English Language Arts Quiz (grade 6),
adapted for Spanish-speaking learners (CEFR levels B1-B2)
> This quiz addresses these standards from the Louisiana Department of Education for ELA.
Click to expand—read full standards.
Reading Standards for Informational Text
RI.6.1. Cite relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings
RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Instructions
Read the passages and respond to the accompanying questions. The passages are in both English and Spanish. Check your responses with the correct answers and explanations below each question.
Copper Lilies
In ecology class, the students are studying the relationships living organisms have with their environments. Much of the sloping landscape around the school campus is scattered with copper lily blooms. The flower is a non-native species that has been naturalized across the region. During late summer to early fall, the flowers spring up within three days after heavy rainfall. The flowers do not grow very tall, only around six to eight inches. The yellow petals fade into shades of orange and warm browns that contrast brightly with the grass.
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Azucenita amarilla
En la clase de ecología, los estudiantes están estudiando las relaciones que los organismos vivos tienen con el medio ambiente. Un gran parte del paisaje inclinado alrededor del campus escolar está salpicado con la flor azucenita amarilla. La flor es una especie no nativa que se ha naturalizado en toda la región. Durante finales del verano hasta principios del otoño, las flores brotan adentro de tres días después de fuertes lluvias. Las flores no crecen muy altas, solo alrededor de seis a ocho pulgadas. Los pétalos amarillos se desvanecen en tonos de naranja y marrones cálidos que contrastan brillantemente con el césped.
1. Which option summarizes the passage? The class observations…
a. detail where the copper lily was brought from and how it has been naturalized.
b. explain how to differentiate copper lilies from grass when they are not in bloom.
c. highlight copper lilies’ non-native status and their bright blooms after heavy rainfall.
d. suggest how to improve the school’s landscaping through planting copper lilies.
Click to view answer #1
c. The class observations highlight copper lilies’ non-native status and their bright blooms after heavy rainfall.
Rationale: Option C is correct because it includes the key points from the passage. Option A is incorrect because there is no mention of the flower’s origin. Option B is incorrect because the passage has no explanation on how to differentiate the flowers from grass. Option D is incorrect because the passage does not include plans for improving the school’s landscaping.
Standard: Reading Standards for Informational Text RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
2. What point of view is the passage written in?
a. First person
b. Second person
c. Third person
d. Fourth person
Click to view answer #2
c. Third person
Rationale: Option C is correct because the third person is used to dicuss the students and flowers. Option A is incorrect because the first person (I, me) is not used. Option B is incorrect because the second person (you) is not used. Option D is incorrect because the fourth person (we, us) is not used.
Standard: Reading Standards for Informational Text RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
3. Select the TWO closest synonyms to “naturalized” as used in the passage.
a. Banished
b. Acclimated
c. Reserved
d. Subdued
e. Altered
f. Adapted
Click to view answer #3
b. Acclimated, f. Adapted
Rationale: Options B and F are correct because the copper lily adjusted to its new climate in the region. Option A is incorrect because the flower was not prohibited. Options C and D are incorrect because the passage does not mention the flower being restrained or toned-down. Option E is incorrect because the passage does not mention the flower being modified.
Standard: Reading Standards for Informational Text RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Harlem Renaissance
Black artists created a movement that flourished in the 1920’s and 1930’s in the neighborhood of Harlem in in New York City. Many artists migrated from the rural South, including the Mexican-United States boarder area, and the Caribbean tropics. Their various geographical backgrounds are evident in the artists’ incorporation of local variations of standard English. Jazz and blues music from the South was thriving during this era, and many artists used the genres’ rhythms as a basis to create new poetic forms. The artists’ migration experiences infuse their works and are apparent in the literature, visual art, film, dance and music created during the Harlem Renaissance movement.
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El renacimiento de Harlem
Los artistas negros crearon un movimiento que floreció en las décadas de 1920 y 1930 en el barrio de Harlem en la ciudad de Nueva York. Muchos artistas migraron del sur rural, incluida el área de la frontera entre México y Estados Unidos, y los trópicos del Caribe. Sus diversos orígenes geográficos son evidentes en la incorporación de variaciones locales del inglés estándar por parte de los artistas. La música jazz y blues del sur de los estados unidos estaba prosperando durante esta era, y muchos artistas usaron los ritmos de los géneros como base para crear nuevas formas poéticas. Las experiencias migratorias de los artistas infunden sus obras y son evidentes en la literatura, el arte visual, el cine, la danza y la música creados durante el movimiento del Renacimiento de Harlem.
4. Which option best describes the main idea of the passage?
a. Jazz and blues from the south of the U.S. influenced the Harlem Renaissance.
b. Black artists created new poetic structures in the Harlem Renaissance.
c. Jazz and blues were popular music genres in the Harlem Renaissance.
d. Migrant black artists played a prominent role in the Harlem Renaissance.
Click to view answer #4
d. Migrant black artists played a prominent role in the Harlem Renaissance.
Rationale: Option D is correct because the incorporation of local variations of standard English as well as jazz and blues are attributed to the artists’ migration journeys. Options A, B and C are incorrect because they are details supporting the main idea.
Standard: Reading Standards for Informational Text RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
5. What inference can be made based on the passage?
a. The Harlem Renaissance was a culturally diverse movement.
b. The Harlem Renaissance did not include artists outside the city.
c. The Harlem Renaissance was dominated by visual art creations.
d. The Harlem Renaissance did not veer from past traditions.
Click to view answer #5
a. The Harlem Renaissance was a culturally diverse movement.
Rationale: Option A is correct because artists moved from various geographical regions to Harlem and one can infer they brought different cultural traditions with them. Option B is incorrect because artists from the South and Caribbean are mentioned. Option C is incorrect because there is no specific emphasis on visual arts in the passage. Option D is incorrect because new poetic forms were created.
Standard: Reading Standards for Informational Text RI.6.1. Cite relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6. Which option is a synonym to “infuse” as used in the passage?
a. Permeate
b. Encapsulate
c. Deplete
d. Unblock
Click to view answer #6
a. Permeate
Rationale: Option A is correct, synonymous with: spreading throughout. Option B is incorrect because it means: enclose, contain. Option C is incorrect because it means: exhuast, diminish. Option D is incorrect because it refers to removing obstacles.
Standard: Reading Standards for Informational Text RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
© 2025 Elisabeth Perez
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