School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 7

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Sample Assessments: Each sample assessment item gives an idea of how an assessment item on the MSA might be presented. The items appropriately measure the content of the State Curriculum and may be formatted similarly to those appearing on the MSA; however, these are sample items only and have not appeared on any MSA form.

Standard 3.0 Comprehension of Literary Text

Indicator 4. Analyze elements of poetry to facilitate understanding and interpretation

Objective d. Identify and explain other poetic elements such as setting, mood, tone, etc., that contribute to meaning

Assessment limit: Elements of grade-appropriate lyric and narrative poems that contribute to meaning

Brief Constructed Response (BCR) Item

Read the poems 'Leaving The Library' and 'The Traveler' and answer the following question.

Compare the moods created in "Leaving the Library" and "The Traveler." In your response, use details and examples from both poems that support your answer. Write your answer on your answer document.


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Selected Response Item

Read the poem 'Leaving The Library' and answer the following question.

Which of these details is least helpful in understanding the setting of this poem?

  1. "water on the lake shivers"
  2. "stick my book inside my windbreaker"
  3. "and lower my head into the darkening day"
  4. "sleet pushing hard at my back"

Correct Answer:

Selected Response Item

Read the poems 'Leaving The Library' and 'The Traveler' and answer the following question.

What do line 19 in "Leaving the Library" and line 38 in "The Traveler" mostly suggest about the speakers in each poem?

  1. The speakers have bright memories of their homes.
  2. The speakers are cheerful in all types of weather.
  3. The speakers find comfort in their homes.
  4. The speakers require warm surroundings.

Correct Answer:

Resources for Objective 3.A.4.d: