find a resolution.
Example Question #6 : Interpret Figures Of Speech In Context: Ccss.Ela Literacy.L.8.5.A
The union had made it clear: without a deal the workers would begin their strike at midnight. The company’s lawyers, however, remained resolute: it would be far worse to make a bad deal than to make no deal at all. The two sides were at loggerheads with neither side optimistic about the potential for compromise. But then the executive’s assistant spoke up. Softly but confidently she articulated her plan one sentence at a time, as if willing to stop forever at each period unless encouraged to say more. It’s hard to say which did the most work, her innovative solution or her calming presence; regardless, she broke the stalemate.
Based on the passage, what does “at loggerheads” most likely mean?
Patiently waiting
Cautiously optimistic
Violently quarreling
Engaged in a dispute
Engaged in a dispute
”Engaged in a dispute” From the context of the passage you know that the two sides, union and company, are in a disagreement that appears unlikely to be solved. You also know from the same sentence as “at loggerheads” that neither side is optimistic about a positive outcome. This rules out “patiently waiting” and “cautiously optimistic.” There’s nothing to suggest violence, so “violently quarreling” is too strong. What you know is that the two parties are very much in disagreement - in other words, engaged in a dispute - until someone unexpected comes in to find a resolution.
Example Question #7 : Interpret Figures Of Speech In Context: Ccss.Ela Literacy.L.8.5.A
The union had made it clear: without a deal the workers would begin their strike at midnight. The company’s lawyers, however, remained resolute: it would be far worse to make a bad deal than to make no deal at all. The two sides were at loggerheads with neither side optimistic about the potential for compromise. But then the executive’s assistant spoke up. Softly but confidently she articulated her plan one sentence at a time, as if willing to stop forever at each period unless encouraged to say more. It’s hard to say which did the most work, her innovative solution or her calming presence; regardless, she broke the stalemate.
Based on the passage, “stalemate” most nearly means
an argument that has become violent
an unlikely friendship that has been formed
a situation in which no progress is being made
an agreement that has been made between two parties
a situation in which no progress is being made
From the context of the passage you know that there was little chance of an agreement until the assistant spoke up. This suggests that, until that point, little progress was being made. You do not have any reason to believe that the situation was violent, so that answer is incorrect. And you also know that the assistant was responsible for the solution, so she did not break “an agreement” but rather broke or changed the exact opposite of an agreement (or friendship).
Example Question #3 : Understand Nuanced Word Meanings And Relationships: Ccss.Ela Literacy.L.8.5
With so many problems to solve in the field of genetics, the specific genetic sequences that form the unique characteristics of a mule, the offspring of a horse and a donkey, were both less important and, due to their specificity in the genome, simply hard to see. But new technology that isolates individual genes for research has allowed scientists to zero in on two fascinating genetic constructions in mules: chromosomal translocations and inversions. The lessons being learned in this research may have consequences that can dramatically improve human health.
Based on the context of the passage, the phrase “zero in” most likely means
purchase
focus
subtract
explain
focus
The context surrounding the term “zero in” suggests that scientists haven’t had the time to prioritize these particular gene sequences AND that they haven’t really been able to see them. Since they now can, that means that they have the ability to focus - to see more clearly and to spend time and effort on something.
While that might lead to their ability to explain, “explain” isn’t as directly related to what they’re doing, which is looking at and spending time on these unique characteristics.
Example Question #4 : Understand Nuanced Word Meanings And Relationships: Ccss.Ela Literacy.L.8.5
Knowing that he didn’t have time to walk home between the end of his soccer practice and the time of his dentist appointment, John killed that half-hour flipping through magazines in the grocery store.
Based on the context of the prompt, the word “killed” most nearly means:
Productively used
Became angered by
Physically harmed
Wastefully spent
Wastefully spent
“Killing time” is a figure of speech that means wasting time, and you can tell from the general context here that it fits: John didn’t have the ability to go home with his time so he flipped through magazines in a store to have something to do while he waited. He wastefully spent that time, which is what “killing time” means.
Example Question #5 : Understand Nuanced Word Meanings And Relationships: Ccss.Ela Literacy.L.8.5
Matthew: I had never been to a church like that before, so I felt really out of place when everyone knew exactly which hand movements to do at each part of the prayer.
Joshua: So what did you do?
Matthew: I watched the person next to me with laser focus and just did everything that she did, as quickly as I could so it would look like I knew what I was doing.
Which of the following figures of speech would make the most sense for Joshua to respond with?
Everyone has a few skeletons in their closet.
Don’t shoot the messenger.
Six of one, half-dozen of the other.
An ounce of prevention is worth a pound of cure.
When in Rome, do as the Romans do.
When in Rome, do as the Romans do.
When in Rome, do as the Romans do.
All Common Core: 8th Grade English Language Arts Resources
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