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How to use this practice test. Read each passage slowly, then answer the questions that follow. Choose the
best answer and write its letter on the answer line.
- Try each question on your own first. Every question has a Nudge — a hint about how to find and check the answer. It never gives the answer away; read it only if you get stuck.
- After each answer, write why you picked it in your own words. Naming your reason is how you catch a right answer for the wrong reason.
- The last two tasks are different: an Editing Task (rewrite a paragraph correctly) and an Extended Response essay. Plan before you write.
- Then review everything with your mentor. Accuracy and reasoning matter more than speed.
PASSAGE 1The Cost of Procrastination
The Cost of Procrastination
Procrastination means delaying tasks that need to be done. Many people put off important work because it feels overwhelming or unpleasant. However, delaying tasks often creates more stress and leads to lower quality results.
People who manage their time well usually break large tasks into smaller steps and set deadlines for themselves. In New York, many adults juggle work, family, and personal responsibilities. Those who avoid procrastination tend to feel more in control and accomplish more. Research shows that people who start tasks early often produce better work and feel less anxious.
Good time management also includes knowing when to take breaks. Working without rest can lead to burnout. Setting aside specific times for focused work and specific times for rest helps people stay productive over the long term.
Questions 1–10 are based on Passage 1.
1.What is the main idea of Passage 1?
- A. Procrastination increases stress and leads to lower quality work, while good time management improves results and reduces anxiety.
- B. All people who procrastinate are lazy.
- C. Taking breaks is more important than finishing tasks.
- D. Only students need to manage their time well.
Nudge — A main idea must cover the whole passage, not one detail. Watch for absolute words like all and only — they usually make an option too narrow or too extreme to be the big idea.
My answer:
Why I picked this (in my own words):
2.According to the passage, what often happens when people procrastinate?
- A. They produce higher quality work.
- B. They create more stress and often produce lower quality results.
- C. They feel more relaxed and in control.
- D. They finish tasks faster than planned.
Nudge — "According to the passage" means the answer is stated in the text. Reread the first paragraph, where it describes what delaying tasks actually does. Match the wording, not what you assume.
My answer:
Why I picked this (in my own words):
3.Which detail best supports the idea that starting tasks early leads to better outcomes?
- A. "Procrastination means delaying tasks that need to be done."
- B. "Research shows that people who start tasks early often produce better work and feel less anxious."
- C. "In New York, many adults juggle work, family, and personal responsibilities."
- D. "Setting aside specific times for focused work and rest helps people stay productive."
Nudge — For a supporting-detail question, find the exact quote that names the very idea in the question — here, starting early AND better outcomes. The other quotes are true but talk about something else.
My answer:
Why I picked this (in my own words):
4.The author's main purpose is to:
- A. Encourage people to procrastinate more often.
- B. Explain the negative effects of procrastination and the benefits of good time management.
- C. Describe the daily schedule of successful people in New York.
- D. Criticize people who take breaks during work.
Nudge — Purpose is why the author wrote it. Sum the whole passage up in one verb — does it explain, criticize, or describe? Cross out any option that fits only a single sentence or contradicts the passage's tone.
My answer:
Why I picked this (in my own words):
5.Which sentence contains a grammar error?
- A. Procrastination means delaying tasks that need to be done.
- B. People who manage their time well usually break large tasks into smaller steps.
- C. In New York, many adult juggle work and family responsibilities.
- D. Good time management includes knowing when to take breaks.
Nudge — Read each option aloud and listen for subject–verb agreement. Check whether the subject is singular or plural, then see if its verb (and its own ending) match. One option's noun and verb do not agree.
My answer:
Why I picked this (in my own words):
6.Choose the best way to correct the error in Question 5.
- A. In New York, many adults juggle work and family responsibilities.
- B. In New York, many adult juggle work and family responsibilities.
- C. In New York, many adults juggles work and family responsibilities.
- D. In New York, many adult juggles work and family responsibilities.
Nudge — A good correction fixes the agreement problem from Question 5 and adds no new error. In each option, check the noun ending and the verb ending together, and rule out any where the subject and verb still don't agree.
My answer:
Why I picked this (in my own words):
7.Which transition word best fits?
"Procrastination often leads to more stress. _____, starting tasks early usually leads to better results and less anxiety."
- A. Therefore
- B. However
- C. Because
- D. For example
Nudge — Decide the relationship between the two sentences first. One states a downside; the other states a benefit. Ask: do they contrast, show cause, or give an example? Pick the connector that signals that exact relationship.
My answer:
Why I picked this (in my own words):
8.What can the reader reasonably infer from the passage?
- A. People who procrastinate always fail at their goals.
- B. People who manage their time well and avoid procrastination tend to feel more in control and accomplish more.
- C. Taking breaks is a sign of laziness.
- D. Time management is only important for students.
Nudge — A reasonable inference is supported by the text but goes a small step beyond it — never a wild leap. Reject options with always or only; the passage never claims that much. Keep the one the passage would agree with.
My answer:
Why I picked this (in my own words):
9.The tone of the passage can best be described as:
- A. Angry and critical.
- B. Encouraging and informative.
- C. Sad and discouraging.
- D. Funny and silly.
Nudge — Tone is the author's attitude. Notice whether the passage scolds, cheers, saddens, or jokes. Both words in the correct pair must fit — if only one describes the writing, rule the pair out.
My answer:
Why I picked this (in my own words):
10.Which detail best supports the idea that working without rest can be harmful?
- A. "Procrastination means delaying tasks that need to be done."
- B. "Working without rest can lead to burnout."
- C. "In New York, many adults juggle work, family, and personal responsibilities."
- D. "People who start tasks early often produce better work."
Nudge — For a supporting-detail question, find the exact sentence that mentions the topic in the question — working without rest. The best evidence names the harm directly, not a different idea that only sounds related.
My answer:
Why I picked this (in my own words):
PASSAGE 2Maria's Struggle with Time Management
Maria's Struggle with Time Management
Maria was 39 years old and worked as a nurse in New York. She often waited until the last minute to complete reports and prepare for meetings. As a result, she frequently felt rushed and made more mistakes than she wanted to admit.
After receiving feedback from her supervisor, Maria decided to change her approach. She began breaking large tasks into smaller steps and set specific deadlines for each part. She also started using a daily planner to organize her shifts and personal time. At first, it was difficult to stick to her new system, but Maria stayed consistent. After a few months, she noticed she was finishing tasks earlier, making fewer errors, and feeling less stressed. Maria now shares her time management strategies with new nurses on her team.
Questions 11–20 are based on Passage 2.
11.What is the central theme of Passage 2?
- A. It is impossible to improve time management skills after age 35.
- B. Breaking tasks into smaller steps and using a planner can help adults reduce stress and improve performance over time.
- C. Nurses should never receive feedback from supervisors.
- D. Waiting until the last minute always leads to better work.
Nudge — A theme must cover Maria's whole story, not one moment. Watch for absolute words like impossible, never, and always — an option that extreme usually contradicts what actually happened to her.
My answer:
Why I picked this (in my own words):
12.Which detail best shows that Maria improved her time management?
- A. She often waited until the last minute to complete reports.
- B. She began breaking large tasks into smaller steps, set deadlines, and used a daily planner consistently.
- C. She received feedback from her supervisor.
- D. She felt rushed before changing her habits.
Nudge — "Improved" means look for the concrete actions Maria took to get better. Some options describe how she was before the change, or something that only prompted it. Find the one that shows the new habits themselves.
My answer:
Why I picked this (in my own words):
13.The author uses Maria's story to show that:
- A. All nurses should use daily planners.
- B. Adults can improve their time management and reduce stress by breaking tasks into smaller steps and staying consistent.
- C. It is too late to change work habits after age 39.
- D. Supervisors should never give feedback to employees.
Nudge — Ask what general lesson the whole story teaches. Reject options that overgeneralize (all nurses) or claim change is impossible — Maria's outcome proves the opposite. Keep the lesson her results actually support.
My answer:
Why I picked this (in my own words):
14.Which sentence contains a grammar error?
- A. Maria was 39 years old and worked as a nurse in New York.
- B. She began breaking large tasks into smaller steps.
- C. Maria start using a daily planner to organize her time.
- D. After a few months, she noticed she was finishing tasks earlier.
Nudge — Read each option aloud and check the verb tense. The passage is told in the past (was, worked, began, noticed). Find the sentence whose verb slips out of past tense or does not match its subject.
My answer:
Why I picked this (in my own words):
15.Choose the best way to correct the error in Question 14.
- A. Maria started using a daily planner to organize her time.
- B. Maria start using a daily planner to organize her time.
- C. Maria starting using a daily planner to organize her time.
- D. Maria starts using a daily planner to organize her time.
Nudge — A good correction fixes the tense error from Question 14 and adds no new error. Test each option against the verbs in the sentences around it — "began," "noticed," "stayed" — and rule out any form that doesn't match.
My answer:
Why I picked this (in my own words):
16.What can the reader infer about Maria from the passage?
- A. She never wanted to improve her work habits.
- B. She reduced her stress and improved her performance by changing her time management habits.
- C. She found it easy to stick to her new system immediately.
- D. She continued making many mistakes after several months.
Nudge — Base an inference on what the passage actually shows about Maria's results. Cross out any option the text flatly contradicts (it says the system was hard at first, and that her errors dropped). Keep the one the evidence supports.
My answer:
Why I picked this (in my own words):
17.The phrase "Maria stayed consistent even when it was difficult" is an example of:
- A. A fact that is not true.
- B. An example of persistence in building better time management habits.
- C. A criticism of her supervisor.
- D. A description of her nursing duties.
Nudge — Reread the phrase and name the behavior: someone keeping at it when things are hard. What quality is that? Match the label to the behavior, and rule out options about other topics (her supervisor, her nursing duties).
My answer:
Why I picked this (in my own words):
18.Which revision best combines these two sentences?
"Maria felt rushed at work. She decided to change her approach to time management."
- A. Maria felt rushed at work but decided to change her approach to time management.
- B. Maria felt rushed at work. She decided to change her approach to time management.
- C. Maria felt rushed at work therefore she decided to change her approach to time management.
- D. Maria felt rushed at work and she decided to change her approach to time management.
Nudge — The best combination joins the ideas smoothly with correct punctuation and no run-on. Option B doesn't combine anything. Read the others aloud and listen for a joining word like "therefore" that needs punctuation it doesn't have.
My answer:
Why I picked this (in my own words):
19.The author's tone toward Maria is best described as:
- A. Critical and discouraging.
- B. Supportive and encouraging.
- C. Boring and dull.
- D. Angry and upset.
Nudge — Tone is the author's attitude toward Maria. Notice whether the passage mocks her or roots for her growth. Both words in the correct pair must match the way her story is told.
My answer:
Why I picked this (in my own words):
20.What does the passage suggest about adults who struggle with procrastination?
- A. They should never try to change their habits.
- B. Breaking tasks into smaller steps and staying consistent can help them reduce stress and improve performance over time.
- C. It is impossible to improve time management after age 35.
- D. Receiving feedback from supervisors always makes things worse.
Nudge — "Suggest" points back to the passage's lesson. Watch for absolute words like never, impossible, and always — an option that extreme rarely fits what actually happened to Maria. Keep the choice her story truly supports.
My answer:
Why I picked this (in my own words):
Editing Task
21. Read the paragraph below. Rewrite it correctly on the lines. Fix any grammar, punctuation, spelling, or sentence-structure errors.
"Maria often wait until the last minute to finish her work. She decide to change her habits after getting feedback. She start breaking tasks into smaller steps and use a planner. After a few months she notice she feel less stressed and make fewer mistakes."
Nudge — Read the paragraph aloud one sentence at a time. Check three things: subject–verb agreement (does each verb match its subject?), verb tense (the whole paragraph should stay in the past), and run-ons or missing punctuation. Fix one sentence, then reread it before moving on.
Corrected paragraph:
Extended Response Writing Task
22. In a well-organized essay of 4–6 paragraphs, explain why managing time and avoiding procrastination is important for adults. Use specific ideas and details from both Passage 1 and Passage 2 to support your response.
Your essay should include:
- A clear introduction with a thesis statement
- Body paragraphs with evidence from the passages
- A conclusion that summarizes your main points
Nudge — Plan before you write. (1) In one sentence, state your thesis: is managing time important, and why? (2) Jot which detail from Passage 1 and which detail from Passage 2 you will quote as evidence — pick them before drafting. (3) Give each body paragraph one main point and back it with a passage detail. (4) End by restating your thesis in fresh words — don't add new evidence in the conclusion.
Paragraph 1 — Introduction (include your thesis statement)
Paragraph 2 — Body Paragraph (use evidence from Passage 1)
Paragraph 3 — Body Paragraph (use evidence from Passage 2)
Paragraph 4 — Body Paragraph (connect ideas from both passages — optional)
Paragraph 5 or 6 — Conclusion (summarize your main points)
Reflection / Self-Assessment
Which part was most challenging — reading the passages, grammar and editing, or the writing task? Which questions did you need the nudge for? Name one skill you want to practice more before your next test.
— End of Practice Test —
You did a great job practicing these important skills.
FOR MENTOR USE — STUDY THIS TOGETHER
Mentor Guide
How to run this practice test, use the nudges, and review it without handing over a key
1. What the reason boxes reveal
After each answer the student writes why they picked it in their own words. That sentence is your real diagnostic — far more than the letter itself. A right answer with a vague or wrong reason is a future wrong answer; a wrong answer with sound reasoning is a near miss worth praising.
Read the reasons before you read the answers. Look for students quoting the passage ("it says…") versus guessing from memory or gut feel. When a reason points to the wrong sentence, that shows you exactly where the reading broke down.
2. Running it — passages aloud, honest pacing
- Read both passages aloud together first. It removes a decoding barrier so the student's effort goes into comprehension, not sounding out words.
- Suggested pacing: Passage 1 + Q1–10, short break; Passage 2 + Q11–20, short break; then the Editing Task and Extended Response (the essay can be homework).
- Time is a guideline, not a limit. Accuracy and clear reasoning come first; speed follows naturally with practice.
- Point out the two shifts in task type: multiple choice tests reading and grammar recognition; the editing and essay tasks test whether the student can produce correct writing, which is harder.
3. Using the nudges
Every question carries a Nudge — a hint about how to find and verify the answer (cover the whole passage for a main idea, find the exact quote for a supporting detail, watch for absolute words like always/never/only, check subject–verb agreement and tense). A nudge never states or implies which option is correct.
- Delayed (default): student attempts first, reads the nudge only if stuck, and ticks which questions needed one. That tick list is your skills map.
- Closed (exam simulation): cover the nudges, then revisit them during review once skills are solid.
- The goal is that the nudges become the student's own internal checklist and can eventually be withdrawn.
4. Reviewing WITHOUT a key
There is deliberately no answer key on the student pages. Review with the student, not by marking the page.
- For every miss, go back into the passage and find the evidence together before naming any answer. Ask "Which sentence tells us? Point to it." The located sentence teaches more than the letter.
- Ask "which line, which word?" even for correct answers — confirm the reason is sound.
- Reading-skill families to watch: main idea / theme (Q1, 11), supporting detail — find the quote (Q3, 10, 12), inference (Q8, 16), author's purpose & tone (Q4, 9, 13, 19), and grammar & sentence structure (Q5, 6, 7, 14, 15, 18). A miss usually clusters within one family — reteach the family, not just the item.
- Correct answers are spread across all four letters, so there is no guessing shortcut.
5. Editing-Task model & Extended-Response scoring (mentor reference)
Q21 — model corrected paragraph (do not show before the student attempts it):
Maria often waited until the last minute to finish her work. She decided to change her habits after getting feedback. She started breaking tasks into smaller steps and used a planner. After a few months she noticed she felt less stressed and made fewer mistakes.
Errors to look for: wait→waited, decide→decided, start→started, use→used, notice→noticed, feel→felt, make→made — all present-tense verbs that should be past to match the narrative, plus a comma after the introductory "After a few months." Give credit for each error caught even if a few are missed.
Q22 — Extended Response scoring guidance. Use a simple 0–4 hold: does the essay have (1) a clear main idea / thesis, (2) evidence drawn from both passages, (3) organization with a beginning, middle, and end, and (4) clear, understandable writing? Score each Yes / Almost / Needs help. Grade reasoning and use of the passages first; treat spelling and grammar separately, and give partial credit for effort and good ideas even when the writing has errors. Focus on the message first, then the mechanics.