Kathy Keane/Catawba County Schools/2009
North Carolina English Language Arts
2007 Sample Released Items
EOG PERCENTAGE: 9%-11%
NCSCOS Competency Goal: 1
The learner will use language to express individual perspectives drawn from personal or related experience. / Question Stems from 2007 NC Released EOG Sample Selections / Genre / NC Thinking Skills
1.01 (No questions)
1.02 Explore expressive materials that are read, heard, and/or viewed by:
· monitoring comprehension for understanding of what is read, heard and/or viewed
· analyzing the characteristics of expressive works
· determining the effect of literary devices and/or strategies on the reader/viewer/listener
· making connections between works, self and related topics
· comparing and/or contrasting information.
· drawing inferences and/or conclusions
· determining the main idea and/or significance of events
· generating a learning log or journal
· creating an artistic interpretation that connects self to the work
· discussing print and non-print expressive works formally and informally / 1. What is the main purpose of this selection?
2. What does the first paragraph include?
3. What made Elder Brother saddest?
/ 1. Fiction
2. Fiction
3. Fiction / 1. Analyzing
2. Evaluating
3. Organizing
1.03 – 1.04 (No questions)
EOG PERCENTAGE: 18%-20%
NCSCOS Competency Goal: 2
The learner will explore and analyze information from a variety of sources. / Question Stems from 2007 NC Released EOG Sample Selections / Genre / NC Thinking Skills
2.01 Explore informational materials that are read, heard, and/or viewed by:
· monitoring comprehension for understanding of what is read, heard and/or viewed
· studying the characteristics of informational works
· restating and summarizing information
· determining the importance and accuracy of information
· making connections between works, self and related topics/information
· comparing and/or contrasting information
· drawing inferences and/or conclusions generating questions / 1. Which qualities best describe Lou Gehrig?
2. Why was Gehrig called the “Iron Horse”?
3. Based on the selection, what was the main difference between the way the public remembered Gehrig and the way his teammates remembered him?
4. Suppose this selection were divided into sections with headings. If one of those sections contained paragraphs 3, 4, and 5, what would be the best heading for that section?
5. The author says that Gehrig “seemed to get almost no publicity.” Why was this so?
6. Why did Lou Gehrig leave the New York Yankees in 1939?
7. What part of the human body is most like the bark of a tree?
8. How do leaves play an important role in the life of a tree?
9. In October people are raking the leaves in their yards. Based on the selection, from what type of tree did the leaves most likely fall?
10. How are the roots and leaves of trees most similar?
11. Which best describes what is shown in diagram 2?
12. What contributes to the brightness of Pluto?
13. On Pluto’s surface, liquid methane boils to form an atmospheric haze. The haze would be most similar to which of the following?
14. On which planet is a day almost as long as an Earth week?
15. According to the chart, in what way are Uranus and Neptune similar?
16. According to the selection, under which category would a student submit a movie review?
17. What do the categories “Poetry,” “Art Gallery,” and “Excuses! Excuses!” have in common?
18. Which title might be a good subject for the category “Excuses! Excuses!”?
19. For a short story submitted to this magazine, which is most important?
20. Based on the description in the selection, how is the category “Short Stories & Scary Tales” different from all the other categories?
21. Which would most likely be accepted under the category “Teacher’s Side”?
22. Which seems to be most valued by the children’s magazine? / 1. Nonfiction
2. Nonfiction
3. Nonfiction
4. Nonfiction
5. Nonfiction
6. Nonfiction
7. Content
8. Content
9. Content
10. Content
11. Content
12. Content
13. Content
14. Content
15. Content
16. Consumer
17. Consumer
18. Consumer
19. Consumer
20. Consumer
21. Consumer
22. Consumer / 1. Analyzing
2. Knowledge
3. Organizing
4. Organizing
5. Generating
6. Knowledge
7. Analyzing
8. Analyzing
9. Analyzing
10. Analyzing
11. Integrating
12. Knowledge
13. Organizing
14. Applying
15. Organizing
16. Knowledge
17. Organizing
18. Applying
19. Evaluating
20. Organizing
21. Integrating
22. Evaluating
2.02 (No questions)
EOG PERCENTAGE: 5%-8%
NCSCOS Competency Goal: 3
The learner will examine the foundation of argument. / Question Stems from 2007 NC Released EOG Sample Selections / Genre / NC Thinking Skills
3.01 Explore argumentative works that are read, heard, and/or viewed by:
· monitoring comprehension for understanding what is read, heard, and/or viewed.
· analyzing the characteristics of argumentative works.
· determining the importance of author's word choice and focus.
· summarizing the author's purpose and stance.
· making connections between works, self and related topics.
· drawing inferences.
· responding to public documents (such as but not limited to editorials and school and community policies).
· distinguishing between fact and opinion. / 1. Which quote from this selection states a fact?
/ 1. Nonfiction / 1. Analyzing
3.02-3.03 (No questions)
EOG PERCENTAGE: 9%-11%
NCSCOS Competency Goal: 4
The learner will use critical thinking skills and create criteria to evaluate print and non-print material. / Question Stems from 2007 NC Released EOG Sample Selections / Genre / NC Thinking Skills
4.01 Determine the purpose of the author or creator by:
· monitoring comprehension for understanding of what is read, heard and/or viewed.
· exploring any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
· identifying and exploring the underlying assumptions of the author/creator.
· analyzing the effects of author's craft on the reader/viewer/listener. / 1. What is the effect of the simile in the last paragraph of this selection?
2. What is the purpose of describing the benefits of trees?
3. What effect is produced by including the question “Was it just luck?” at the end of the selection? / 1. Fiction
2. Content
3. Content / 1. Analyzing
2. Analyzing
3. Analyzing
4.02-4.03 (No questions)
EOG PERCENTAGE: 50%-55%
NCSCOS Competency Goal: 5
The learner will respond to various literary genres using interpretive and evaluative processes. / Question Stems from 2007 NC Released EOG Sample Selections
/ Genre / NC Thinking Skills
5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
· using effective reading strategies to match type of text.
· reading self-selected literature and other materials of individual interest.
· reading literature and other materials selected by the teacher.
· discussing literature in teacher-student conferences and small group discussions.
· taking an active role in whole class seminars.
· discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
· interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
· investigating examples of distortion and stereotypes.
· recognizing underlying messages in order to identify theme(s) within and across works.
· extending understanding by creating products for different purposes, different audiences and within various contexts. exploring relationships between and among characters, ideas, concepts and/or experiences. / 1. Based on the selection, why did Elder Brother make butterfiles?
2. Based on the selection, why did Elder Brother make butterflies?
3. What is true about the materials Elder Brother used to create butterflies?
4. How did the songbirds behave toward Elder Brother when they tried to get their songs back?
5. What happened when Elder Brother took song away from the butterflies?
6. Which statement about Elder Brother is most clearly supported by the selection?
7. Based on the information in the selection, which of the following relationships is most similar to the relationship below? butterflies : dance
8. What is the occupation of Littlejim’s father?
9. Why did Littlejim decide to draw horses instead of rivers?
10. What does the reader learn from this selection about the area around Henson Creek?
11. What did Littlejim hope would happen after he finished his drawing?
12. According to the selection, which comparison about Littlejim and Ivor is accurate?
13. The Venn diagram below organizes some of the information in the story. Which piece of information belongs in section 3?
14. In the last paragraph, why does the author give the dictionary definition of the word pride?
15. In “Summer Stars,” what is the author trying to show?
16. What is the effect of the author’s use of metaphor in “December Leaves”?
17. In “December Leaves,” what comparison is made? What do both authors most likely want readers to feel after reading their poems? / 1. Fiction
2. Fiction
3. Fiction
4. Fiction
5. Fiction
6. Fiction
7. Fiction
8. Fiction
9. Fiction
10. Fiction
11. Fiction
12. Fiction
13. Nonfiction
14. Poem
15. Poem
16. Poem
17. Poem / 1. Knowledge
2. Integrating
3. Evaluating
4. Knowledge
5. Knowledge
6. Organizing
7. Knowledge
8. Analyzing
9. Analyzing
10. Knowledge
11. Analyzing
12. Analyzing
13. Analyzing
14. Generating
15. Analyzing
16. Knowledge
17. Evaluating
5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
· reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).
· interpreting what impact genre-specific characteristics have on the meaning of the work.
· exploring how the author's choice and use of a genre shapes the meaning of the literary work.
· exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution. / 1. Which best describes the mood in “Summer Stars”?
/ 1. Poem / 1. Analyzing
EOG PERCENTAGE: 3%-8%
NCSCOS Competency Goal: 6
The learner will respond to various literary genres using interpretive and evaluative processes. / Question Stems from 2007 NC Released EOG Sample Selections
/ Genre / NC Thinking Skills
6.01 Demonstrate an understanding of conventional written and spoken expression by:
· using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons.
· using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
· demonstrating the different roles of the parts of speech in sentence construction.
· using pronouns correctly, including clear antecedents and correct case.
· using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses).
· determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
· extending vocabulary knowledge by learning and using new words.
· exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts.
· developing an awareness of language conventions and usage during oral presentations. / 1. In the fourth paragraph, the author says, “…Scott and Swain could share part of the credit.” As it is used in this sentence, what does credit mean?
2. The selection states that the great forests of the world are essential for purifying the air. What does purifying mean?
/ 1. Fiction
2. Content / 1. Analyzing
2. Analyzing
6.02 (No questions)