Format Benchmark Assessment - Glencoe

Grade 5

BenchmarkAssessment

Format

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A

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,Two Penn Plaza, New York, New York 10121.

Copyright © by Macmillan/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.

Printed in the United States of America

1 2 3 4 5 6 7 8 9 005 10 09 08 07

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Introduction to FCAT Format Benchmark Assessment . . . . . . . . . . . . . . . . . 4

Administering and Scoring the Benchmark Assessments . . . . . . . . . . . . . . 5

Scoring Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

FCAT Benchmarks Teaching/Practice Opportunities . . . . . . . . . . . . . . . . . . 12

FCAT Format Reading Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

FCAT Format Reading Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

FCAT Format Reading Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

FCAT Format Reading Test D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

FCAT Format Writing+ Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

FCAT Format Writing+ Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

FCAT Format Writing+ Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

FCAT Format Writing+ Test D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243

Answer Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .269

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .278

Anchor Papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .303

Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

Contents

Florida Benchmark Assessment • Grade 5 3

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The Benchmark Assessments in this book are designed to measure your students’ knowledge of specific skills assessed on the FCAT Reading and Writing+ tests. These Benchmark Assessments will familiarize students with the types of passages and items assessed on the FCAT. The Benchmark Assessments also serve as a tool for you to monitor your students’ progress on the tested Florida benchmarks over a period of time.

Each Florida Benchmark Assessment is formatted like the FCAT Reading or Writing+ test. There are four Reading Assessments and four Writing+ Assessments included in this book.

Each Reading Assessment includes:

■ multiple-choice items similar to those that students will encounter on the Grade 5 FCAT Reading test

■ short-response and extended-response items to prepare your students for constructed-response items they will encounter on the Grade 8 FCAT Reading test

Each Writing+ Assessment includes:

■ a persuasive or expository writing prompt similar to the prompt given on the Grade 8 FCAT Writing+ test

■ multiple-choice items similar to those that students will see on the Grade 8 FCAT Writing+ test

Each item on the Florida Benchmark Assessments is correlated to a tested Florida benchmark and a cognitive level. These correlations are listed in the Answer Key found on pages 278–285 for Reading and pages 295–302 for Writing+. Sample responses for the short- and extended-response items can be found on pages 286–294, and anchor papers for the writing prompt can be found on pages 303–318. In addition, rubrics for short-response items, extended-response items, and the writing prompt can be found on pages 319–320.

Each Florida Benchmark Assessment has been carefully designed to include all the Florida benchmarks assessed on FCAT Reading and FCAT Writing+, as well as the same percentages of cognitive levels.

Introduction to FCAT Format Benchmark Assessment

4 Florida Benchmark Assessment • Grade 5

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Administering the Florida Benchmark Assessments

The Florida Benchmark Assessments will help you identify the tested Florida benchmarks for which your students may need more instruction and additional practice. You may wish to administer each of the assessments according to the following timeline:

Administering and Scoring the Benchmark Assessments

Florida Benchmark Assessment

(Reading and Writing+)

When to Administer in

Florida Treasures

Reading Program

Form A middle of Unit 2

Form B end of Unit 3

Form C middle of Unit 5

Form D end of Unit 6

Answer sheets have been provided for the Florida Benchmark Assessments. They can be found on pages 269–277. There is an answer sheet for every Reading Benchmark Assessment and one answer sheet that may be used repeatedly for each of the Writing+ Benchmark Assessments.

Scoring the Florida Benchmark Assessments

Use the scoring charts provided on pages 6–11 and the Answer Key to record the correct items. Use the results to identify those tested Florida benchmarks for which students need more instruction and practice throughout the year.

The chart on page 12 will identify instruction and practice opportunities on specific tested Florida benchmarks provided in the Florida Treasures Reading Program. You can save the scoring charts for each student as you progress through the year. Compare the results recorded across charts to see where progress has been made and determine where a student may still need additional help.


Student Name

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Format Benchmark Reading Test Form AMultiple-Choice Items

ContentCluster

BenchmarkTotal Number

of ItemsNumber of Itemsby Complexity

Number Correct

Total

Words and

Phrases in

Context

LA.A.1.2.3 110 Low N/A

/1111 Moderate /11

0 High N/A

Main Idea,

Plot, and

Purpose

LA.A.2.2.1 147 Low /7

/146 Moderate /6

1 High /1

LA.E.1.2.2 21 Low /1

/21 Moderate /1

0 High N/A

LA.A.2.2.2 50 Low N/A

/55 Moderate /5

0 High N/A

Comparison

and

Cause/Effect

LA.A.2.2.7 70 Low N/A

/77 Moderate /7

0 High N/A

LA.E.1.2.3 20 Low N/A

/22 Moderate /2

0 High N/A

LA.E.2.2.1 42 Low /2

/42 Moderate /2

0 High N/A

Reference

and ResearchLA.A.2.2.8 5

0 Low N/A

/51 Moderate /1

4 High /4

/50

Short-Response and Extended-Response Items

Item Number Benchmark Cognitive Complexity Score

4 LA.E.1.2.3 Moderate /2

16 LA.A.2.2.1 High /4

24 LA.A.2.2.7 High /2

33 LA.A.2.2.1 High /4

53 LA.A.2.2.2 Moderate /2

56 LA.A.2.2.1 High /4

/18


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Format Benchmark Reading Test Form BMultiple-Choice Items

ContentCluster



Number Correct

Total

Words and

Phrases in

Context

LA.A.1.2.3 110 Low N/A

/1111 Moderate /11

0 High N/A

Main Idea,

Plot, and

Purpose

LA.A.2.2.1 117 Low /7

/112 Moderate /2

2 High /2

LA.E.1.2.2 60 Low N/A

/65 Moderate /5

1 High /1

LA.A.2.2.2 60 Low N/A

/65 Moderate /5

1 High /1

Comparison

and

Cause/Effect

LA.A.2.2.7 10 Low N/A

/11 Moderate /1

0 High N/A

LA.E.1.2.3 20 Low N/A

/22 Moderate /2

0 High N/A

LA.E.2.2.1 93 Low /3

/96 Moderate /6

0 High N/A

Reference


1 Low /1

/41 Moderate /1

2 High /2

/50




18 LA.A.2.2.1 High /4

28 LA.E.1.2.3 High /4


38 LA.A.2.2.1 High /4

43 LA.A.2.2.1 High /2

/18


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Format Benchmark Reading Test Form CMultiple-Choice Items

ContentCluster



Number Correct

Total

Words and

Phrases in

Context

LA.A.1.2.3 90 Low N/A

/99 Moderate /9

0 High N/A

Main Idea,

Plot, and

Purpose

LA.A.2.2.1 145 Low /5

/145 Moderate /5

4 High /4

LA.E.1.2.2 30 Low N/A

/32 Moderate /2

1 High /1

LA.A.2.2.2 30 Low N/A

/33 Moderate /3

0 High N/A

Comparison

and

Cause/Effect

LA.A.2.2.7 40 Low N/A

/44 Moderate /4

0 High N/A

LA.E.1.2.3 80 Low N/A

/88 Moderate /8

0 High N/A

LA.E.2.2.1 64 Low /4

/62 Moderate /2

0 High N/A

Reference


0 Low N/A

/32 Moderate /2

1 High /1

/50




19 LA.A.2.2.1 High /4



38 LA.A.2.2.8 High /4

47 LA.A.2.2.1 High /4

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Format Benchmark Reading Test Form DMultiple-Choice Items

ContentCluster



Number Correct

Total

Words and

Phrases in

Context

LA.A.1.2.3 110 Low N/A

/1111 Moderate /11

0 High N/A

Main Idea,

Plot, and

Purpose

LA.A.2.2.1 136 Low /6

/136 Moderate /6

1 High /1

LA.E.1.2.2 50 Low N/A

/55 Moderate /5

0 High N/A

LA.A.2.2.2 50 Low N/A

/52 Moderate /2

3 High /3

Comparison

and

Cause/Effect

LA.A.2.2.7 40 Low N/A

/44 Moderate /4

0 High N/A

LA.E.1.2.3 20 Low N/A

/22 Moderate /2

0 High N/A

LA.E.2.2.1 63 Low /3

/63 Moderate /3

0 High N/A

Reference


2 Low /2

/41 Moderate /1

1 High /1

/50




16 LA.E.1.2.3 High /4


32 LA.A.2.2.8 High /4

41 LA.A.2.2.1 High /4

52 LA.A.2.2.2 High /2

/18


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Format Benchmark Writing+ Tests Forms A and BForm A

Writing Prompt

Benchmarks Cognitive Complexity Score

L A.B.1.3.2, L A.B.1.3.3 High /6

Multiple-Choice Items


of ItemsNumber of Items by Complexity

NumberCorrect

Total Correct

L A.B.1.3.1 80 Low N/A

/85 Moderate /53 High /3

L A.B.1.3.2 180 Low N/A


L A.B.1.3.3 2413 Low /13


/50

Form B

Writing Prompt


L A.B.1.3.2, L A.B.1.3.3 High /6




NumberCorrect

Total Correct

L A.B.1.3.1 80 Low N/A


L A.B.1.3.2 180 Low N/A


L A.B.1.3.3 248 Low /8


/50


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Format Benchmark Writing+ Tests Forms C and DForm C

Writing Prompt


L A.B.1.3.2, L A.B.1.3.3 High /6




NumberCorrect

Total Correct

L A.B.1.3.1 80 Low N/A


L A.B.1.3.2 180 Low N/A


L A.B.1.3.3 2413 Low /13


/50

Form D

Writing Prompt


L A.B.1.3.2, L A.B.1.3.3 High /6




NumberCorrect

Total Correct

L A.B.1.3.1 80 Low N/A


L A.B.1.3.2 180 Low N/A


L A.B.1.3.3 2414 Low /14


/50


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Benchmark Teacher’s Edition TFK MagazinePrep and Pratice

LA.A.1.2.3 Uses simple strategies to determine meaning and

increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiplemeanings, antonyms, synonyms, and word relationships.

Prefixes/Suffixes: Unit 3: 316–317; Unit 4: 450–451

Synonyms: Unit 1: 18–19, 114–155; Unit 3: 358–359;

Unit 4: 485–486

Antonyms: Unit 2: 230–231; Unit 5: 568–569

Synonyms: Multiple Meanings: Unit 4: 462–463;

Unit 6: 670–671

Homographs: Unit 1: 80–81

Root Words: Unit 5: 516–517, 606–607; Unit 6:

712–713, 738–739

Word Relationships: compound words: Unit 1:

50–51; Unit 3: 262–263; Context Clues: Unit 1: 92–93;

Unit 2: 172–173; Unit 4: 422–423; Unit 5: 580–581;

Unit 6: 700–701

Root Words: 32–37

Context Clues: 16–21,

24–29, 56–61, 64–69,

96–101, 112–117

Suffixes: 72–77

Antonyms: 80–85

Synonyms: 40–45,

120–125

Prefixes: 104–109

Multiple Meanings: 8–13

Homonyms: 48–53

Word Origins: 88–93

Words and

Phrases: 6–31

LA.A.2.2.1 Reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.

Main idea and details: Unit 1: 93A–93B; Unit 2:

195A–195B, 195A–B; Unit 6: 705B, 753B

Chronological order: Unit 1: 71B; Unit 2: 163B; Unit 3:

283B; Unit 6: 641A–641B, 731B, 739A–739B

Essential message: Unit 1: 41B; Unit 3: 349B; Unit 4:

413B; Unit 5: 545A–545B, 599B

Main idea and details:

8–13, 32–37, 64–69, 80–85

Chronological order:

16–21, 48–53, 88–93

Main idea and

details: 32–64

LA.A.2.2.2 Identifies the author’s

purpose in a simple text. Includes LA.A.2.2.3 Recognizes when a text is primarily intended to persuade.

Author’s purpose: Unit 2: 187B; Unit 3: 317A–317B;

Unit 4: 423A–423B, 477B; Unit 5: 535B, 561B,

581A–581B, 627B

Author’s purpose: 8–13,

32–37, 56–61, 104–109

Author’s

purpose: 32–152

LA.A.2.2.7 Recognizes the use of comparison and contrast in a text.

Comparison and contrast: Unit 1: 43G, 65E Comparison and

contrast: 24–29, 112–117,

120–125

Comparison

and contrast:

125–152

LA.A.2.2.8 Selects and uses a variety of appropriate reference materials, including multiple representations of information such as maps, charts, and photos, to gather information for research projects. (Includes LA.A.2.2.5 Reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task.)

Charts: Unit 1: 134–137; Unit 2: 222–225; Diagram:

Unit 3: 350–353; Photos: Unit 1: 42–45; Unit 2:

164–167; Timeline: Unit 3: 308–311; Unit 4: 414–417;

Graphs: Unit 5: 628–631

Charts: 24–29, 40–45,

120–125; Graphs: 80–85;

Maps: 16–21, 72–77;

Timeline: 56–61, 96–101;

Photos: 8–13, 32–37,

48–53; Diagrams:

112–117; Tables: 64–69,

104–109

Reference and

Research:

153–179

LA.E.1.2.2 Understands the development of plot and how conflicts are resolved in a story.

Plot: Unit 2: 147A–147B, 231A-B, 251B; Unit 3:

263A–263B, 359A–359B; Unit 4: 395A–395B, 441B;

Unit 5: 607A-607B; Unit 6: 661B, 671A–671B

Plot

Development:

65–96

LA.E.1.2.3 Knows the similarities

and differences among the

characters, settings, and events presented in various texts.

Similarities and differences among characters,

setting, events: Unit 3: 329A–329B, 383B

Comparison

and contrast:

125–152

LA.E.2.2.1 Recognizes cause-and-

effect relationships in literary texts. Cause and effect: Unit 1: 115A–115B; Unit 2: 221B;

Unit 3: 307B; Unit 4: 455B; Unit 5: 569A–569B

Cause and effect: 40–45,

72–77 96–101

Cause and

effect: 97–124

FCAT Benchmarks Teaching/Practice Opportunities


FormatBenchmark Reading Test

Form A

Here is a list to help you fi nd the passages in the Reading Test. Questions follow each passage.

An Excerpt from Desert Gold. . . . . . . . . . . . .Page 2

U.S. Route 1 . . . . . . . . . . . . . . . . . . . . . . . . . Page 7

Satellite . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 14

The First Moccasins . . . . . . . . . . . . . . . . . Page 18

Hello, Dolley! . . . . . . . . . . . . . . . . . . . . . . . Page 24

Hot Air Balloons. . . . . . . . . . . . . . . . . . . . . Page 30

Read each article, story, or poem in this Reading Test. Then choose the best answer to each question that follows.

This symbol appears next to questions that require you to write short answers. It should take you about fi ve minutes to answer one of these questions. This question is worth 2 points.

This symbol appears next to questions that require you to write long answers. It should take you about 10 or 15 minutes to answer one of these questions. This question is worth 4 points.

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A5BA_FL_RBA_RD09.indd Page 13 2/14/07 12:38:52 AM elhi /Volumes/ju109-1/MHMC005/mhs00055indd%0

Read the excerpt from “Desert Gold” before answering

Numbers 1 through 9.

An Excerpt from Desert Goldby Zane Grey

A sound disturbed Cameron’s reflections. He was somewhere along the wild border line between Sonora and Arizona; and the prospector1 who dared the heat and barrenness2 of that region risked other dangers sometimes as menacing. Figures darker than the gloom approached and took shape, and in the light turned out to be those of a man and a heavily packed burro.

“Hello there,” the man called, as he came to a halt and gazed about him. “I saw your fire. May I make camp here?”

Cameron came forth out of the shadow and greeted his visitor, whom he took for a prospector like himself. Cameron resented the breaking of his lonely campfire vigil, but he respected the law of the desert.

The stranger thanked him, and then slipped the pack from his burro. Then he rolled out his pack and began preparations for a meal. His movements were slow and methodical.1prospector: someone who searches for gold2barrenness: emptiness

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14 Florida Benchmark Assessment • Grade 5 • Reading Form A2

Format Benchmark Assessment READING A


Cameron watched him, still with resentment, yet with a curious and growing interest. The campfire burst into a bright blaze, and by its light Cameron saw a man whose gray hair somehow did not seem to make him old, and whose stooped shoulders did not detract from an impression of rugged strength.

“Find any mineral?” asked Cameron.His visitor looked up quickly, as if startled by the sound

of a human voice. He replied, and then the two men talked a little. But the stranger evidently preferred silence. Cameron understood that.

He laughed grimly and bent a keener gaze upon the furrowed, shadowy face. After a few minutes, the old man walked away. Cameron shrugged his shoulders; it was nothis affair; he had his own problems. And he forgot hisstrange visitor.

Cameron began his day, grateful for the solitude that was now unbroken, for the canyon and cactus scene that now showed no sign of life. He traveled southwest. That day, he was digging for water when he saw a man and a burro. Cameron recognized them. “Hello, friend,” called the man, halting. “Our trails crossed again.”

“Hello,” repliedCameron, slowly. “Anymineral sign today?”

“No.”Then he drove his burro in behind

Cameron. “Yes, I’m old. I’m lonely, too. But I can still travel, and for a few days my company won’t hurt you.”

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Florida Benchmark Assessment • Grade 5 • Reading Form A 15 3



Now answer Numbers 1 through 9. Base your answers on

the excerpt from “Desert Gold.”

1 Why are the two men in the desert?

A. They are prospectors looking for gold.

B. They are miners trying to find their way home.

C. They are running away from problems at home.

D. They are lonely and trying to make a fresh start.

2 Read this sentence from the story.

A sound disturbed Cameron’s reflections.

This sentence means that Cameron is

F. looking at himself in a mirror.

G. waiting for someone to join him.

H. gazing at himself in a small lake.

I. thinking deeply about something.

3 What is the MOST important lesson in the story?

A. You should never trust strangers.

B. A friend in need is a friend indeed.

C. Life can often be difficult in the desert.

D. People can make friends in unexpected places.©

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16 Florida Benchmark Assessment • Grade 5 • Reading Form A

Student Name

4


4 How are Cameron and the man ALIKE? Use details and information from the story to support your answer.


But the stranger evidently preferred silence.

Which means the OPPOSITE of preferred?

F. asked

G. tried to

H. would make

I. did not want

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Florida Benchmark Assessment • Grade 5 • Reading Form A 17

Student Name

5


6 Why does Cameron welcome the man at his campfire?

A. Cameron is lonely in the desert and wants company.

B. Cameron knows the man, even though they are not friends.

C. Cameron needs protection against wild animals that come out at night.

D. People in the desert are expected to let travelers rest by their campfire.

7 How is the man DIFFERENT from Cameron?

F. He is older.

G. He can make a fire.

H. He is not good at his job.

I. He does not have supplies.

8 Why did the author write “Desert Gold”?

A. to persuade people to travel in pairs

B. to teach readers all about desert life in the past

C. to tell readers a true story about two different men

D. to entertain readers with a story about two interesting men

9 What word BEST describes the desert between Sonora and Arizona?

F. lonely

G. loud

H. rainy

I. tropical

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Student Name

6


Read the article “U.S. Route 1” before answering


U.S. Route 1

Trails to HighwaysFew inventions have changed

the lives of Americans as much as the automobile. To accommodate the millions of cars in America, the country’s roads were transformed from narrow, rutted wagon and cow paths to wide, paved superhighways. In between, however, there existed a confusing network of roads named after different people and marked with colored bands on telephone poles. This hodgepodge system made traveling by

car arduous, frustrating, and slow. All that changed in 1925 with the passage of the Federal Aid Highway Act. It created a uniform system of numbers for all interstate highways. One of the most important roads was U.S. Route 1.

U.S. Route 1 (also called U.S. Highway 1, and abbreviated US 1), isn’t number one because so many people love it, although it does have its fans. It’s called US 1 because it’s the longest route in the eastern United States, extending nearly 2,400 miles.

N

S

EW

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Travel US 1 from Florida to Maine There’s a popular song that asks

“Where does that highway go to?” When it comes to US 1, the answer is easy: up and down the entire east coast! In part, US 1 follows the foot1 of the Appalachian Mountains, running all the way from Key West, Florida to Fort Kent, Maine. Along the way, travelers get a close-up view of the East Coast, including states such as South Carolina, North Carolina, Virginia, Maryland, Pennsylvania, New York, Connecticut, Rhode Island, Massachusetts, and Maine. What makes US 1 a bit unusual is that some parts are an actual highway on which travelers can move quickly. Other sections run on local roads complete with stop signs and traffic lights.

US 1 in Florida US 1 can be found in Florida.

It is only a local road in Key West, Florida. It next becomes the Overseas Highway, the main highway serving the Florida Keys. This turns into the Dixie Highway to Miami, where it becomes

Biscayne Boulevard. US 1 continues north as Federal Highway, becoming the Philips Highway in Jacksonville. US 1 then goes along the route of Florida State Road 15 as it winds its way into Georgia.

Let’s Hear It for Back Roads!Route US 1 has diminished in

importance thanks to the completion of such superhighways as Interstates 95 and 81. However, there are still quite a few travelers who prefer to meander along US 1 rather then speed along the interstate. The reasons why are best explained by Charles Kuralt in his book On the Road with Charles Kuralt. He writes: “Thanks to the Interstate Highway System, it is now possible to travel across the country from coast to coast without seeing anything. From the Interstate, America is all steel guardrails and plastic signs, and every place looks and feels and sounds and smells like every other place.”

But a journey along the old US 1 offers the experience of seeing the East Coast up close and personal!

1foot: base

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Quick Facts about US 1Created: 1926Length: 2,390 milesNorth end: Fort Kent, Maine South end: Key West, Florida

ROUTE Start End Length

US 1 Fort Kent, ME Key West, FL 2377 (2390)

US 2 [I] Houlton, ME Rouses Point, NY 460 (461)

US 2 [II] St. Ignace, MI Everett, WA 2119 (2200)

US 3Connecticut Lakes State Forest, NH

Boston, MA 273 (278)

US 4 Portsmouth, NH East Greenbush, NY 256

US 5 Derby Line, VT New Haven, CT 300 (313)

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Now answer Numbers 10 through 19. Base your answers

on the article “U.S. Route 1.”

10 According to this article, what was an important outcome of the invention of the automobile?

A. The government built better roads.

B. People no longer used horses and carts.

C. People could visit each other more easily.

D. Many roads were named after famous people.

11 When the author writes that the “hodgepodge system made traveling by car arduous, frustrating, and slow,” she means that travel was

F. confusing.

G. costly.

H. difficult.

I. exciting.

12 Why did the government pass the Federal Aid Highway Act in 1925?

A. to build many new highways across the United States

B. to increase automobile speed limits on major roadways

C. to create a logical and matching system of numbering the highways

D. to create US 1 so that people could travel by car from Florida to Maine

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13 According to the article, which road does US 1 turn into AFTER Biscayne Boulevard when heading north?

F. Key West

G. Dixie Highway

H. Federal Highway

I. Overseas Highway

14 According to the map and the chart, US 1

A. starts in Maine and ends in Georgia.

B. starts in Key West and ends in Fort Kent.

C. starts in the north and travels along the east coast.

D. starts in the south and travels along the west coast.

15 How is US 1 DIFFERENT from other roads?

F. It is the longest road in the United States.

G. It is the longest eastern route in the United States.

H. It is the only highway that travels along the coast.

I. It is the oldest and best-loved road in the United States.

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16 What are the advantages and disadvantages of traveling on US 1? Be sure your explanation includes:

• how US 1 is different from earlier roads,• why many people like driving on US 1,• the path that US 1 takes, and • why some people do not like driving on US 1

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17 What is the MAIN reason the chart is included in the article?

A. to compare US 1 to other US highways

B. to explain how US highways were built

C. to persuade readers to travel on US highways

D. to show that US 1 is the most important highway

18 Read this sentence from the article.

It created a uniform system of numbers for all

interstate highways.

Which word has almost the SAME meaning as uniform?

F. costume

G. easy-to-read

H. large

I. standard

19 Why did the author write “U.S. Route 1”?

A. to describe US 1 and summarize its history

B. to convince readers to learn more about America

C. to show readers what route to take when traveling

D. to teach readers all about America’s superhighways

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Read the poem “Satellite” before answering Numbers

20 through 28.

Satellite

Somewhere out in the ink of the nightis a gleaming, silver satellite.A pincushion of tin, it blinks and it beeps,as it circles the earth, never stopping to sleep.Its antennas stick out like strange looking limbs,like a tiny toy top as above us it spins.

This machine floats in the velvet night,seemingly weightless as a child’s kite.Radio waves bounce off its shell,sending signals to Earth clear as a bell.Round and round the globe it goes,spreading news and weather for us to know!

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on the poem “Satellite.”

20 Which sentence BEST tells what the poem is about?

F. Satellites do not need sleep.

G. Satellites are made of metal.

H. Satellites weigh as much as kites.

I. Satellites look and sound strange.

21 How does the satellite use its “strange looking limbs”?

A. to help it spin around

B. to make itself weightless

C. to make itself easy to see

D. to help it send information

22 Why did the poet write this poem?

F. to tell readers how satellites are made

G. to persuade readers to look for satellites

H. to describe satellites in an interesting way

I. to teach readers how satellites communicate

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23 Read this line from the poem.

This machine floats in the velvet night,

This sentence means that the satellite seems

A. fast.

B. funny.

C. distant.

D. light.

24 How does the poet compare the satellite to a person? Use details from the poem to support your answer.

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25 In what way is the satellite like a pincushion?

F. It is silver.

G. It is round.

H. It does not weigh very much.

I. It has things sticking out of it.

26 Which two words from the poem have almost the SAME meaning?

A. earth, globe

B. blinks, bounce

C. sending, circles

D. strange, gleaming


Somewhere out in the ink of the night

Which word means almost the SAME as ink?

F. dark

G. pen

H. spinning

I. wet

28 What is the main idea of the second part of the poem?

A. Satellites are like loud bells.

B. Satellites are like old machines.

C. Satellites are used to communicate.

D. Satellites never stop moving through space.

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Read the story “The First Moccasins” before

answering Numbers 29 through 37.

The First Moccasinsan adaptation of a Hawaiian folktale

A long, long time ago, a mighty Native American chief ruled the Plains. The people in this tribe had no horses, so they walked barefoot everywhere across the hard, rocky soil. Now, this chief was everything a talented leader should be, courageous and astute, but he had one problem—he had very tender feet. Other powerful chiefs mocked him; lesser chiefs snickered as he hobbled around in agony. Because of his tender feet, he earned the name “Chief-Sore-Feet.”

Nearly every day, Chief-Sore-Feet called his Medicine Man for advice. “What are you going to do about my feet?” Chief-Sore-Feet demanded as he rubbed his aching soles. At last, the Medicine Man came up with a plan: he had a long, narrow mat of reeds1 woven. Whenever Chief-Sore-Feet had to walk anywhere, the mat was rolled out and the Chief walked on it instead of the rocky ground.

1reeds: tall grass

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Format Benchmark Assessment WRITING+ A


But one day, the men who rolled out the mat did not look closely and laid the mat over a pile of flint arrowheads. The needle-sharp arrowheads pierced the Chief’s tender soles. He let out a series of screams that made the nearby maple leaves quiver so hard that they have been trembling ever since.

Furious, Chief-Sore-Feet told the Medicine Man: “Cover the entire earth with mats so thick that my feet will not suffer. If you do not succeed, you will no longer be our medicine man.” The Medicine Man did not want to lose his job, so he came up with a clever plan.

A month later, the Medicine Man said to Chief-Sore-Feet, “I have covered as much of the earth as possible.” The Chief hobbled up a mountain and saw that indeed, all the paths had been covered with long strips of thick deer skin. “These smooth leather paths will protect my feet from sharp rocks,” the Chief said in satisfaction.

But one day, Chief-Sore-Feet saw a deer bound into the woods and chased after it, stepping right into a briar patch! As the thorns pierced his feet, the Chief bellowed in agony2. His screams were so earsplitting that the tribe in a distant village thought a bear was nearby.

2agony: extreme pain

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Four suns later, when the Chief had recovered enough to speak again, he called for his medicine man. “Your strategy was a dismal failure,” he said. “You have one more chance. If you do not solve my problem, I will get a new medicine man.”

That night, the Medicine Man thought and thought. He knew that he could never cover the entire world with deer skin. Even if he could, the leather would cover the Earth’s rich dark soil, fresh green grass, and lovely flowers. Then the Medicine Man came up with a brilliant idea. Lighting the oil lamp, the Medicine Man set to work.

“What could he be doing?” everyone asked as they saw the flame burn all night.

At sunrise, the Medicine Man tucked a bundle under his arm and ran to Chief-Sore-Feet. The Medicine Man opened the bundle to reveal two strange objects. He slipped one of them on each of the Chief’s feet. “Great Chief,” the Medicine Man said, “I have discovered how to cover the entire earth with leather! Wear these moccasins, and from now on the earth will always be covered with leather.” And so it was.

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the story “The First Moccasins.”

29 How is the Chief DIFFERENT from everyone else?

F. He is very strong and brave.

G. He walks barefoot all the time.

H. He has extremely sensitive feet.

I. He does not get along with anyone.

30 What is the Medicine Man’s BIGGEST problem?

A. He does not have enough reed mats to achieve his goal.

B. He is not smart, so he cannot come up with a good idea.

C. He will lose his job unless he solves the Chief’s problem.

D. The rest of the people in his tribe do not work well with him.

31 Why does the author compare the Chief to a bear?

F. because he is very loud

G. because he is very large

H. because he is very clumsy

I. because he is very dangerous

32 What happens just AFTER the Chief steps on the sharp flint arrowheads?

A. It takes him four days to recover from the pain.

B. Other chiefs laugh at him when he is not looking.

C. He sees a deer run into the woods and chases it.

D. He has the Medicine Man make leather paths for him.

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33 What is the theme or main idea of this story? In your answer, be sure to include:

• the author’s message about life, • the details from the story that show the theme, and • how this theme applies to your life

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“Your strategy was a dismal failure,” he said.

Which word has almost the SAME meaning as dismal?

F. bright

G. miserable

H. partial

I. silly

35 How is the Chief’s problem solved?

A. The Medicine Man covers the entire world with leather.

B. The Medicine Man invents shoes to protect the Chief’s feet.

C. The Chief decides to stay out of the woods and away from rocks.

D. The Chief gets rid of the Medicine Man and finds himself a new one.

36 Which word BEST describes both the Chief and the Medicine Man?

F. creative

G. determined

H. foolish

I. stubborn

37 Why did the author write “The First Moccasins”?

A. to show readers how leather was made

B. to persuade people to stay out of the woods

C. to explain how it feels to have sensitive feet

D. to tell a story about how shoes were invented

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Read the article “Hello, Dolley!” before answering


Hello, Dolley!

“The British are coming!” people shouted in panic. The year was 1814 and the War of 1812 was raging. President Madison begged his wife, First Lady Dolley Madison, to leave the White House for safety in Virginia. The British had landed in Maryland and were marching steadily to the White House. “I have things to do first,” Dolley said calmly.

As the cannons’ booming grew louder, Dolley loaded a wagon with Madison’s papers from his desk, his books, and the White House silver and china. The cannons roared even louder! A soldier shouted, “The British are almost at the gate!” But Dolley ran back into the White House and rescued the famous portrait of George Washington. Then she finally left Washington, D.C., knowing thatshe had salvaged what she couldfrom destruction.

Soon after, the British marched in Washington, grabbing precious treasures from government buildings. Then they burned the White House.

Meanwhile, President Madison was with the soldiers. He returned to Washington in August only to find that Dolley had already arrived! She had returned to Washington, D.C. once the British had left. People lined up and cheered Dolley. “We shall rebuild Washington City!” she declared.

Dolley Madison was a brave woman

who said, “The enemy cannot frighten

a free people.”

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First Marriage President Madison was not Dolley’s

first husband. When she was 21 years old, Dolley had married a lawyer. They had two sons, but her happiness was brief. Only three years later, Dolley’s husband and baby son tragically died of yellow fever. The next year, Dolley met James Madison, who was 17 years older than she was.

A True PartnershipWhen Madison ran for the

presidency, Dolley helped him every inch of the way. Charles Pinckney, the man who lost to Madison, said, “I was beaten by Mr. and Mrs. Madison. I might have had a better chance had I faced Mr. Madison alone.” Madison

became the fourth President of the United States. Dolley became the First Lady and she set the mold for all the First Ladies who followed.

The People’s HouseDolley decorated the White House

so that visitors would feel welcome. She made it the “People’s House” and invited many people to visit. To make them feel comfortable, she often walked into a party carrying a book and with her parrot on her shoulder.

When Dolley Madison died on July 12, 1849, President Zachary Taylor honored her by calling her the “First Lady of the Land.” This was one of the first times the term “First Lady” was ever used.

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Events in Dolley Madison’s Life

Dolley Payne born (May 20)

Declaration ofIndependence signed

marries John Todd, Jr.,a lawyer in Philadelphia

son and husband die from yellow fever

becomes First Lady whenMadison is elected President

saves valuables from the WhiteHouse during the War of 1812

California Gold RushDolley Madison dies (July 12)

1776

1790

1809

1849

1793

1794

1814

meets and marries James Madison

1768

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on the article “Hello, Dolley!”

38 What happened just AFTER Dolley saved the portrait of George Washington?

F. Dolley’s husband and child died of yellow fever.

G. The British seized Washington and burned the White House.

H. James Madison became the fourth President of the United States.

I. Dolley decorated the White House and made it the “People’s House.”

39 According to the time line and article, what was Dolley Madison MOST likely doing in the years just before 1809?

A. helping her husband run for the presidency

B. decorating the White House for future visitors

C. getting used to being married to a U.S. President

D. mourning the loss of her first husband and her son

40 Look at the time line. When was the California Gold Rush?

F. the same year that Dolley Madison died

G. the same year that the War of 1812 started

H. the same year that Dolley married James Madison

I. the same year that the Declaration of Independence was signed

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41 How were Dolley and James Madison ALIKE?

A. They were both brave.

B. They both liked paintings.

C. They were both very friendly.

D. They were both the same age.

42 Why did the author write “Hello, Dolley!”?

F. to thrill readers with exciting stories of the War of 1812

G. to explain why Dolley Madison was an admirable person

H. to entertain readers with funny stories about our First Lady

I. to show what life was like in the United States in the early 1800s

43 How did Dolley make people feel comfortable when they visited the White House?

A. She greeted people with a book and an interesting pet on her shoulder.

B. She made it the “People’s House” so everyone knew it was really their home.

C. She decorated the White House to repair all the damage the British had caused.

D. She invited many people to visit the White House when they were in Washington.

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“The British are coming!” people shouted in panic.

When people shout something in a panic, they are

F. angry.

G. annoyed.

H. delayed.

I. upset.

45 What is the MAIN reason the author included a quote with Dolley’s picture?

A. to make us feel sympathy for Dolley Madison

B. to show us that Dolley Madison had a busy life

C. to give us an idea of Dolley Madison’s personality

D. to prove that Dolley Madison always had a lot to say

46 Why did President Zachary Taylor call Dolley Madison the “First Lady of the Land”?

F. She was the wife of America’s first U.S. President.

G. This is the title used to address all wives of U.S. Presidents.

H. She worked side-by-side with the President to help America.

I. She was the first lady to decorate the White House for visitors.

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Read the article “Hot Air Balloons” before answering


Hot Air Balloons

The First FlightsOne of the oldest and most fascinating ways to fly

originated in France. In June 1783, brothers Joseph and Jacques Montgolfier created a hot air balloon by filling a huge fabric bag with hot air. In September, they sent their first hot air balloon into the air, with its first passengers: a sheep, duck, and rooster. While the rooster died during the balloon’s rough landing, the other animals survived, proving to the Montgolfier brothers that it is possible for living things to breathe the air way up in the sky.

In November, the brothers sent up another balloon, this time with two volunteers huddled in a large basket underneath. They must have been adventurous as well as very brave!

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Hot Air Balloons Become Popular in EuropeThat same year, Jacques Charles began working with

balloons. He used hydrogen to get the lifting power for his balloon. Hydrogen is a gas that is lighter than air, but unfortunately, it is also very flammable1. Jacques Charles took a big risk using the gas, but he proved that there are other ways to power balloons.

Many people were intrigued by these balloon flights. One such person was Vincent Lunardi, who made the first balloon flight in England on September 14, 1784. He traveled 24 miles in his hot air balloon with a cat, dog, and pigeon. The British loved the sport of hot air ballooning. Lunardi became the most popular person in London and continued to take many trips in hot air balloons.

By 1786, people were making balloon flights all over Europe. They flew to Italy, Austria, Holland, and Germany.

The First Balloon Flights in the U.S.The first flight in the United States took place on

January 9, 1793, by Pierre-Francois Blanchard. He took off from Philadelphia, while President George Washington and Benjamin Franklin watched. Because no one in the U.S. had ever seen a hot air balloon fly and because Blanchard could not speak English, he carried a letter of introduction. The letter would inform any stunned people on the ground about his circumstances as well as how the balloon worked.

John Wise knew that air in the Midwest blew from west to east. He thought he could carry mail and people in a balloon from the Midwest to the East Coast. On August 17, 1859, Wise set off on his journey. Aside from himself, Wise’s balloon carried more than 100 letters for the U.S. Post Office. Wise attempted to fly the balloon to New York City, but unfortunately he only made it as far as Indiana.

1flammable: catches on fire easily

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These early balloonists had many accidents, but they didn’t give up. Balloons became safer, especially when helium, a less dangerous gas, replaced hydrogen.

The Army Uses Hot Air BalloonsThe military used balloons, too. Before

1800, the French army used balloons to watch the enemy, while the United States used balloons during the Civil War. During the War of 1870, the Prussian Army cut Paris off from the outside world. People in Paris used balloons to carry mail out of the city and to smuggle people to safety.

Today’s Hot Air BalloonsNow, propane gas has made ballooning even safer. Today’s balloons also

use stronger, better cloth. Now scientists use balloons to get facts about the atmosphere and predict the weather. However, sport ballooning is still popular.

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on the article “Hot Air Balloons.”

47 What was a disadvantage in using hydrogen for balloons?

A. It cost too much.

B. It was dangerous.

C. It was lighter than air.

D. It lifted balloons too quickly.

48 Who made the first hot air balloon flight in America?

F. John Wise

G. Jacques Charles

H. Pierre-Francois Blanchard

I. President George Washington

49 In what year did John Wise fly in a hot air balloon?

A. 1783

B. 1786

C. 1800

D. 1859

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50 The first piloted hot air balloons were MOSTLY used for

F. having fun.

G. fighting wars.

H. forecasting weather.

I. testing weather instruments.

51 How are today’s hot air balloons DIFFERENT from hot air balloons of years ago?

A. Today’s balloons are safer and stronger than balloons of years ago.

B. Today’s balloons are smaller and slower than balloons of years ago.

C. Today’s balloons are used to carry mail, which was not true in the past.

D. Today’s balloons are used only for pleasure, which was not true in the past.

52 When the author writes “the brothers sent up another balloon, this time with two volunteers huddled in a large basket underneath,” he means that the people in the basket were

F. very cold.

G. bending over.

H. resting quietly.

I. waving to others.

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53 What was the author’s purpose in writing “Hot Air Balloons”? Use details and information from the article to support your answer.

54 Which two words from the article have almost the SAME meaning?

A. fly, smuggle

B. army, military

C. fascinating, oldest

D. adventurous, atmosphere

55 How are all hot air balloons ALIKE?

F. They all use helium or hydrogen.

G. They all travel faster than airplanes.

H. They all have pilots and passengers.

I. They all share the same basic structure.

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56 Hot air balloons are considered by many to be an important invention. Use details and information from the article to explain:

• what scientific principles hot air balloons proved,• how hot air balloons were used in the past, and• how hot air balloons are used today

STOP

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Form B


Sun and Moon . . . . . . . . . . . . . . . . . . . . . . . . .Page 2

Twisting Tornadoes. . . . . . . . . . . . . . . . . . . Page 8

Glorious Group Work . . . . . . . . . . . . . . . . Page 14

Unsinkable . . . . . . . . . . . . . . . . . . . . . . . . . Page 21

The Open Window . . . . . . . . . . . . . . . . . . . Page 27

Polly Wants to Talk . . . . . . . . . . . . . . . . . . Page 32




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A5BA_FL_RBB_RD09.indd Page 49 2/14/07 12:35:06 AM elhi /Volumes/ju109-1/MHMC005/mhs00055indd%0

Read the story “Sun and Moon” before answering


Sun and Moonan adaptation of a Mexican folktale

Long ago, Sun was in love with Moon. Moon was so pale and cool and graceful, and Sun admired her greatly. So he asked Moon to marry him and come live with him in the day. But Moon enjoyed her independence. She spent the evenings reflecting on the day, talking to the stars and the planets when she was lonely. The night was hers, and she enjoyed that freedom. Yet she was also quite fond of Sun, and when he proposed marriage, she was not sure she could refuse him. She thought for many nights about how she would make her decision, and finally she had an idea.

The next time Sun came to visit, Moon told him she would marry him on one condition. She wanted to wear something that suited her perfectly. If he could grant her that gift, she would marry him. Sun was thrilled as he went off to speak to his tailor, confident that this task would be a simple one. He described Moon’s beauty to the tailor and requested a garment fit for a queen.

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50 Florida Benchmark Assessment • Grade 5 • Reading Form B2

Format Benchmark Assessment READING B


The tailor stitched and sewed for days, and he created a beautiful dress. It was as pale as the morning mist, but radiant and shimmering. Sun checked in on the tailor’s progress each day, making suggestions and asking for minor changes. He wanted everything to be perfect for his perfect bride-to-be.

When the dress was ready, Sun proudly brought it back to Moon and presented it to her. But he was surprised to notice that she looked much slimmer than when he had last seen her. When she tried on the dress, it was too large for her. Sun was disappointed, but remained undaunted1. He would bring the garment back to the tailor and ask him to make it smaller. This time he studied Moon quite carefully so he could describe her size to the tailor exactly.

Days passed as the tailor fixed the dress, and he sent word to Sun that the dress was again ready. Again, Sun brought the dress to Moon. And again, when he arrived, she was not as she looked the last time he had seen her. But this time she had grown wider. The dress was too tight for her to wear. Try as she might, she could not squeeze into it. Sun was confused, but did not let that stop him. Perhaps he should ask the tailor to make a different sort of garment.

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Florida Benchmark Assessment • Grade 5 • Reading Form B 51 3



Months passed as Sun tried and tried to find something that fit Moon perfectly, but every time he brought something to her, she was a different size than the last time, growing gradually larger and larger until she was quite fat, and then slimming down to the skinniest sliver. The tailor became so frustrated with Sun’s demands that he quit, and Sun was forced to give up. And from that day to this, Sun can catch only a glimpse of Moon in the short time that night turns to day and then back again.

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the story “Sun and Moon.”

1 What was the author’s purpose in writing this story?

A. to teach readers about the moon and the sun

B. to persuade readers to learn about the night sky

C. to explain the real reason why the moon changes

D. to entertain readers with a story about the sun and moon

2 What is the MAIN problem that Moon has?

F. She is very lonely by herself.

G. She does not like to wear dresses.

H. She is not sure if she wants to marry Sun.

I. She cannot figure out why she keeps changing.

3 What happens just AFTER Moon asks Sun for the gift?

A. He gives up and stops asking her to marry him.

B. He speaks to his tailor about creating something.

C. He studies Moon very carefully so he can describe her.

D. He asks Moon to marry him and live with him during the day.

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Florida Benchmark Assessment • Grade 5 • Reading Form B 53

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She wanted to wear something that suited

her perfectly.

Which word has the SAME root as perfectly?

F. perfection

G. perform

H. perhaps

I. precious

5 What is the MAIN problem that Sun has?

A. He is very lonely by himself.

B. He does not want to get married.

C. He cannot find a tailor to make the dress.

D. He cannot have a dress created that fits Moon.

6 Why does the author compare the dress to morning mist?

F. The dress seems as damp as mist.

G. Like mist, the dress can hang in the air.

H. The dress seems as pale and light as mist.

I. Like mist, the dress can only be seen in the morning.

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54 Florida Benchmark Assessment • Grade 5 • Reading Form B

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7 Compare how Sun feels at the beginning of the story to how he feels at the end. Use details from the story to explain your answer.

8 The tailor quits because

A. he does not like to create dresses for anyone.

B. Sun keeps asking him to make changes to his work.

C. he is much too old and tired to keep working for Sun.

D. he is jealous of Sun and Moon’s love for one another.

9 As used in the story, which words have almost theSAME meaning?

F. squeeze, quit

G. arrived, grown

H. decision, suggestion

I. independence, freedom

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Read the article “Twisting Tornadoes” before answering


Twisting Tornadoes

We have all seen the whirling twisters in movies like The Wizard of Oz, but what are real-life tornadoes like and how do they form? And what can we do to stay safe during a tornado?

What Are Tornadoes Like?Tornadoes are perhaps the fiercest

kind of storms on Earth. They have been observed on every continent except Antarctica. A tornado, which takes the shape of a twisting funnel of wind, begins in the atmosphere and may or may not touch down on land. If a tornado should touch land, it gets darker as it sucks dust and any loose items off the ground. The powerful winds can get up to speeds over 300 miles an hour, picking up anything from signs, to trees, to houses,

whisking them through the air and tossing them back to the ground, often times miles away. A tornado’s path is completely unpredictable. There is no way to know in which direction it will go. It is not unusual for some homes and buildings on a block to be destroyed while others on the same block are left untouched.

In the United States, tornadoes can happen in any state, however, some states are far more likely than others to be struck. The place where tornadoes most often appear is called “Tornado Alley.” The state of Texas, which is part of “Tornado Alley,” experiences about 125 tornadoes a year on average, most of which happen in the months of March through June.

0 0.5 1 3 5 7

Tornado Alley

Tornado Occurrenceper 10,000 square miles

Annual Average (1950–1995)

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How Do Tornadoes Form?Like other storms, tornadoes form

when different air pressures collide. Warm air is light, and cold air is heavy. When air is warm, it rises, and when air gets cooler, it begins to sink. If warm and cold air come together in just the right way, the cold air in the center descends, and the warm air that surrounds it rises, which causes a spinning motion. As the warm air rises, it cools, and drops back down, so there is a cycle of rising and sinking air.

How Can We Stay Safe?The most important thing for

tornado safety is finding shelter. Once inside, stay away from any windows. It is easy for flying objects to break

window glass, and both the object and the flying broken glass can do great harm. If the building has a basement, then that is the best place for a person to be, crouching under a sturdy workbench or table. If the building does not have a basement, then a small, windowless room in the middle of the house, such as a closet or a bathroom, is the safest place to be. A mattress or large cushion can be used as a covering to keep falling objects from causing injury. In addition, a heavy blanket can be used to keep dust away from the face. If shelter is not available when a tornado strikes, it’s best to stay low to the ground and hold on to something sturdy.

Risingwarmair

Descendingcold air

Funnel

Dustenvelope

Cloud

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the article “Twisting Tornadoes.”

10 According to the article, what is the MOST important thing to remember for tornado safety?

A. find shelter

B. use a mattress

C. build safe homes

D. learn about weather

11 How does the map on page 8 help you understand the third paragraph of the article?

F. It shows you which states are in “Tornado Alley.”

G. It shows you that only some states have tornadoes.

H. It shows you which months of the year tornadoes occur.

I. It shows you where Texas is located in theUnited States.

12 Read these sentences from the article.

A tornado’s path is completely unpredictable. There

is no way to know in which direction it will go.

The word unpredictable means

A. easy to understand.

B. able to move very quickly.

C. moving in a circular motion.

D. not able to know about ahead of time.

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13 If the article “Twisting Tornadoes” needed a new title, which would be BEST?

F. “Dangerous Weather”

G. “All About Tornadoes”

H. “Hurricanes and Tornadoes”

I. “How Warm and Cold Air Collide”

14 Based on the information in the article and the diagram on page 9, which BEST describes a funnel?

A. a square shape with six equal sides

B. a rectangular shape that is wider than it is long

C. a circular shape that is the same size throughout

D. a cone shape that is thin at the bottom and wide at the top

15 What causes the cycle of rising and sinking air?

F. cold air that is constantly descending

G. the collision of warm air and cold air

H. warm air that is spinning at fast speeds

I. the collision of warm air and strong winds

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If the building does not have a basement, then a

small, windowless room in the middle of the

house, such as a closet or a bathroom, is the

safest place to be.

What does windowless mean?

A. near windows

B. outside windows

C. without windows

D. with many windows

17 Which BEST describes the author’s purpose in writing “Twisting Tornadoes”?

F. to inform readers about tornadoes

G. to tell readers about windy weather

H. to tell a story about a dangerous tornado

I. to teach readers how to prevent tornadoes

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18 Tornadoes are dangerous acts of nature. Use details and information from the article to explain:

• why tornadoes are dangerous, and• what you can do to protect yourself

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Read the story “Glorious Group Work” before


Glorious Group Work

Have you ever had to do a group project? Last week, Mr. Keller assigned us a group project on recycling. Right away, I looked at Miles and Griffon, my two best friends. We get along great on the basketball court, so I figured they’d be the perfect kids to work with on the project. Meanwhile, it looked like Luis was the odd man out in his own circle of friends, so Mr. Keller put him with us. It’s not that we don’t like Luis, or anything, but we just don’t usually hang out with him. Anyway, in class we discussed the project and made a list of jobs. Luis made a few suggestions, but we already knew what we wanted to do. We decided we would all do our part and then meet at my house on Wednesday to talk about it.

Well, I spent all Monday afternoon doing my research. Then on Tuesday afternoon, I saw Miles and Griffon at basketball practice. I asked them what progress they had made with their research and neither of them had even started.

“We’ve got all week to do that,” said Miles. “It’s only Tuesday.”

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“But we don’t, really,” I replied. “When we meet tomorrow, we need to plan our presentation and make our posters. We can’t do that if we don’t have all the information we need first.”

“Right, sure thing,” said Griffon. I had a sinking feeling in the pit of my stomach for the rest of practice.

That evening, I did some more research, just in case. On Wednesday afternoon, Luis showed up right on time, but there was no sign of Miles or Griffon. I tried calling them, but neither one of them was home. It took us all afternoon, but Luis and I got most of the work done ourselves. All there was left to do was to make a couple more posters.

At school on Thursday, Luis and I explained what we’d worked on to Miles and Griffon. I was pretty annoyed.

“Wow, Shawn, what’s up with you? You seem kind of crabby,” said Griffon.

“Well that’s how people feel when they’re stuck doing other people’s work,” I said angrily.

“Sorry,” said Miles, “but we had stuff to do. Look, what can we do tonight to help out?” By that point, I didn’t trust Miles and Griffon to do anything, but I didn’t know what else to do. Luis and I showed them the information we needed on the last two posters and asked them each to make one. Then, we crossed our fingers.

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When Friday came, Miles and Griffon did have the posters, but it looked like they spent all of two minutes on them. The presentation went pretty smoothly, though. Luis and I had a lot to say about recycling in our town and talked about what we thought would help improve the program.

We turned the presentation over to Miles and Griffon, who both looked a little embarrassed. They pretty much repeated what we’d said as they weakly pointed to things on their posters.

I don’t know what kind of a grade we’re going to get on the project, but I know I learned a lot. First, there’s a lot more to recycling than I realized before I started this project. Second, Luis is one of the most reliable guys I know. And third, best friends aren’t always the best partners for group projects!

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the story “Glorious Group Work.”

19 What did Miles do Tuesday evening?

A. He called Luis to help him with the project.

B. He played video games with Miles and Griffon.

C. He worked on the project with Miles and Griffon.

D. He researched recycling to prepare for the project.

20 What happened just BEFORE the boys made a list of jobs?

F. Mr. Keller added Luis to the group.

G. Luis arrived at Shawn’s house on time.

H. Shawn talked to Miles and Griffon at practice.

I. Shawn spent the afternoon doing his research.

21 How are Shawn’s feelings about Miles and Griffon DIFFERENT at the end of the story?

A. He does not want to be friends with them anymore.

B. He thinks he could learn a lot about recyclingfrom them.

C. He thinks they are much smarter than hefirst thought.

D. He does not think they make the best partnersfor school work.

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22 What was the author’s purpose in writing this story?

F. to inform readers about recycling

G. to tell a story that has a lesson in it

H. to teach readers how to do a group project

I. to describe how Luis and Shawn became friends

23 Which word means the OPPOSITE of annoyed?

A. better

B. different

C. hopeful

D. pleased

24 Shawn says he has a sinking feeling in hisstomach because

F. he is nervous about playing basketball.

G. he is worried that his friends will not do the work.

H. he is worried about having to do the project with Luis.

I. he does not think he is doing a good job on the project.

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25 What is the MOST likely reason Miles and Griffon look embarrassed during the presentation?

A. They forgot to make the posters that were needed.

B. Luis and Shawn told an embarrassing storyabout them.

C. They do not know very much about what theyare presenting.

D. They do not think Luis and Shawn are doinga very good job.

26 What makes Shawn change his mind about Luis?

F. Luis plays basketball.

G. Luis gives Shawn a gift.

H. Luis helps with the project.

I. Luis is placed in Shawn’s group.

27 Which is the MOST likely way the outcome of the story would have been different if Luis had not been put inthe group?

A. Shawn would have given up.

B. Mr. Keller would have helped Shawn.

C. Miles and Griffon would have helped more.

D. Shawn would have done all the work by himself.

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28 Compare and contrast Shawn with Miles and Griffon. Use details and information from the story to explain:

• how Shawn is LIKE Miles and Griffon, and• how he is DIFFERENT from Miles and Griffon

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Read the article “Unsinkable” before answering


Unsinkable

The word titanic means “huge, with great strength,” so it was a perfect name for one of the largest ships ever built. Constructed in the early 1900s, the Titanic was a ship that weighed over 46,000 tons. It was 882.5 feet long and 92.5 feet wide, and was built for luxury. When the ship was built, the bottom of it was divided into sections, and it was believed that if water somehow came into the ship, these sections could be sealed off and the ship could continue on its way. The makers of the ship were so confident in this design that they called it unsinkable. Unfortunately, they were terribly and tragically wrong.

The Titanic’s first voyage began on April 10, 1912. The ship was filled with over 2,000 people traveling from Europe to America. Many of the passengers were wealthy, well-known figures who wanted to be the first to try out this remarkable ship. On the night of April 14th, while sailing through icy waters, the ship struck an iceberg. Soon after, the lower sections began filling with water. The crew rushed to seal them off, but too much water had leaked in, and the front of the ship began to sink. The water level slowly crept higher and higher, flooding one section after another.

Wirelessantenna

Bridge

Crow’sNest

1–5 cargo rooms

and #6 boiler room

flooded by iceberg

damage

Boiler RoomsEngine Rooms

882 ft 1

2

Lifeboats

The Titanic

AnchorCrane

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The passengers frantically moved toward the main deck of the ship, only to find that there were not enough lifeboats to hold all of them. Also, many half-full lifeboats were prematurely released into the water, so many passengers were not able to escape from the sinking ship. They were either trapped on the ship or were forced to jump into the icy waters.

From the water, those passengers who had escaped saw the front of the ship sink deeper and deeper. All at once, the back end of the ship rose out of the water and stood almost straight in the air. The ship stayed in that position for a few minutes before it was broken in half by its own weight. The front half of the boat continued down toward the ocean floor, and the back half splashed back down to the surface. It too, slowly filled with water and sank into the depths of the ocean.

Many people were not able to survive while floating in the frigid water. A total of 1,522 people were lost at sea. Others tried to stay warm in the lifeboats and hoped to be rescued. Hours after the ship sank, another boat came close enough to rescue the 705 survivors. The sadness surrounding the sinking of the supposedly unsinkable Titanic made it one of the most well-known disasters in history.

Years later, in 1985, the Titanic wreck was discovered on the ocean floor. A crew of scientists brought special equipment down under the water to explore the sunken ship. The scientists were able to learn details of how the ship sank and found many things that had been on the ship, giving us a small glimpse of what traveling on this incredible vessel must have been like.

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on the article “Unsinkable.”

29 What is the FIRST sentence in the article that tells the reader that the Titanic was in trouble?

F. Unfortunately, they were terribly and tragically wrong.

G. Years later, in 1985, the Titanic wreck was discovered on the ocean floor.

H. The water level slowly crept higher and higher, flooding one section after another.

I. On the night of April 14th, while sailing through icy waters, the ship struck an iceberg.

30 Look at the diagram on page 21. Which is closest to the engine rooms?

A. the bridge

B. the crow’s nest

C. the boiler rooms

D. the anchor crane

31 The Titanic sank because

F. it hit an iceberg.

G. it was too heavy.

H. there were not enough life boats.

I. there were too many people on it.

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32 What was the author’s purpose in writing the article “Unsinkable”? Use details from the article to supportyour answer.

33 Why were some people forced to jump off the ship?

A. They were high in the air.

B. There were not enough life boats.

C. They had to leap onto the rescue ship.

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Many people were not able to survive while floating

in the frigid water.

Which word has almost the SAME meaning as frigid?

F. alive

G. cold

H. crowded

I. salty

35 Look at the diagram on page 21. What is the purpose of the wireless antenna?

A. to prevent the ship from sinking

B. to hold up the ship’s lifeboats

C. to allow a better view from the deck

D. to communicate with people not on the ship

36 What happened just AFTER the crew rushed to seal off the flooded sections of the ship?

F. the boat was broken in half

G. the front of the ship began to sink

H. another boat rescued the survivors

I. the sections began filling with water

37 Which two words from the article have OPPOSITE meanings?

A. rose, sank

B. crept, filled

C. weighed, built

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38 Describe the events involved with the sinking of the Titanic. Use details from the article to support your answer. Be sure your description:

• includes all of the important events from the article, and• places the events in the order in which they happened

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Read the poem “The Open Window” before answering


The Open Windowby Edward Rowland Sill

My tower was grimly built,With many a bolt and bar,“And here,” I thought, “I will keep my lifeFrom the bitter world afar.”

Dark and chill was the stony floor,Where never a sunbeam lay,And the mold crept up on the dreary wall, With its ghost touch, day by day.

One Morn, in my sullen musings1

A flutter and cry I heard;And close at the rusty casement2

There clung a frightened bird.

Then back I flung the shutterThat was never before undone,And I kept till its wings were restedThe little weary one.

1sullen musings: gloomy thoughts2casement: part of a window

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But in through the open window,Which I had forgot to close,There had burst a gush of sunshineAnd a summer scent of rose.

For all the while I had burrowedThere in my dingy3 tower,Lo! The birds had sung and the leaves had dancedFrom hour to sunny hour.

And such balm4 and warmth and beautyCame drifting in since then,That the window still stands open And it shall never be shut again.

3dingy: dirty and dull4balm: mildness, pleasantness

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the poem “The Open Window.”

39 Why did the speaker MOST likely lock himself away?

F. He was afraid of the creatures that lived outside.

G. He believed the world was a painful, bad place to live.

H. He wanted to live in a tower like the ones he read about.

I. He did not like sunlight or the smell of roses and fresh air.

40 Why did the speaker open the shutters?

A. He wanted to see sunlight.

B. He liked the smell of roses.

C. He wanted to know if it was summer.

D. He heard something near the window.

41 What changed the speaker’s mind about the outside world?

F. helping the bird

G. staying in the dark tower

H. seeing the beauty of nature

I. seeing bolts and bars in his tower

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43 What is the theme, or essential message, of this poem? Use details from the poem to support your answer.

42 Why did the speaker keep the bird?

A. so it could rest for a while

B. so it would sing him a song

C. so it could be a companion for him

D. so it would send a message for him

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44 What happened AFTER the speaker opened the shutters?

F. The tower was built.

G. The speaker heard a flutter.

H. The speaker decided to keep the world away.

I. The smell of roses came through the window.

45 Read these lines from the poem.

And close at the rusty casement

There clung a frightened bird.

What does the word clung mean?

A. saw

B. flew

C. moved slowly

D. held on tightly

46 Why did the poet write “The Open Window”?

F. to persuade readers to open their windows

G. to teach readers about the danger of towers

H. to entertain readers with an inspiring poem

I. to entertain readers with a tale about a bird

47 Which two words from the poem have almost the SAME meaning?

A. chill, dark

B. dingy, dreary

C. morn, sunshine

D. burrowed, danced

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Read the article “Polly Wants to Talk” before


Polly Wants to Talk

Everyone has heard a parrot say, “Polly want a cracker” on some television show or movie. But parrots can do a lot more than beg for crackers. There are more than 300 kinds of birds in the parrot family. Several of these species can imitate sounds, but one is known to be better than all the others at imitating human speech. The African gray parrot is by far the best talker.

In the wild, African gray parrots live mainly in rainforests. As their name suggests, they are mostly gray in color, but have a red patch of feathers on their tail. Males and females look a lot alike. They eat fruits, berries, seeds, and nuts. Studies have shown that wild African grays mimic1 the sounds of many other birds and animals around them.

The African gray, however, has been a popular pet for centuries. The parrots often pick up common words and sayings that their owners use. They will also mimic noises from around the house, such as the ring of the telephone or the doorbell. An owner who spends a lot of time with his or her pet could teach the parrot to say many things.

1mimic: copy

An African gray parrot

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Some scientists, like Irene Pepperberg, believe African gray parrots are capable of doing much more than mimicking sounds and words. For a number of years, Dr. Pepperberg has been working with African grays. Her studies show that they are quite brilliant animals. When she holds up an object, the parrot can say what color it is and what it is made of. Not only have her parrots learned the names of many objects, but they can count, too.

Alex is an African gray that Dr. Pepperberg has been working with for a particularly long time, and he is able to do some amazing things. He knows several words, including colors, objects, and numbers. In one of Dr. Pepperberg’s studies, Alex was shown a collection of objects including a number of blue blocks, green blocks, and balls. Then he was asked the question “How many blue block?” Alex was able to correctly answer “six.” It didn’t matter how many other blue things there were, or how many other blocks. He could tell which objects were both blue and a block, and he counted them all!

Dr. Pepperberg and her fellow workers have done a number of other studies to show how African gray parrots think. They believe that these parrots learn and understand language very much like children do, but in a slower way. Not only do these studies help people learn about parrots, but they might also be able to help scientists learn more about how humans learn languages. Be on the lookout for more news about smart parrots!

Dr. Pepperberg with Alex

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on the article “Polly Wants to Talk.”

48 Which two words from the article have almost theSAME meaning?

F. believe, learn

G. imitate, mimic

H. popular, brilliant

I. numbers, objects

49 When they are in the wild, where do African gray parrots MAINLY live?

A. beaches

B. deserts

C. islands

D. rainforests

50 Which sentence from the article BEST supports the idea that African gray parrots are special?

F. Males and females look a lot alike.

G. They eat fruits, berries, seeds, and nuts.

H. The African gray parrot is by far the best talker.

I. There are more than 300 kinds of birds in the parrot family.

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51 What is the author’s purpose in writing this article?

A. to give interesting facts about wild birds

B. to teach readers how to take care of parrots

C. to inform readers about African gray parrots

D. to convince you to buy an African gray parrot

52 Read these sentences from the article.

There are more than 300 kinds of birds in the parrot

family. Several of these species can imitate sounds,

but one is known to be better than all the others at

imitating human speech.

What does the word species mean?

F. very loud noises

G. African gray parrots

H. an animal that is good at imitating speech

I. a group of animals that has many things in common

53 How do you think Alex learned what he knows?

A. Dr. Pepperberg taught him.

B. He figured it out on his own.

C. He learned it from being in the wild.

D. He is imitating noises he heard around the house.

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STOP

54 What would be another good title for this article?

F. “All Kinds of Birds”

G. “Take Special Care of Parrots”

H. “Meet the African Gray Parrot”

I. “Everything You Need to Know About Parrots”

55 With which statement would the author of “Polly Wants to Talk” MOST likely agree?

A. All parrots have amazing abilities.

B. Dr. Pepperberg’s studies are not useful.

C. It is important to have a pet that can imitate you.

D. African gray parrots are unusually smart animals.

56 What is one way Dr. Pepperberg’s studies with Alexare helpful?

F. They help us learn more about how African gray parrots eat.

G. They help us learn more about how African gray parrots think.

H. They help us understand how to take care of pet African gray parrots.

I. They help us understand what African gray parrots are like in the wild.

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Form C


Salmon, an Incredible Fish . . . . . . . . . . . . Page 2

The Brook-Song . . . . . . . . . . . . . . . . . . . . . Page 7

How the Elephant Became an Elephant . . . Page 13

Ella Fitzgerald, Jazz Great . . . . . . . . . . . . Page 19

Excerpt from My Antonia . . . . . . . . . . . . . Page 25

Aikido: The Way of Harmony . . . . . . . . . . Page 31




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A5BA_FL_RBC_RD09.indd Page 85 2/14/07 12:38:10 AM elhi /Volumes/ju109-1/MHMC005/mhs00055indd%0

British

Columbia

Washington

Oregon

Pacific

Ocean White Salmon

Columbia River

Pacifi c Salmon start their lives as eggs in freshwater. Some of these eggs are laid in the Columbia River in White Salmon, Washington. The female lays from 1,500 to 10,000 eggs. No more than 10 of those eggs will surviveto adulthood.

After the eggs hatch and grow to about the size of a pine needle, they

start to travel downstream. These are called fi ngerlings. They grow anddevelop into juvenile fi sh over the next year or two, living in the freshwater of the river.

The fi sh, now called smolt, migrate to the ocean. They are between one and two years old, and ready to become full-grown salmon.

The adult salmon between three and six years old are ready to reproduce. Thisis called “spawning,” and these full-grown fi sh will travel back to the same river in which they were born. Scientists think salmon choose their birth-place for spawning because they know the habitat is right for their purposes. This way, they don’t waste time looking for the right place to lay eggs.

Adult males will usually die after spawning. Because most adult salmon cannot eat in freshwater, they make the journey from the ocean with no food. Therefore, they use all of their energy retuning to their birthplace, and have little left for the journey back to the ocean.

Read the passage “Salmon, an Incredible Fish” before


Salmon, an Incredible Fish

The Pacific Salmon’s Journey

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86 Florida Benchmark Assessment • Grade 5 • Reading Form C

Format Benchmark Assessment READING C

2


The Salmon Life Cycle

Salmon eggs are

laid at the bottom of

a stream or

freshwater river.

When the eggs hatch,

the yolk of the eggs

stays attached to the

“alevins” to provide

nutrients. The alevins

remain in the waters

where they hatched.

Once the yolk has

disappeared, the

“fingerlings” can swim

about the river. Not all

fingerlings survive to

become juvenile

salmon.

The juvenile fish are

called “smolt” when they

begin to migrate to the

ocean.

Once in the ocean, the

salmon continue to grow and

mature for several years.

Adult salmon migrate back to

the river of their birth. Some will

die searching for their home

stream, using all of their energy

looking for the place of their

birth.

The life of a Pacific Salmon is difficult. It has the challenges of swimming over, through, or around dams. It also may be eaten by a bear or another predator. Sadly, this incredible fish is endangered in many places, and has become extinct in places it once swam freely.

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Florida Benchmark Assessment • Grade 5 • Reading Form C 87


3



the passage “Salmon, an Incredible Fish.”

1 Based on the passage, where do all salmon starttheir lives?

A. in the ocean

B. in Washington

C. in a freshwater river

D. in the Columbia River

2 If the passage “Salmon, an Incredible Fish” needed a new title, which would be BEST?

F. “Why Salmon are Also Called Smolt”

G. “How Pacific Salmon Spend their Days”

H. “The Life Cycle and Journey of the Pacific Salmon”

I. “Where Pacific Salmon Start and End Their Journeys”

3 Read this sentence from the passage.

It also may be eaten by a bear or another predator.

Which word has the SAME root as predator?

A. predate

B. predatory

C. predicament

D. predicate

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5 Why do Pacific Salmon travel back to the same river in which they hatched in order to spawn? Use details and information from the passage to support your answer.EXPLAIN

THINKREAD

4 What was the author’s purpose in writing this passage?

F. to inform readers about the stages in the life of a salmon

G. to encourage readers to do as much as they can to save salmon

H. to teach readers about the challenges that smolt must face every day

I. to give readers a sense of how difficult it is for fingerlings to survive in freshwater

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6 Which stage of salmon development happens FIRST?

A. alevin

B. fingerling

C. smolt

D. spawn

7 The map and diagram both illustrate

F. how a salmon’s life ends where it began.

G. why salmon are slowly becoming extinct.

H. where you can find most of the world’s Pacific Salmon.

I. how to help the salmon get back to the place it was born.

8 Read this sentence from the passage.

Not all fingerlings survive to become juvenile salmon.

Which of these is most nearly the OPPOSITE of the word juvenile?

A. adult

B. careful

C. smart

D. strong

9 Why do adult male salmon usually die after spawning?

F. They cannot find their way back to the ocean.

G. They cannot survive in the freezing river water.

H. They use up all their energy traveling to freshwater.

I. They get stuck in dams that are placed along the river.

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Read the poem “The Brook-Song” before answering


The Brook–Songby James Whitcomb Riley

Little brook! Little brook!You have such a happy look—

Such a very merry manner, as you swerve andcurve and crook—

And your ripples, one and one,Reach each other’s hands and run

Like laughing little children in the sun!

Little brook, sing to me:Sing about a bumblebee

That tumbled from a lily-bell and grumbledmumblingly,

Because he wet the filmOf his wings, and had to swim,

While the water-bugs raced round and laughedat him!

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Little brook—sing a songOf a leaf that sailed along

Down the golden-braided center of your current swift and strong,

And a dragon-fly that litOn the tilting rim of it,

And rode away and wasn’t scared a bit.

And sing—how oft1 in gleeCame a truant boy like me,

Who loved to lean and listen to your lilting melody,

Till the gurgle and refrainOf your music in his brain

Wrought2 a happiness as keen to him as pain.

Little brook—laugh and leap!Do not let the dreamer weep;

Sing him all the songs of summer till he sink insoftest sleep;

And then sing soft and lowThrough his dreams of long ago—

Sing back to him the rest he used to know!1oft: often2wrought: formed or made

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on the poem “The Brook-Song.”

10 What does the speaker compare to “laughing little children”?

A. a truant boy

B. happy looks

C. water bugs racing

D. ripples on the water

11 Why does the speaker compare happiness to pain?

F. He can feel both sharply.

G. He cannot tell the difference.

H. It is painful to listen to the river.

I. It makes him sad when the happiness ends.

12 Which line from the poem BEST shows that the speaker had come to this brook before?

A. “Do not let the dreamer weep”

B. “Reach each other’s hands and run”

C. “Down the golden-braided center of your current”

D. “Who loved to lean and listen to your lilting melody”

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13 Why do the water bugs laugh at the bumblebee?

F. The bumblebee sings a silly song.

G. The bumblebee cannot find the river.

H. The bumblebee balances on the edge of the river.

I. The bumblebee’s wings get wet and he falls in the water.


And a dragon-fly that lit

On the tilting rim of it,

And rode away and wasn’t scared a bit.

Which word means almost the SAME as lit in these lines?

A. felt

B. frightened

C. landed

D. glowed

15 What is the MOST likely setting for this poem?

F. a forest stream

G. a mountain lake

H. a quiet pond in a city park

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And sing—how oft in glee

Came a truant boy like me,

What does the word truant mean?

A. quick to fight

B. easily angered

C. always in trouble

D. absent from school

17 What does the speaker ask of the brook at the end of the poem?

F. to make him laugh like children in the sun

G. to cheer him up and remind him of his youth

H. to help him see that even bumblebees are funny

I. to show him that he is as brave as the dragonfly

18 Which two words from the poem have nearly OPPOSITE meanings?

A. glee, weep

B. merry, leap

C. sing, melody

D. gurgled, pain

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19 The speaker feels connected to the brook. Use details from the poem to explain:

• why the speaker feels this way,• what the speaker does at the brook, and• how the poem shows these feelings

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Read the folktale “How the Elephant Became an

Elephant” before answering Numbers 20 through 28.

How the Elephant Became an Elephantbased on an African folktale

When the elephant wanted more than anything to become an animal and live on Earth, he decided he wanted to be large and powerful. The elephant’s spirit wandered the Earth as wind and came upon a large mountain. The mountain was casting a huge shadow. He picked up the shadow and found that it was heavy, like the mountain. The elephant pulled the shadow over him like a sweater. It gave form to what had been formless.

The elephant wanted to walk in his new body, but when he tried to move he was stuck. His shadow-body was like a stone. While it made him as big as he had wanted to be, it did not give him anything to stand on or move with. The elephant thought about what kind of legs he should have.

He looked up and saw that in the afternoon light, the shadows of the nearby trees were getting longer. If he waited long enough, the shadows would reach him. He figured that he could choose four thick shadows and pick them up, just as he had picked up the mountain’s shadows.

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He got hungry as he waited. The elephant thought about what to eat as he watched the tree shadows slowly get closer. He thought about food and trees with delicious leaves and branches! The elephant tried to sniff out the trees with his nose, for he was sure they would be good to eat. But his nose was too small! He sniffed harder and harder, finally gathering all of his new-body strength and sniffing as hard as he could. Amazingly, his nose started growing! The more he sniffed, the longer it got. He sniffed harder and harder, and finally reached the delicious trees! He grabbed a branch and pulled it back into his mouth, discovering that it had the best taste he could imagine!

The elephant checked the shadows and found that they were on top of him! The shadows had grown very long during his tree-grabbing, nose-growing experience. He gathered four shadows underneath him, and propped himself up. But he was too tall! The elephant decided that he needed to shorten his legs, so he started jumping. He fell over once or twice, but each time he got up his legs were a little shorter until they were just right.

Now the skin on his legs was very loose, so he gathered up the extra skin and slung it over his shoulders. Suddenly, he heard a loud bird singing in the distance, but when he looked he could not see it. The skin flaps fell down. When he listened again, he heard nothing. Thinking the bird must have flown away, the elephant gathered the skin around his shoulders again. But there was the bird song again! The elephant realized that it was these flaps of skin that had helped him hear the bird, so he gathered the skin and strapped it up around his ears.

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Now it was nighttime and the elephant was happy. He reached his long trunk up into the night sky and trumpeted the most beautiful sound. As he did, his trunk split pieces from the moon and made the moon perfectly round. The elephant gathered up the moon pieces and secured them to either side of his face. These would help him tear down those delicious trees. Finally, the elephant was complete.

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on the folktale “How the Elephant Became an Elephant.”

20 Why does the author compare the elephant’s shadow-body to a stone?

F. It is grey.

G. It has no legs.

H. It is very hard.

I. It cannot move.


The elephant gathered up the moon pieces and

secured them to either side of his face.

Which word means almost the SAME as secured?

A. attached

B. blocked

C. lifted

D. tightened

22 Which part of his body did the elephant get LAST?

F. his ears

G. his legs

H. his trunk

I. his tusks

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23 The elephant trumpets his new trunk because

A. he thinks it is too quiet where he lives.

B. he is lonely and wants to attract friends.

C. he wants to see what kinds of noises he can make.

D. he is proud of himself for finding such a good body.

24 Why does the elephant jump on his new legs?

F. to see how strong they are

G. to make them get a bit shorter

H. to see if he can balance on them

I. to make the earth shake with his weight

25 Why did the author write “How the Elephant Became an Elephant”?

A. to entertain readers with an imaginary story

B. to teach readers about life at the beginning of time

C. to show readers how important elephants are to the earth

D. to express his concern that readers should protect animals

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26 What problem did the elephant have at the beginning of the story? How did he solve this problem? Use details from the story to support your answer.

27 Which words BEST describe how the elephant feels after he eats for the first time?

F. pleased and eager

G. lonely and excited

H. heavy and sleepy

I. starved and worried

28 Why did the elephant decide to attach his extra skin to his ears?

A. It gave him a sense of direction.

B. It helped him hear far-off sounds.

C. He did not know what else to do with it.

D. He wanted to flap his ears proudly for all to see.

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Read the article “Ella Fitzgerald, Jazz Great” before


Ella Fitzgerald, Jazz Great

Known throughout the world as “The First Lady of Song,” Ella Fitzgerald changed the way people think about music. Though she was not a trained singer, she had a larger vocal range than any other singer of her time. She could mimic both other singers and jazz instruments with her voice. And, at a time of racial tension in American history, Fitzgerald’s audience was as diverse as it could be. Everyone loved her; men and women of all races and

ages came to hear her sing and bought her many albums.

Ella was born on April 25th, 1917, in Newport News, Virginia. She moved to Yonkers, NY, a few years later. Ella’s most difficult times came when she was still quite young. Her mother died when Ella was only 15 years old. Ella was sent to a school for orphans, and at 17 she left the school to find that the country was in the middle of the Great Depression.

But Ella Fitzgerald’s story is not one of poverty and sadness. The same year she left the school for orphans, Ella’s name was picked from a hat and she was chosen to perform at a talent show at the Apollo Theatre in New York City.

Even as she walked onto the stage, Ella did not know what she was going to perform. She had considered dancing, but felt that she could never compete against a pair of dancers who had performed earlier in the show.

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Standing on stage, listening to the jeering of the crowd, Ella remembered her mother’s favorite song, Judy. She asked the band to play it, and the audience quickly warmed to her incredible voice. At the song’s end, they wanted more, and Ella sang The Object of My Affection before stepping off stage.

From that night at the Apollo, Ella knew she wanted to perform. While a shy girl offstage, Ella felt she came alive in the spotlight. With the help of some friends she made that night at the Apollo, Ella entered every talent show she could find. She won many of them, and started to gain local fame. She

began working with other musicians, eventually playing with Chick Webb, a bandleader who played the drums. When Chick died several years later, Ella took over his band, which became known as “Ella Fitzgerald and her Famous Band.”

Eventually, Ella left this band to play solo. She was extremely successful as a jazz singer, making her name well known through her release of covers, or music written by other songwriters that Ella then sang herself. She called these her songbook series, and they are what made her an international sensation. A famous songwriter once said that he didn’t know how good his music was until he heard Ella sing it.

Ella’s last performance was when she was 74 years old, at New York City’s Carnegie Hall. Though it wasn’t the Apollo, Ella finished her career as a performer in the same city in which she began. Ella Fitzgerald was the First Lady of Song, and she changed the music world forever with her unique voice. She died on June 15th, 1996, at the age of 79.

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on the article “Ella Fitzgerald, Jazz Great.”


Standing on stage, listening to the jeering of the

crowd, Ella remembered her mother’s favorite

song, Judy.

Which word means the OPPOSITE of jeering?

F. applauding

G. jumping

H. laughing

I. shouting

30 Which of the following BEST illustrates that Ella Fitzgerald had unique vocal skills?

A. She had a large vocal range.

B. She could mimic jazz instruments.

C. She sang songs that other songwriters wrote.

D. She could make her voice sound like other singers.

31 Why did Ella sing a second song at the Apollo Theatre’s talent show?

F. Chick Webb asked her to sing.

G. All performers had to sing two songs.

H. The crowd wanted to hear her sing more.

I. She wanted to sing another song for her mother.

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32 What was the author’s purpose in writing the article “Ella Fitzgerald, Jazz Great”? Use details from the article to support your answer.


She called these her songbook series, and they

are what made her an international sensation.

What does the word sensation mean in this sentence?

A. feeling

B. hit

C. party

D. sense

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34 If the article “Ella Fitzgerald, Jazz Great” needed a new title, which of the following would be BEST?

F. “Fitzgerald, 1917–1996”

G. “One Good Jazz Singer”

H. “Ella Fitzgerald is a Singer”

I. “America’s First Lady of Song”

35 How does Ella’s young life compare with her life as an adult?

A. first she was rich, then she was a singer

B. first she struggled, then she had huge success

C. first she sang covers, then she sang in talent shows

D. first she was well-known, then she had her own band

36 Which of these happened FIRST in Ella’s life?

F. She sang cover songs.

G. She sang at the Apollo.

H. She sang at Carnegie Hall.

I. She sang with a good band.

37 How were Ella Fitzgerald and Chick Webb ALIKE?

A. They were both jazz singers.

B. They both played cover songs.

C. They both served as band leader for a time.

D. They performed at the Apollo on the same night.

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38 Based on this article, describe what you would expect to hear if you listened to Ella Fitzgerald sing. Use details and information from the article to explain:

• the type of music she would sing,• the songs she might sing, and• how her voice would sound

EXPLAINTHINKREAD

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Read the excerpt from “My Antonia” before answering


An Excerpt from My Antoniaby Willa Cather

We found Russian Peter digging his potatoes. We were glad to go in and get warm by his kitchen stove and to see his squashes and Christmas melons. They were heaped in the storeroom for winter. As we rode away, Antonia suggested that we stop at the prairie dog town and dig into one of the holes. We could find out whether they ran straight down, or were horizontal, like mole-holes. We could see if they had underground links. We could find if the owls had nests down there, lined with feathers. We might get some puppies, or owl eggs, or snakeskins.

The prairie dog town was spread out over perhaps ten acres. The grass had been nibbled short and even. This stretch was not shaggy and red like the other part of the country, but grey and soft. The holes were several yards apart, and were dug with a good deal of order. It was like the town had been laid out in streets and avenues. I tied Dude, the dog, down.

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We went walking, looking for a hole that would be easy to dig. The prairie dogs were out, as usual, dozens of them. They were sitting up on their hind legs over the doors of their houses. As we approached, they barked, shook their tails at us, and scurried underground. Before the mouths of the holes were little patches of sand and gravel, scratched up, we supposed, from a long way below the surface.

Here and there, in the town, we came on larger gravel patches, several yards away from any hole. If the dogs had scratched the sand up, how had they carried it so far? It was on one of these gravel beds that I met my adventure.

We were looking at a big hole with two entrances. The burrow sloped into the ground at a gentle angle. We could see where the two tunnels linked. The floor was dusty from use, like a little highway over which much travel went. I was walking backward, in a crouching position. I heard Antonia scream. She was standing opposite me, pointing behind me and shouting something in Bohemian. I whirled round, and there, on one of those dry gravel beds, was the biggest snake I had ever seen. He was sunning himself, after the cold night.

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He must have been asleep when Antonia screamed. When I turned, he was lying in long loose waves, like a letter “W.” He twitched and began to coil slowly. He was not merely a big snake, I thought—he was a huge horror. He was as thick as my leg. He lifted his head, and rattled. I didn’t run because I didn’t think of it. If my back had been against a stone wall I couldn’t have felt more cornered. I saw his coils tighten. Now he would spring. I ran up and drove at his head with my spade. I struck him across the neck.

In a minute he was all about my feet in wavy loops. Antonia, barefooted as she was, ran up behind me. His body kept on coiling and winding. It was doubling and falling back on itself. I walked away and turned my back. I felt seasick.

Antonia came after me, crying, “O Jimmy, he not bite you? You sure? Why you not run when I say?”

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the excerpt from “My Antonia.”

39 Russian Peter is BEST described as

F. careless.

G. hard-working.

H. stingy.

I. strong.

40 What detail from the story foreshadows the snake attack?

A. the Christmas melons piled up by the stove

B. the underground links in the prairie dog holes

C. the chance of finding snake skins in the prairie dog holes

D. the owl nests, lined with feathers, in the prairie dog holes

41 What mood does the author create in the second half of the excerpt?

F. eerie and sad

G. cool and calm

H. cheerful and upbeat

I. exciting and suspenseful

42 What causes the snake to coil?

A. Antonia’s scream disturbs it.

B. It is guarding the prairie dogs.

C. It is too warm after the cool night.

D. Jimmy accidentally steps on it and wakes it.

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43 How does Jimmy deal with the snake?

F. He hits it with the spade.

G. He turns his back and gets sick.

H. He stays very still until it leaves.

I. He grabs Antonia and runs away.

44 Readers are likely to admire Jimmy because he

A. is always prepared.

B. has a lot of common sense.

C. is quick-thinking and very brave.

D. acts very carefully and intelligently.

45 In the beginning of the excerpt, Antonia and Jimmy could BOTH be described as

F. curious.

G. hungry.

H. nervous.

I. scared.

46 Why does Jimmy compare the prairie dog town to a human city?

A. Like a city, it has tall buildings.

B. Like a city, it has streets and avenues.

C. The prairie dogs seem as busy as people in a city.

D. The prairie dogs organize their homes as people do in a city.

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47 Jimmy says he didn’t run from the snake because he didn’t think of it. Use details and information from the story to explain:

• why this would surprise Antonia, • what Jimmy did instead, and• how Jimmy felt at the end of the story

EXPLAINTHINKREAD

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While it may look dangerous, these Aikidoists are well trained. Many

Aikido students say they enjoy being flipped upside down and falling

onto the soft mat below them.

Read the article “Aikido: The Way of Harmony” before


Aikido: The Way of Harmony

The phrase “martial arts” is used to describe a type of hand-to-hand sport that first began in the ancient Far East. When they were first created, these sports were used to train soldiers to fight in war. Today, people enjoy training in martial arts because of the physical exercise and mental training they offer.

Aikido was developed in Japan. It was founded by a man named Morihei Ueshiba. Ueshiba had studied

different types of martial arts as a young man, but as he grew older, he felt that something was missing from his training. Ueshiba created a new martial art that combined movement, spirituality, and non-violence. In other words, this martial art was not used as a training method for war. Rather, its goal was to teach the student about how to combine the practice of martial arts with a quest for understanding the world.

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The word “Aikido” is a combination of three Japanese letters that translate as “the way of harmonizing with the universe.” Instead of helping to create soldiers ready to fight in combat, Aikido prepares its students to understand non-violence. Ueshiba believed that through the practice of Aikido, one could find a path to peace. Today, Ueshiba is known as O Sensei, which means “great teacher.” O Sensei taught that students could find balance and

harmony if they practiced this great martial art.

In a typical Aikido class, the teacher (or sensei) shows a technique1. Then the students split into pairs and practice the technique together. One person in the pair acts as the attacker (or uke). The uke attacks the second person in the pair, known as the nage. The nage then uses the technique to stop the attacker. The nage never harms the attacker, just stops him.

These Aikido students are not of the same rank. The woman wearing

all white is a beginner, wearing only a “gi.” The senior student is

wearing a gi as well as a hakama, which shows that she has earned

her black belt.

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1technique: the way something is done


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The key to understanding Aikido comes in this moment. The job of the nage is to use the attacker’s own energy to stop the attack. Imagine someone running quickly at you with his hands balled into fists. A good nage would grab the person’s wrists and step out of harm’s way, but allow the attacker to keep running. The nage essentially catches the attacker and, while holding onto his wrists, forces him to fall down. The uke has lost his balance and the attack is stopped. Aikido teaches hundreds of different techniques, but they all fit into this basic description.

As the Aikido class continues, the students switch roles, so that each person has the chance to practice as both uke and nage. In this cycle, students learn to take energy from the attacker to defend themselves with little effort. More importantly, they learn not to harm the attacker. O Sensei believed that through this exercise, people would come to understand peace.

Aikido has become a worldwide phenomenon. One can find a school (or dojo) in almost any city. Though O Sensei died in 1969, his teachings live on, in Japan and around the world.

33



on the article “Aikido: The Way of Harmony.”


Rather, its goal was to teach the student about how

to combine the practice of martial arts with a quest

for understanding the world.

Which word means the SAME as quest?

F. knowledge

G. search

H. teaching

I. uncertainty

49 What is the main idea of this article?

A. Aikido has changed the world for the better.

B. Aikido is the most important sport you can learn.

C. Aikido was founded in Japan by a man named Ueshiba.

D. Aikido is a martial art that offers its students a path to peace.

50 When an Aikido student wears a hakama, it indicates that

F. he is the teacher.

G. he has a black belt.

H. he has been to Japan.

I. he studied with O Sensei.

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51 How is Aikido DIFFERENT from other martial arts?

A. It was developed in Japan.

B. It includes a series of techniques.

C. It involves practicing with a partner.

D. It was never used to train soldiers for war.

52 What was the author’s purpose in writing this article?

F. to teach the reader how to defend herself

G. to inform the reader about an interesting martial art

H. to explain what the word Aikido means in Japanese

I. to show the reader how Aikido is different from Karate

53 How is Aikido DIFFERENT today from when it first developed?

A. First it was used to train soldiers, now it is a sport.

B. First it was taught by others, now it is taughtby O Sensei.

C. First it was used as self-defense, now it is apath to peace.

D. First it was taught only in Japan, now it is taught worldwide.

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STOP

54 Aikido is mainly practiced

F. on a sandy beach.

G. on a hard-wood floor.

H. in a dojo on a soft mat.

I. outside on green grass.

55 How is a student’s Aikido rank shown?

A. by the name she is called

B. by the uniform she wears

C. by the skill she shows in class

D. by the number of attackers she defeats

56 Based on the article, what is the MOST important lesson one can learn in an Aikido class?

F. how to stop an uke

G. how to do a technique

H. not to harm the attacker

I. that O Sensei was a great nage

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Clara Barton . . . . . . . . . . . . . . . . . . . . . . . . . Page 2

Looking Down . . . . . . . . . . . . . . . . . . . . . . . Page 8

Make a Pinhole Camera. . . . . . . . . . . . . . . Page 15

The Littlest Giant . . . . . . . . . . . . . . . . . . . . Page 21

Thanks to the Animals . . . . . . . . . . . . . . . Page 27

Climbing . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 34





Form D

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Read the article “Clara Barton” before answering


Clara Barton

Clara Barton was born in 1821 as the youngest of five children. Her father was a respected horse farmer and breeder. During this time, women could not vote or go to college, and very few women held jobs outside the home. Women could not be doctors or lawyers without a college education. Most women married and had children, but Clara Barton wanted to work and earn her own money instead of getting married and having children.

Even when Clara was young, her family could tell that she would thrive in the world. Though she did not go to a school to learn, her older brothers and sisters educated her at home. At age four, she was already able to spell complicated words, and she went on to a life full of great successes.

Clara had three major careers in her lifetime. First, she was a teacher, which was one of the few jobs open to women at the time. She started her teaching career in Massachusetts at age 17. After just six years of teaching, she started a public school in Bordentown, New Jersey.

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Format Benchmark Assessment READING D


Clara worked hard and the attendance at the school grew to over 600 students. But the school board decided not to hire Clara to be in charge of the school and hired a man in her place. Clara was livid because she had put so much hard work into making the school a place where students could receive a top-notch education. She decided to find a new job rather than continue to work there under the gaze of the new administrator.

Next, Clara traveled to Washington, D. C., to work with the federal government as a clerk in the U.S. Patent Office. Around this time, the Civil War was starting. Clara saw the need for quality health care for soldiers fighting in the war. She noticed that many soldiers were not healing properly, primarily because there were not enough medical supplies for the doctors to use. She wrote letters and asked people to donate these supplies. Clara’s efforts were very successful. Soon the government gave Clara a pass to travel with army ambulances. She was able to help the sick and wounded soldiers. This was the beginning of her second major career as a nurse.

Clara was a nurse throughout the Civil War. She spent her time preparing meals for soldiers and soothing men who had been hurt. Occasionally, she even performed emergency surgery. Most women were not allowed on the battlefields, but Clara showed that she could be strong enough to provide the care the soldiers needed.

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All of the work Clara did during the Civil War changed her life. She wanted to use the lessons that she learned to start a new organization dedicated to helping people. At the end of the war, when she was 59 years old, Clara began her third career by creating the American Red Cross. The purpose of the American Red Cross was to help people who were struggling because of natural disasters or wars. By the time Clara died in 1912, she had been running the organization for 23 years. Since that time, the American Red Cross has helped, and continues to help, millions of people every year.

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the article “Clara Barton.”


Even when Clara was young, her family could tell

that she would thrive in the world.

Which word has almost the SAME meaning as thrive?

A. grow

B. live

C. study

D. succeed

2 How was Clara Barton DIFFERENT from other women at that time?

F. She wanted to get married and have children.

G. She wanted to get a job and make her own money.

H. She wanted to become a soldier and fight in the Civil War.

I. She wanted to be a teacher and work in an elementary school.

3 Why did Clara Barton leave her first job?

A. A man was hired to run her school.

B. She decided to start a new organization.

C. The government took her teaching job away.

D. The war started and she was needed on the battlefield.

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4 How were Clara Barton’s three careers ALIKE? Use information and details from the article to explain your answer.

5 What is the main idea of this article?

F. Clara Barton was one of the best nurses during the Civil War.

G. Clara Barton worked hard and helped many people during her life.

H. Clara Barton wanted to prove herself so she took many different jobs.

I. Clara Barton was one of the first women in America to become a teacher.

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6 What did Clara Barton do AFTER the Civil War?

A. She became a teacher.

B. She went to Washington, D.C.

C. She started the American Red Cross.

D. She helped heal soldiers on the battlefield.

7 With which statement would the author of “Clara Barton” MOST likely agree?

F. Women should not have jobs.

G. Women always make good teachers.

H. Women are the most interesting people in history.

I. Women can make valuable contributions to the world.


She wanted to use the lessons that she learned to

start a new organization dedicated to helping people.

Which word has the SAME root as organization?

A. generation

B. organic

C. originate

D. reorganize

9 If the article “Clara Barton” needed a new title, which would be BEST?

F. “How to Find a Job”

G. “Teacher, Nurse, Leader”

H. “The American Civil War”

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Read the story “Looking Down” before answering


Looking Down

Buzz, buzz, buzz, buzz. The alarm clock was buzzing incessantly. Alicia groggily opened her eyes. What was going on? Wasn’t it Saturday? It took a minute, but Alicia finally realized that her alarm was going off not because she had to go to school, but because she was supposed to go hiking with her family. Ugh. Never again, she thought, as she dragged herself out of bed.

Downstairs, her mother, father, and sister Iris were full of boundless energy.

“Here’s your breakfast, Alicia,” her father said perkily.“Eat up,” her mother added, “you’ll really need your energy

for a day of hiking.”“And hurry up!” Iris said with somewhat more impatience,

“everyone else is ready to go!”What is wrong with these people? Alicia thought. The car ride turned out to be better than she had expected.

It was October, so the leaves were all changing color, and even Alicia had to admit that the rolling hills all decked out in garments of orange and red were beautiful to see.

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But then the hiking began.“Hop to, troops,” her father said as they started out.“Onward and upward,” her mother added.“Hurry up, Alicia,” Iris said with somewhat more impatience.

“We want to make it to the top before the sun goes down!”And they all tramped off into the woods. Alicia felt tired even before they’d gone half a mile. She

kept her head down. Tramp, tramp, tramp. She could hear her family ooh-ing and aah-ing over the leaves on the trees and the dappled sunlight streaming through them.

But Alicia was too tired to share in their enthusiasm, and she was finding the trip to be on the uninteresting side. She kept her head down and marched on, the steady beat of her footsteps thumping in her head. She wondered where her family got all their energy and she wished they would just slow down.

At long last, her mother said, “Let’s take a break.”Alicia sighed with extreme gratitude, sat on the ground,

and looked up at the leafy ceiling above her. The leaves were attractive, sure, but she still wished she could go home.

Her father knew she was struggling. He had noticed that Alicia was keeping her head down. He knew that exhausted hikers tended to focus their energies like a laser beam and not look around too much.

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“You know, Alicia,” he said, “these woods are full of mosses and lichens. I bet you could count dozens of them.”

“What are mosses and lichens?” said the ever-enthusiastic Iris.

“Mosses are small plants without flowers or roots,” said their mother. “They look like little green padded carpets on the rocks.” She pointed to a dark green velvety patch that was sticking up on a nearby boulder. “That’s a moss, there.”

“All right, so what’s a lichen?” Alicia figured she’d make the effort to seem interested.

“Lichens grow on rocks like mosses do,” her father answered, “but they are very different. Lichens are actually many different plants all growing together. They usually are lime green and look thin and scrubby on rocks.”

He pointed to lichens on a different nearby rock. It looked like a teeny, tiny, lime green forest with tiny trees sticking up.

Alicia was intrigued. She had no idea the forest floor was so complex and interesting. As the family continued on their way, she was still somewhat exhausted and she still kept her head down, her eyes focused on the forest floor. But now, Alicia was happy to look around for mosses and lichens that sprouted up all around her. By the time they got to the top of the mountain, she felt satisfied to have spent a day pondering the wonders of nature.

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on the story “Looking Down.”

10 What is Alicia’s MAIN problem in the story?

A. She hates to get up early.

B. She is angry with her parents.

C. She is not enjoying hiking with her family.

D. She does not know anything about mosses or lichens.


The alarm clock was buzzing incessantly.

Which word has the SAME root as incessantly?

F. ceasing

G. incense

H. increase

I. sense

12 When the author writes that the rolling hills were “all decked out in garments of orange and red,” she means that

A. there was a fire in the hills.

B. the leaves were changing color.

C. Alicia and her family were all bundled up.

D. Alicia was so angry her face was turning red.

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13 How are mosses and lichens ALIKE?

F. They both often grow on rocks.

G. They both have complex root systems.

H. They both are only found during autumn.

I. They both are made up of more than one plant.

14 What do Alicia and her family do just BEFORE they leave to go hiking?

A. They eat breakfast.

B. They pack a snack.

C. They talk about plants.

D. They argue about where to go.

15 What is the MOST important lesson Alicia learns?

F. that mosses and lichens are really quite different

G. that climbing mountains is harder than she thought

H. that she does not have as much energy as her parents and her sister

I. that there is always something interesting to see if you look hard enough

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16 Alicia’s feelings about the hike with her family areDIFFERENT at the end of the story from how they are at the beginning of the story. Use details and information from the story to explain:

• how Alicia feels at the beginning of the story,• how she feels at the end of the story, and• why her feelings change

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17 Alicia’s father tells her about mosses and lichens because

A. he wants her to take home some plants.

B. he wants to distract her from how hard the hiking is.

C. he wants to tell her about something Iris is interested in.

D. he wants her to count all the mosses and lichens on the mountain.

18 As used in the story, which words have almost the SAME meaning?

F. figured, looked

G. opened, dragged

H. marched, tramped

I. wondered, wished

19 Why did the author write “Looking Down”?

A. to teach the reader about different mosses

B. to explain to the reader how to climb a mountain

C. to persuade the reader that it is importantto exercise

D. to tell the reader an interesting story about paying attention

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Read the passage “Make a Pinhole Camera” before


Make a Pinhole Camera

Throughout history, humans have been interested in making representations of what they see in the world. The earliest art is probably from around 30,000 years ago, when people used charcoal and chalk to draw animals and other designs on the walls of caves.

Ever since then, humans have depicted their world using all different types of art, from oil paints and water colors to photographs and video.

Drawing or taking pictures are great ways to document and show your world. An interesting way to make art

is by using a pinhole camera. You can make a pinhole camera at home using simple household items.

What you Needa cylindrical box with a lid, such as

an oatmeal boxa needleblack paintblack construction paperphotographic papertape

What to DoPaint the inside of your box with

black paint. Paint the lid black on the inside and on the outside. Make the lens by asking an adult to poke a hole on the bottom of your box, using the needle. The smaller the hole the better. Make a shutter by cutting a small piece of black construction paper to cover the hole. Tape the shutter onto the bottom of your box. Tape only the top edge of the shutter.

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Remove the lid and place a sheet of photographic paper on the inside with the photographic side facing the pinhole. Replace the lid. Be sure to complete this step in the dark to avoid exposing the paper to light too soon.

Now, take a picture. Aim the bottom of the can at an object that you find interesting. Take your picture outside where there is plenty of light. Open up the shutter to let the light reflect off your object into your camera. Leave the shutter open for several seconds. Leave the shutter open longer if it is cloudy and shorter if there is lots of sun. An image of the object you pointed your camera at should be appearing on your

photographic paper. Then follow the manufacturer’s instructions for making the image appear on the photographic paper.

Photographs taken with a pinhole camera can be less sharp than photographs taken with a regular camera. You can use this quality to an artistic effect. Experiment with your camera to create photographs that depict the world as you see it, and be sure to share your art with other people. Pinhole photography, like all art, is meant to enrich the world and help other people see things in a whole new light.

Pinholecamera

box lid

photographicpaper

shutter

pinhole

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on the passage “Make a Pinhole Camera.”

20 What is the main idea of this passage?

F. Making art is important to humankind.

G. Everyone should use pinhole cameras.

H. Pinhole cameras are an important part of history.

I. Making a pinhole camera can help you make art easily.

21 Where should the photographic paper go in a pinhole camera?

A. on the shutter

B. over the pinhole

C. on the inside of the lid

D. on the outside of the lid

22 How did the pinhole camera MOST likely get its name?

F. from the way the camera lens is made

G. from the type of picture the camera makes

H. from the type of box the camera is made of

I. from the amount of sunlight needed to take a photo

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23 What is the MOST likely purpose of the black paint on a pinhole camera?

A. to decorate the outside of the box

B. to keep extra light out of the camera

C. to reflect the light onto the photographic paper

D. to attract the right amount of sunlight to the pinhole

24 What is the purpose of the curved arrows in the diagram?

F. to point out where to put the pinhole

G. to symbolize the artistic value of a photograph

H. to show the placement of the photographic paper

I. to indicate the direction of light through the camera

25 Only the top edge of the shutter should be taped to the can because

A. you must be able to lift up the shutter to let light into the can.

B. the shutter is so fragile that using more tape might damage it.

C. the shutter is supposed to open and close while taking the picture.

D. the shutter is not very thick so you do not need to use very much tape.

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26 The shutter of a pinhole camera should be kept open for different amounts of time depending on

F. the weather outside.

G. the length of the can.

H. the size of the camera’s pinhole.

I. what you are taking a picture of.

27 Why does the author include information about cave paintings in the passage?

A. to explain to readers how to make their own cave paintings

B. to explain to readers some important facts about the history of caves

C. to show readers that making art has been important to people for a long time

D. to give readers an idea about something that might be interesting to photograph

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28 What causes a pinhole camera to make a photographic image? Use details and information from the passage to support your answer.

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Read the article “The Littlest Giant” before answering


The Littlest Giant

When a giant panda is born, it is not so giant. A newborn baby giant panda is no bigger than a stick of butter and weighs only about one quarter of a pound. During its lifetime, this giant panda will grow to be as tall as two or three feet and weigh over 200 pounds. That’s around 900 times its size at birth! And all on a vegetarian diet of mostly bamboo!

There are only 1,600 wild giant pandas left in the wild, and over 150 living in zoos around the world. In the wild, giant pandas live mostly in

the mountains of central China. They spend up to 16 hours a day munching on bamboo plants. The rest of the time is spent sleeping or relaxing.

An adult giant panda female will mate and have a cub five to eight times in her life. She will spend up to three years taking care of each cub. When a giant panda is born, it is completely helpless. It is tiny and hairless, and its eyes are shut tight, so it cannot see a thing. Some animals, such as horses, are practically born running. They can stand on their own four feet soon after birth and follow their mothers around as they graze. But baby giant pandas are different. A baby giant panda’s mother must constantly care for her child for the first few months of its life.

A mother panda has her work cut out for her when she is taking care of a cub. She does not leave the cub’s side even for a minute during its first month, not even to eat.

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After a month, the little cub begins to look more like an adult, and its mother leaves it for very short periods of time to munch on some bamboo. Around this time, the cub opens its eyes and starts to wiggle around. At three months, the cub is much more mobile, and at four months it is very active, crawling on its mother and getting around pretty well on its own. Still, the cub sticks close to its mother during

its first year of life. It is not until it is around a year and a half to two years old that the baby giant panda leaves its mother to go off on its own in the wild world.

With their black and white fur and fuzzy ears, giant pandas are really quite adorable. It’s hard to believe that these gentle giants begin their lives as tiny, helpless babies no bigger than sticks of butter.

OneDay

OneMonth

TwoMonths

SixMonths

OneYear Adult

4 in.1/4 lb.

14 in.2.6 lbs.

22 in.7.5 lbs.

37 in.28 lbs.

45 in.55 lbs.

4–5 ft.Over 200 lbs.

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the article “The Littlest Giant.”

29 This article is mostly about

F. the growth of the giant panda.

G. the lives and habits of giant pandas.

H. how baby pandas learn to live on their own.

I. how long baby pandas spend with their mothers.

30 What is DIFFERENT about horses and pandas?

A. Horses live in the wild.

B. Horses can walk at birth.

C. Pandas only live in China.

D. Pandas never learn to walk.


At three months, the cub is much more mobile,

and at four months it is very active, crawling on its

mother and getting around pretty well on its own.

Which word has almost the SAME meaning as mobile?

F. effective

G. hungry

H. moving

I. visible

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32 Based on the article and the chart, explain how giant pandas grow. Be sure to include details and information from the article and chart to explain:

• what giant pandas look like and do as they grow, and• how their size changes over time

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33 Why don’t giant panda mothers eat when their babies are very young?

A. They can live off the fat in their bodies.

B. They are waiting until their babies can walk.

C. They cannot be away from their helpless young.

D. They have finished growing and do not need to eat.

34 What happens around the time a giant panda cub reaches two years of age?

F. It becomes active.

G. It leaves its mother.

H. It starts to eat bamboo.

I. It weighs over 400 pounds.

35 A one-month-old giant panda and a two-month-old giant panda are ALIKE in that they both

A. cannot see.

B. eat only bamboo.

C. are completely hairless.

D. do not move around much.

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36 At what age does a giant panda measure about 14 inches in length?

F. one day

G. one year

H. one month

I. six months

37 Why did the author write “The Littlest Giant”?

A. to persuade readers to help protect the giant panda

B. to teach readers how to take care of a giant panda cub

C. to inform readers about the growth of giant panda cubs

D. to entertain readers with an amusing story about a giant panda

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Read the story “Thanks to the Animals” before answering


Thanks to the Animals

Have you ever wanted something with such intensity that you couldn’t sleep at night? That’s how I felt last summer about the signed edition of my absolute favorite book of all time, The Yearling. I saw the signed edition at the used bookstore in my town. Why did I need an edition signed by the actual author when I already had an unsigned version? I don’t really know. I guess I thought that it would be impressive to have a copy of my favorite book that the author had actually touched. I wanted it with such urgency that I saved my paper route money for months so I could buy it.

I had all this money saved and was ready to buy the book, when everything changed because of my best friend, Jimmy. A better friend you would never be able to find on Earth.

Jimmy has a dog named Bolt (as in lightning bolt), who is his constant companion, going wherever Jimmy goes. That is, he goes everywhere except to school, of course, but Jimmy would bring him if he were allowed.

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One day last summer, I went with my family out to our cabin in the woods, and Jimmy and Bolt came with us. We have a great little cabin out there; it is a little bit like the one in The Yearling, actually, so no wonder I like the book so much. As soon as the car stopped, Jimmy, Bolt, and I ran off to explore.

“Hey, Kalel,” I remember Jimmy shouting, “let’s run down to the river?” So, I shouted back to my parents, “Can we go to the river?”

“Okay,” they shouted back, “but be careful—the flooding this year has made the river run high and fast.”

“Let’s go!” I said to Jimmy.We ran down to the river, with Bolt crashing through the

underbrush in the lead. When we got there, Jimmy, who was always more of an adventurer, immediately took off his shoes to go walking in the river. And sure enough, as soon as Jimmy stepped in the water, he tripped and fell down in the stream with a splash. The amazing thing is that Bolt knew exactly what to do, and he wasted no time, too. The big dog jumped in the river and pulled Jimmy right out, grabbing my friend’s arm and yelping all the way. We all limped on back to the cabin, wet and scared. Jimmy and I were limping mostly because we were shook up, but Bolt was limping because he was actually hurt really bad.

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It turns out that Bolt had fractured his foot when he pulled Jimmy out of the river. Jimmy was devastated, which was strange because I had never seen my best friend cry before. “He has to get that leg fixed,” he repeated, saying the phrase over and over. What he didn’t say but what I understood was that Jimmy could not afford to take the dog to the veterinarian.

So, I figured that a signed edition of The Yearling was not as important to me as Bolt was to Jimmy, or as Jimmy was to me, for that matter. I used all my paper route money to get that dog’s leg set and fixed right up. And I never regretted it even for a minute. Leave it to the animals to teach humans the important lessons in life.

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the story “Thanks to the Animals.”

38 Which problem does Kalel have at the beginning of the story?

F. His parents will not let him go out to their cabin.

G. He needs to save money to buy a book that he wants.

H. He does not have enough time to read his favorite book.

I. His friend Jimmy’s dog broke its foot while running inthe woods.

39 Where does Kalel’s family have a cabin?

A. by the sea

B. near a river

C. close to his school

D. next to the bookstore

40 Jimmy MOST likely does not say why he is so upset when Bolt breaks his leg because

F. he does not want to upset Kalel and his family.

G. he feels bad that it is his fault that Bolt broke his leg.

H. he is angry that Jimmy and his family will not help him fix Bolt’s leg.

I. he is embarrassed that he does not have enough money to fix Bolt’s leg.

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41 Kalel cares a lot about his friend Jimmy. Use details and information from the story to explain:

• why Kalel cares about Jimmy, and• what Kalel does in the story to show that he cares

about Jimmy

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42 With which statement would the author of “Thanks to the Animals” MOST likely agree?

A. Having a pet makes life more difficult.

B. Friends are more important than possessions.

C. Take care of yourself first, then take care of others.

D. When you play outside, be sure to always bring a dog.


Jimmy and I were limping mostly because we were

shook up, but Bolt was limping because he was hurt

really bad.

Which of these is most nearly the OPPOSITE of the phrase “shook up”?

F. flat

G. calm

H. in pain

I. in a hurry

44 When the author writes that Bolt was “crashing through the underbrush in the lead,” he means that Bolt was

A. jumping into the river.

B. falling down in the leaves.

C. running fast ahead of the boys.

D. breaking his leg while running in the woods.

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45 How are Kalel’s feelings at the end of the story DIFFERENT from how they were at the beginning?

F. He no longer plans to buy the book he wanted.

G. He no longer thinks that dogs are useless creatures.

H. He no longer wants to hang around his friend Jimmy.

I. He no longer wants to spend time at his family’s cabin.

46 What is one reason that Kalel likes The Yearling so much?

A. It is an exciting book about a dog.

B. The author of the book is his friend.

C. His cabin is like the cabin in the book.

D. He learned about friendship from the book.

47 Kalel decides to use his money to fix Bolt’s leg because

F. the dog limps and yowls.

G. he wants to help his friend.

H. his friend asks him for money.

I. his parents think it is a good idea.

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Read the poem “Climbing” before answering Numbers

48 through 56.

Climbingby Amy Lowell

High up in the apple tree climbing I go,With the sky above me, the earth below.Each branch is the step of a wonderful stairWhich leads to the town I see shining up there.

Climbing, climbing, higher and higher,The branches blow and I see a spire,The gleam of a turret, the glint of a dome,All sparkling and bright, like white sea foam.

On and on, from bough to bough,The leaves are thick, but I push my way through;Before, I have always had to stop,But to-day I am sure I shall reach the top.

Today to the end of the marvelous stair,Where those glittering pinnacles flash in the air!Climbing, climbing, higher I go,With the sky close above me, the earth far below.

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on the poem “Climbing.”

48 If the poem “Climbing” needed a new title, which title would be BEST?

A. “Picking Apples”

B. “A City in the Sky”

C. “I Wish I Could Fly”

D. “Adventure in the Forest”

49 The author compares what is at the top of the tree to white sea foam because

F. it is painted white.

G. it is actually under water.

H. it is right next to the ocean.

I. it is really made out of clouds.


On and on, from bough to bough,

Which word has almost the SAME meaning as bough?

A. branch

B. dome

C. earth

D. spire

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51 Why did the narrator MOST likely not make it to the top of the tree before?

F. She was carrying too many heavy apples.

G. She could not get through the thick leaves.

H. She was not interested in the top of the tree.

I. She could not see what was at the top of the tree.

52 What is the poem MOSTLY about? How does the author’s purpose affect the meaning of the poem? Use details from the poem in your answer.

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53 Why does the author want to get to the top of the tree?

A. to gather leaves

B. to pick some apples

C. to impress her friends

D. to see the beautiful town

54 As used in the poem, which words have almost the SAME meaning?

F. flash, blow

G. reach, push

H. glint, gleam

I. bright, thick

55 What is the weather like when the author goes climbing?

A. rainy and grey

B. very warm and sunny

C. cold and a little snowy

D. windy and a little cloudy

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56 When the author writes that “each branch is the step of a wonderful stair,” she is imagining that

F. the tree is a staircase that takes her to a bright place.

G. the tree branches could be cut down to build a staircase.

H. the stairs to a beautiful castle in her town look like tree branches.

I. the staircase in her house is made out of the branches of an apple tree.

STOP

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FormatBenchmark Writing+ Test

Form A

The writing assessment includes a writing prompt and multiple-choice questions.

Table of Contents

Format Writing+ Prompt . . . . . . . . . . . . . Page 2

Your teacher will provide you with information for completing this part of the test. The writing prompt will either ask you to explain something or to convince the reader to accept your opinion or do something. A prompt page, a planning sheet, and lined answer pages are included.

Write your response neatly on the lined pages. Be sure to show that you can organize your thoughts and express them clearly. You may not use a dictionary or other reference source while planning or writing your response.

Format Writing+

Multiple-Choice Questions . . . . . . . . . . . Page 6

Here you will fi nd 50 multiple-choice questions. Each question is followed by several answer choices. Read all the answer choices. Fill in the bubble on your Answer Sheet for the answer you think is correct.

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PROMPT

Your school district is considering lengthening the school year to include the summer months.

Decide whether or not you believe this is a good idea.

Now write a letter to the Board of Education to convince them that your opinion is correct.

DO NOT WRITE ON THIS PAGE.

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160 Florida Benchmark Assessment • Grade 5 • Writing+ Form A


2


PLANNING SHEET

Use this sheet to plan your writing. Your writing on this sheet will NOT be scored. Your writing on pages 4 and 5 WILL be scored.

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Florida Benchmark Assessment • Grade 5 • Writing+ Form A 161

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Sean made the writing plan below to organize ideas for a

paper. Use his writing plan to answer questions 1–4.

Sean’s Writing Plan

Topic:

Lizards

Geckos

How they survive

Places they live

How to make one

Types

Things they eat

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1 The topic “Geckos” is not in the correct place on the plan. Under which subtopic should details about Geckos be placed?

A. Types

B. Things they eat

C. Places they live

D. How they survive

2 Which detail below should be added under the subtopic “Things they eat”?

F. lay eggs

G. cold-blooded

H. other animals

I. different sizes

3 Based on the writing plan, what kind of paper is Sean planning to write?

A. a paper that tells a story about lizards

B. a paper that explains what lizards are like

C. a paper that lists many different types of lizards

D. a paper that describes how lizards become extinct

4 Which idea is off topic and should be taken out of the plan?

F. Things they eat

G. Places they live

H. How they survive

I. How to make one

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Moesha made the chart below to organize ideas for a

paper. Use her chart to answer questions 5–8.

Important Inventions Benefi t

vacuum cleanermakes cleaning the

house easier

traffi c signalmakes it safer for cars and

people on the road

silly puttylets children make it into

different shapes

air conditioner helps people stay cool

Braille allows blind people to read

Moesha’s Chart

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5 Which invention is off topic and should be crossed off the chart?

A. Braille

B. silly putty

C. air conditioner

D. vacuum cleaner

6 Which idea below should be added under the “Important Inventions” column of Moesha’s chart?

F. dinosaur

G. computer

H. solar system

I. microwave popcorn

7 Based on the chart, what kind of paper is Moesha planning to write?

A. a paper that describes the invention of Braille

B. a paper that tells the story of inventing silly putty

C. a paper that explains why some inventions are important

D. a paper that compares important and unimportant inventions

8 Why did Moesha use this chart to plan her paper?

F. to help her focus on important inventions

G. so she could compare and contrast inventions

H. to help her determine the most-recent inventions

I. so she could put the inventions in alphabetical order

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1 Walter Thomas founded the Lovelace Shoe

Company. 2 For close to fifty years, Lovelace has made

the finest and strongest shoelaces in the world. 3 Now

Lovelace offers you a wonderful new shoelace. 4 It

won’t wear out or break. 5 What’s the perfect name for

permanent shoelaces? 6 Perma-Laces!

7 Therefore, you can wear them year round in any

condition. 8 They are made from space-age cotton fiber.

9 This fiber is woven into the patented Perma-Lace design.

10 If Perma-Laces do not last as long as your shoes

do, we will give you a new pair of laces free!

11 Jill Austin, a professional basketball star, says,

“Perma-Laces are the greatest! 12 No more broken

shoelace ends to tie back together again.”

13 Marcus Duffy is an international track star. 14 He

says, “I have worn through seven pairs of shoes this year.

15 I’m still on my first pair of Perma-Laces.”

16 Why spend the rest of your life worrying about

broken shoelaces? 17 Join thousands who have ended

their shoelace worries forever. 18 Go out and buy a pair of

Perma-Laces today!

The advertisement below is a first draft that Jared

wrote. The advertisement contains errors. Read the

advertisement to answer questions 9–14.

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9 Which sentence should be deleted because it presents a detail that is unimportant to the advertisement?

A. sentence 1

B. sentence 2

C. sentence 3

D. sentence 4

10 The sentences in the second paragraph are not in order. How should they be ordered to correctly organize the ideas?

F. sentence 7 , sentence 9 , sentence 8

G. sentence 8 , sentence 9 , sentence 7

H. sentence 9 , sentence 7 , sentence 8

I. sentence 9 , sentence 8 , sentence 7

11 Which transition should be added to the beginning of sentence 15 to help connect the ideas in the paragraph?

A. First

B. However

C. Next

D. Therefore

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12 Which sentence below matches the tone of Jared’s advertisement?

F. Perma-Laces can’t be beat.

G. Don’t buy them if you wear sandals.

H. Shoelaces were invented in England.

I. Perma-Laces work okay with sneakers.

13 Why does Jared present the ideas in the advertisement the way he does?

A. He wants to show that the company is very old.

B. He wants to compare different types of shoelaces.

C. He wants to persuade people to buy the shoelaces.

D. He wants to explain why athletes need these shoelaces.

14 Which sentence below provides a detail that supports sentence 18 ?

F. You won’t regret your decision!

G. Perma-Laces glow in the dark!

H. Shoelaces often break at the worst times.

I. Do you know someone who has Perma-Laces?

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Steve “Lefty” Carlton

1 Steve Carlton was born in Miami, Florida in 1944.

2 He played little league baseball as a boy. 3 As the

years went on in school he developed into a very good

left-handed pitcher. 4 He is left-handed.

5 When he had his first major league tryouts in 1963,

scouts questioned whether he could throw hard enough.

6 Carlton was determined. 7 He trained hard and his

fastball became his strikeout pitch. 8 He proved the

scouts wrong and signed with the St. Louis Cardinals.

9 In 1968, he began throwing another type of pitch

called a slider. 10 This pitch became his signature pitch.

11 In 1972, he was traded to the Philadelphia Phillies.

12 He won 27 games for this last place team that only had

a total of 59 victories!

13 Steve Carlton has the second-most wins for a

left-handed pitcher. 14 Carlton is also second on the

all-time strikeout list. 15 He was the first pitcher ever

to win four Cy Young Awards, and had six 20-win

seasons. 16 He retired from baseball in 1993.

The report below is a first draft that Carlos wrote for his

teacher. The report contains errors. Read the report to

answer questions 15–20.

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15 Read the sentence below from the report:

3 As the years went on in school he developed

into a very good left-handed pitcher.

Which words should replace “As the years went on in school” in sentence 3 to make the wording most specific?

A. In time

B. As time went by

C. When he got to college

D. As the years passed in school

16 Which sentence in the report repeats information and should be deleted?

F. sentence 4

G. sentence 8

H. sentence 10

I. sentence 12


A. Also

B. Finally

C. However

D. Still

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18 Carlos wants to add the sentence below to his report:

In 1980, Carlton helped the Phillies win the

World Series.

Where should this sentence be added to keep the details in the correct order?

F. after sentence 10

G. after sentence 12

H. after sentence 13

I. after sentence 15


A. The Phillie fans called Carlton “Lefty.”

B. He was one of the more physically fit baseball players.

C. Carlton enjoyed playing for the Phillies more than for the Cardinals.

D. Carlton’s first season with the Phillies was the best a pitcher ever had.

20 Why does Carlos present the ideas in the report the way he does?

F. He wants to compare right- and left-handed pitchers.

G. He wants to explain the different pitches Carlton threw.

H. He wants to tell about Steve Carlton’s career in time order.

I. He wants to give general baseball information before he tells about Carlton.

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Student Council Elections

1 We will hold Student Council Elections in October.

Who Can RunWho Can Run

2 All fourth and fifth graders are eligible to run.

3 Fourth graders can run for Secretary and Treasurer.

4 Fifth graders can run for President and

Vice President.

5 Last year 12 students ran for office.

What You Need to DoWhat You Need to Do

6 First, you must sign up in the school office.

7 Each student who runs must prepare a short

speech about why you are running, explain why you want

to run, and what plans you have while you are in office.

8 The speech should not be long.

9 Then, you will give the speech in the auditorium on

Wednesday, October 4th, a day before the election.

10 Each person running for office can make ONE poster.

11 The posters will be on display until Election Day.

Jill drafted this announcement. It contains errors. Read

the announcement to answer questions 21–26.

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21 Which sentence contains an unimportant detail that should be taken out of the announcement?

A. sentence 2

B. sentence 3

C. sentence 4

D. sentence 5

22 Jill wants to add the sentence below to the announcement:

If you plan on running, you must sign up by

September 25th.

Where should this sentence be added to keep the announcement correctly organized?

F. after sentence 2

G. after sentence 4

H. after sentence 6

I. after sentence 8

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23 Read the sentence below from Jill’s announcement:

Each student who runs must prepare a short

speech about why you are running, explain why

you want to run, and what plans you have while

you are in office.

Which sentence below improves the word choice and removes the repetition?

A. Each student who runs must prepare a short speech that explains why you want to run and what plans you have while you are in office.

B. Each student who runs for office must prepare a short speech about why you are running, why you want to run, and what plans you have.

C. Each student who runs must prepare a short speech and tell why you are running, why you want to run, and what plans you have while you are in office.

D. Each student who runs for office must prepare a short speech explaining why you are running for office, telling why you want to run, and describing plans you have while you are in office.

24 Which transition should be added to the beginning of sentence 10 to help connect the ideas?

F. Finally

G. However

H. Still

I. Therefore

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25 Which sentence gives information already stated and should be taken out of the announcement?

A. sentence 4

B. sentence 8

C. sentence 10

D. sentence 11

26 Why does Jill present the information in the announcement the way she does?

F. She wants to emphasize what the students cannot do.

G. She wants to make the important topics stand out from the details.

H. She wants to compare what the fourth and fifth graders are allowed to do.

I. She wants to give the most important information last so that it is easier to remember.

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27 Which answer should go in blank (27)?

A. saw

B. sawed

C. seen


F. everyone’s

G. everyones’

H. everyones


A. addmitting

B. admiting

C. admitting

Read the story “The Accident.” Choose the word or words

that correctly complete questions 27–32.

The Accident

Mark was on his way home from school when he (27) the scene of an accident. A truck and a sports car had collided, and both were in a ditch. Fortunately, (28) seat belt had been buckled. The father, mother, and baby in the truck seemed to be unhurt. The driver of the sports car had a small cut on his forehead. Mark overheard him (29) to the police officer that he had been driving (30) .

Mark was glad that no one was seriously (31) in the crash. He went home thinking that the seat belt was one of the (32) inventions.

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F. too fast

G. too faster

H. too fastest


A. hurt

B. hurted

C. hurting


F. best

G. bestest

H. more better

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Pythons and Boas

Pythons and boas are both constrictor snakes. They (33) poisonous. But with their large bodies, (34) strong and able hunters. There are some things that are the same about pythons and boas. They are both large and kill by (35) around their victims. The snake squeezes the prey until (36) chokes to death.

There are also differences between the two. Pythons have teeth on their upper jaw, but boas do not. Pythons (37) eggs while boas have live births.

Some pythons and boas live in trees. The Emerald Tree Boa of South America has a strong (38) to hang on to branches.


A. aren’t

B. weren’t

C. won’t be


F. their

G. there

H. they’re


A. rapping

B. wraping

C. wrapping

Read the article “Pythons and Boas.” Choose the word or

words that correctly complete questions 33–38.

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F. it

G. them

H. they


A. lay

B. lie

C. lye


F. tail

G. taile

H. tale

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A. can cause

B. was cause

C. had caused


F. be found

G. be finded

H. be founded


A. againest

B. against

C. againth

Read the article “Poison Ivy.” Choose the word or words

that correctly complete questions 39–44.

Poison Ivy

Poison ivy is a plant that (39) an itchy rash. It is distinguished by the fact that the leaves come in threes. Poison ivy plants can (40) anywhere, even in your backyard. The plant’s leaves blend in with the other foliage, so you might not even notice it.

The leaves of the plant release an oil when something bumps up (41) them. Once the oil is released, it can (42) get on your skin. (43) people will get an allergic reaction to poison ivy. They get an itchy rash and sometimes they swell up. It takes one to two weeks to (44) .

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F. easier

G. easiest

H. easily


A. More

B. Most

C. Mostest


F. heal

G. heel

H. hele

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Read and answer questions 45–50.

45 In which sentence below is all punctuation correct?

A. Aaron was born on July 6, 1997.

B. Aaron was born on July, 6 1997.

C. Aaron was born, on July 6 1997.

46 In which sentence below is all capitalization correct?

F. Peter goes to the school on Union street next door to the Public library.

G. Peter goes to the school on Union Street next door to the public library.

H. Peter goes to the School on Union Street next door to the Public Library.

47 Read the sentence below:

My teacher, Ms. Lopez, gave Dan and I a Ms. Lopez, gave Dan and I a

science projectscience project.

Which type of error appears in the underlined section of the sentence?

A. Usage error

B. Punctuation error

C. Capitalization error

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48 Combine the ideas in the box to create a sentence that makes sense.

swimming strongly

to break the record

my team attempted

that was held by our opponents

Which sentence below correctly combines the ideas from the box?

F. Swimming strongly, my team attempted to break the record that was held by our opponents.

G. To break the record, my team attempted swimming strongly that was held by our opponents.

H. My team attempted to break the record that was held by our opponents swimming strongly.

49 Combine all the sentences in the box to make one sentence.

Some children like to sing.

The school has a chorus.

They like to sing in this chorus.

Which sentence below correctly combines the sentences in the box?

A. Some children like to sing in the school chorus.

B. When the school has a chorus, the chorus likes to sing.

C. Some children like to sing when the school puts on a chorus.©

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moving slowly

to pick up all the leaves

my little sister wanted

that had fallen from the trees


F. My little sister wanted to pick up all the leaves that had fallen from the trees moving slowly.

G. Moving slowly, my little sister wanted to pick up all the leaves that had fallen from the trees.

H. To pick up all the leaves, my little sister wanted moving slowly that had fallen from the trees.

STOP

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Table of Contents




Format Writing+




Form B


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PROMPT

Most people have a sport, hobby, or activity that they enjoy.

Think about why it is important for people to play a sport or have a hobby.

Now write to explain why it is important for people to play a sport or have a hobby.


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188 Florida Benchmark Assessment • Grade 5 • Writing+ Form B

Format Benchmark Assessment WRITING+ B

2


PLANNING SHEET


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Florida Benchmark Assessment • Grade 5 • Writing+ Form B 189

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Topic: Animals of the Night

NameWhere They

LiveWhat They Eat Special Senses

Owl woods, forests mice, small birds

vision–eyes are 100 times more sensitive to light than human eyes

Bat caves, trees, old buildings

insects echolocation–makes sounds that strike an insect and bounce back, telling the bat where it is located

Aardvark trees ants, termites

Juan made this chart to organize ideas for a paper. Use

his chart to answer questions 1–4.

Juan’s Chart

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1 Juan wants to add more information to his chart. Which heading below could be added to the chart?

A. How They Survive

B. Animals That Are Extinct

C. Animals That Live in Asia

D. Why They Are Cold-Blooded

2 Which detail below should be added to the “Special Senses” column for owls?

F. fly at night

G. warm-blooded

H. widest field of vision of any bird

I. can move their heads almost all around

3 Based on the chart, what kind of paper is Juan planning to write?

A. a paper that tells a story about nocturnal animals

B. a paper that describes how nocturnal animals live together

C. a paper that explains what makes nocturnal animals special

D. a paper that lists nocturnal animals found in North America

4 Why did Juan use this chart to plan his paper?

F. to help him note the animals’ similarities

G. so he could find the main idea of the paper

H. to help him decide which animal is the most important

I. so he could easily see what additional information he needs

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Sara made this outline to organize ideas for a paper. Use

her outline to answer questions 5–8.

Sara’s Outline

Topic: Pilgrims in New England

I. Pilgrims Move to New England

A. They were in search of religious freedom.

1. First they moved to Holland.

2. Then they moved to New England.

B. They started Plymouth Colony.

1. Plymouth Rock is a tourist attraction today.

II. Pilgrims’ Life in New England

A. Life was very difficult.

1. Many people died the first year.

B. Native Americans helped the Pilgrims.

III. The First Thanksgiving

IV. More Pilgrims Settle in New England©

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5 Which sentence should be deleted because it is unimportant to the topic?

A. Life was very difficult.

B. Many people died the first year.

C. Native Americans helped the Pilgrims.

D. Plymouth Rock is a tourist attraction today.

6 Under which heading should information about the Pilgrims’ ship, the Mayflower, be placed?

F. The First Thanksgiving

G. Pilgrims’ Life in New England

H. Pilgrims Move to New England

I. More Pilgrims Settle in New England

7 Based on the outline, what kind of paper is Sara planning to write?

A. a paper that tells a story about a Pilgrim

B. a paper that gives the history of the Pilgrims

C. a paper that explains why we have Thanksgiving

D. a paper that compares Pilgrims and Native Americans

8 What detail below should be added under the subheading “Native Americans helped the Pilgrims”?

F. They wanted to celebrate the harvest.

G. They taught the Pilgrims how to grow food.

H. There were more than 100 original settlers.

I. They were not sure about the Pilgrims at first.

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1 I was excited when Mr. Dudley at the newspaper

office said I could have Danielle’s paper route. 2 Danielle’s

family was moving to Texas. 3 We see each other in

school sometimes. 4 When I told my parents the news,

they were pleased but cautious. 5 My parents finally

agreed that I could try.

6 I began the experiment by working with Danielle for

two weeks. 7 By the day before my first delivery, I was

ready to go! 8 Danielle did not seem to think I could

handle the route. 9 She acted as if it were a lot of trouble

to show me how she rolled and packed the papers.

10 On Sunday I filled the bike up with the heavy

papers and Danielle watched me wobble down the street

on my bicycle. 11 As I changed gears, I lost my balance.

12 I fell, spilling papers all over Travis Street. 13 Danielle

and I both burst out laughing, and she told me that

the same thing had happened to her. 14 After my little

accident, Danielle gave me all the help I needed.

15 During the next few weeks, I improved a great deal.

16 My parents were proud to see that I could handle my

new job.

The story below is a first draft that Terri wrote. The story

contains errors. Read the story to answer questions 9–14.

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9 In the first paragraph, which sentence is unimportant and should be deleted?

A. sentence 1

B. sentence 2

C. sentence 3

D. sentence 4

10 Terri wants to add the sentence below to her story:

I was so excited that night that I cleaned up

my bike.


F. after sentence 6

G. after sentence 7

H. after sentence 8

I. after sentence 9


A. Still

B. Also

C. At first

D. Since then

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F. Delivering newspapers is easy if you know what you are doing.

G. I delivered all of the papers in record time and was really proud.

H. The Sunday papers are at least three times as heavy as the weekday papers.

I. I thought Danielle was getting angry with me because I wasn’t doing it right.

13 Which sentence below should Terri add to end the story?

A. I worked slowly at first.

B. I like waving to all the customers.

C. The experiment was working out just fine.

D. I miss Danielle now that she has moved to Texas.

14 The writer needs to include a title. What would be a good title for this story?

F. A New Job

G. The Sunday Papers

H. The Bicycle Accident

I. Danielle’s New Paper Route©

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A New Electric Car

1 Fans of electric cars got a surprise when the Tesla

Roadster was introduced. 2 It can go from 0 to 60 in less

than four seconds and as fast as 135 miles per hour.

3 It can run for quite a while. 4 It only takes a few hours

to recharge. 5 Before you rush out to buy one, you should

know that it costs $100,000.

6 Martin Eberhardt dreamed about this car. 7 He

could not find anything like it or anyone who could make it.

8 So he put the Tesla team together to make it himself.

9 How did Eberhardt’s team make this electric car

when no one else could? 10 They used a lithium-ion

battery, like the kind used in laptop computers. 11 They

figured out a way to put them into large packs that could

stay charged long enough to run the car.

12 Eberhardt feels that electricity is the best and

cleanest way to get power for cars. 13 The Roadster

is meant to be the first in a line of cars that will cost

less money.

Yoshi wrote the review below. It contains errors. Read the

review to answer questions 15–20.

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15 Read the sentence below from the review:

3 It can run for quite a while.

Which words should replace “quite a while” in sentence 3 to make the wording most specific?

A. about a week

B. up to 250 miles

C. a very long time

D. a long amount of time


F. The Roadster weighs 2,500 pounds.

G. The inside of the car is trimmed in leather.

H. It can be plugged into any electrical outlet.

I. Despite the price, the first 100 cars sold out in two weeks.


A. Also

B. Finally

C. However

D. Therefore

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18 Yoshi wants to add the sentence below to his review:

They were also able keep the batteries

from getting too hot.


F. after sentence 8

G. after sentence 9



19 Which sentence below matches the style of Yoshi’s review?

A. It really knocked my socks off.

B. Some might think I’m dreaming, but I’m not.

C. It sounds too good to be true, but it does exist.

D. Words can’t even express how awesome this car is!

20 Why does Yoshi present the ideas in the report the way he does?

F. He wants to give the history of the electric car.

G. He wants to explain how electric cars are built.

H. He wants to describe a new type of electric car.

I. He wants to compare electric and gas engine cars.

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Sharks

1 People think that all sharks are dangerous

predators. 2 The reality is that some are dangerous and

others are quite harmless. 3 For example, a whale shark

is bigger than a bus. 4 However, it only eats tiny fish.

5 “Jaws” is a famous movie about a killer shark.

6 Sharks are some of the largest fish in the sea.

7 They are very streamlined and quite aerodynamic,

which gives them the capability of moving with great

speed. 8 They can travel more than 20 miles per hour.

9 A shark has the most powerful jaw of all animals.

10 Its jaw is also quite unusual. 11 It contains many rows

of teeth. 12 When the front row of teeth wears down, it is

replaced by the row behind. 13 A shark’s teeth are meant

for biting, not chewing.

14 Blue sharks are among the most common sharks.

15 They are about 13 feet long. 16 They will attack people,

but they usually don’t get too close to the coastline.

17 Tiger sharks are extremely dangerous. 18 They are

about 10 feet long and have huge mouths. 19 They have

curved teeth that are as sharp as razors.

Joe wrote a first draft of a report. The report contains

errors. Read the report to answer questions 21–26.

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21 Which sentence contains an unimportant detail that should be taken out of the report?

A. sentence 4 C. sentence 14

B. sentence 5 D. sentence 17

22 Which transition should be added to the beginning of sentence 10 to help connect the ideas?

F. Finally

G. Next

H. Therefore

I. Yet

23 Read the sentence below from Joe’s report:

They are very streamlined and quite

aerodynamic, which gives them the

capability of moving with great speed.


A. They are very streamlined, which gives them the capability of moving with great speed.

B. They are streamlined, aerodynamic, and it gives them the capability of moving with great speed.

C. They are quite streamlined and quite aerodynamic, which gives them the capability of moving with great speed.

D. They are very streamlined and they are aerodynamic, which gives them the capability of moving with great speed.

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24 Joe wants to add this sentence to his report:

A shark can grow thousands of teeth in a lifetime.


F. after sentence 10

G. after sentence 11



25 Which sentence below should Joe add to end his report?

A. Almost all sharks are meat eaters.

B. Some sharks will eat anything, even a shoe.

C. Sharks have been around for millions of years.

D. The differences among sharks is part of what makes them so interesting.

26 Why does Joe present the information in the report the way he does?

F. He wants to compare different kinds of shark teeth.

G. He wants to compare sharks to other dangerous creatures.

H. He wants to give general facts and then provide specific examples of sharks.

I. He wants to give the most unusual facts first so that the report is interesting.

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A. was held

B. were held

C. was holded


F. school’s

G. Schools’

H. School’s


A. middle schools

B. middle Schools

C. Middle Schools

Read the article “A Good Day for Sports.” Choose the

word or words that correctly complete questions 27–32.

A Good Day for Sports

This year, Sports Day (27) at the Carson Middle (28) field. The weather cooperated and we had a beautiful day. The athletesfrom (29) in the entire county came together to compete.

Carson Middle School (30) have done better at this year’s (31) . Carson did very well in the all-important track and field events. Clyde Prent’s record-setting mile was the high point of the whole day. One team from Darmont Middle School won first place in tumbling, but Carson took (32) of the ribbons in all other events.

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F. can’t

G. coulden’t

H. couldn’t


A. sports day

B. Sports day

C. Sports Day


F. morer

G. most

H. mostest

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A. brown warty

B. brown, warty

C. brown, warty,


F. big

G. bigger

H. biggest


A. its

B. it’s

C. its’

Read the article “Frogs and Toads.” Choose the word or


Frogs and Toads

Some people confuse frogs and toads. A toad usually has (33) skin. It is (34) than a frog and has a broader back. Unlike a frog that leaps on (35) strong back legs, a toad hops rather (36) .

Both frogs and toads (37) many eggs in the water. When the eggs hatch, thousands of tadpoles emerge.

A tadpole lives in water like a fish, breathing oxygen through gills. As it grows, it gets ready for life out of the water. It develops lungs and a (38) of back legs. A full-grown frog is amphibious, which means that it can live on land and water.

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F. slow

G. slower

H. slowly


A. lay

B. lie

C. lye


F. pair

G. pare

H. pear

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A. them

B. these

C. they


F. grew

G. grewed

H. growed


A. their

B. there

C. they’re

Read the article “The Seminoles.” Choose the word or


The Seminoles

The first people to settle in the Americas were hunters. One of (39) groups of hunters was the Muskogee. They settled in what is now Alabama, Georgia, and Florida.

The Muskogee settled near rivers and their population (40) and spread. Soon Europeans began to arrive in North America. They called the Muskogee Creeks because (41) towns were built near water.

After a time, the (42) convinced the Creeks to join in raids of Spanish missions in Florida. However, the English also took over Creek lands. Therefore, many Creeks who went on raids to Florida stayed (43) . Spain granted freedom to all the Creeks that came to Florida. In time, the Florida Creeks (44) as Seminoles, which means free.

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F. english

G. English

H. ENGLISH


A. their

B. there

C. they’re


F. are known

G. was known

H. were known

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A. “Matt asked Can I borrow your pen?”

B. Matt asked, “Can I borrow your pen?”

C. Matt asked, “Can I borrow your pen”?


F. Jean’s mother speaks both english and french.

G. Jean’s mother speaks both English and French.

H. Jean’s Mother speaks both English and French.

47 Read the sentence below:

The team coach, Mr. Peters, thinks that the blue Mr. Peters, thinks that the blue

bears will win thebears will win the championship.championship.

Which type of error appears in the underlined section of the sentence?

A. Usage error

B. Punctuation error

C. Capitalization error

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driving slowly

to find the park

my father tried

that was not marked on the map


F. Driving slowly, my father tried to find the park that was not marked on the map.

G. My father tried to find the park that was not marked on the map driving slowly.

H. To find the park, my father tried driving slowly that was not marked on the map.


Most dogs can learn tricks.

They can learn tricks quickly.

This happens when they get rewarded.


A. Most quickly rewarded dogs can learn tricks.

B. Most dogs can learn tricks quickly when they get rewarded.

C. Most dogs can learn quickly, and learn tricks quickly when they get rewarded.

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dancing purposefully

to remember all the steps

the young couple tried

that the dance teacher taught them


F. The young couple tried to remember all the steps that the dance teacher taught them dancing purposefully.

G. Dancing purposefully, the young couple tried to remember all the steps that the dance teacher taught them.

H. To remember all the steps, the young couple tried dancing purposefully that the dance teacher taught them.

STOP

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Table of Contents




Format Writing+




Form C


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A5BA_FL_WBC_RD09.indd Page 215 2/14/07 12:41:52 AM elhi /Volumes/ju109-1/MHMC005/mhs00055indd%0

PROMPT


To save money, your principal is thinking about canceling your school’s physical education classes.

Think about the importance of physical education classes.

Now write to convince your principal to agree with your opinion about whether or not physical education classes should be canceled.

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216 Florida Benchmark Assessment • Grade 5 • Writing+ Form C

Format Benchmark Assessment WRITING+ C

2


PLANNING SHEET


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Florida Benchmark Assessment • Grade 5 • Writing+ Form C 217

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STOP

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Gina made the chart below of things to do over the

weekend. Use her chart to answer questions 1–4.

Weekend Activities

Chores

(Things I Have To Do)

Recreation

(Things I Want To Do)

Write report on abolitionists Go to hobby shop

Do math homework Sleepover at Jan’s house

Ask teacher for spelling help Dinner at Grandma’s

Practice violin Watch movies

Ride my bike

Gina’s Chart

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1 Which detail below should be added under thesubtopic “Chores”?

A. Ride bike to park

B. Bake cookies with Dad

C. Clean out my closet for the summer

D. Ask Angela to come over for dinner

2 Which item below is off topic and should be taken off the chart?

F. Practice violin

G. Do math homework

H. Sleepover at Jan’s house

I. Ask teacher for spelling help

3 Based on the chart, what kind of paper is Gina planning to write?

A. a paper that describes events planned for the weekend

B. a paper that describes a weekend visit to her grandmother’s house

C. a paper that describes fun things that she wants to do on the weekend

D. a paper that explains why she didn’t have enough time to finish her homework

4 Why did Gina divide her list into two separate columns?

F. so she wouldn’t forget to do her homework

G. to organize each column as a separate paragraph

H. to show an even number of events in each column

I. so she could discuss events in the order in which they occurred©

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Tim made the writing plan below to organize ideas for a

paper. Use his writing plan to answer questions 5–8.

Topic:Sylvia Earle –

Deep Sea Diver

Childhood Education

Ocean pollutionAccomplishments

(What she achieved)

hometown interests schools degreesearned

boats chemicals studies divingrecord

Missions(What she did)

Tim’s Writing Plan

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5 Which subtopic is off topic and should be crossed off the plan?

A. Missions

B. Childhood

C. Ocean pollution

D. Accomplishments

6 Under which subtopic should Tim place details about awards Sylvia Earle has won?

F. Missions

G. Education

H. Ocean pollution

I. Accomplishments

7 Why did Tim place “Sylvia Earle – Deep Sea Diver” in the center of the plan?

A. so he will remember who Sylvia Earle is

B. so he will remember what title to use for his paper

C. so he will remember which detail to mention first in the paper

D. so he will remember what all details in his paper should relate to

8 Based on the writing plan, what kind of paper is Tim planning to write?

F. a paper that describes the ocean environment

G. a paper that explains how to become a deep sea diver

H. a paper that explains why it is important to get a good education

I. a paper that describes the life and achievements of a deep sea diver

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Portia’s Father

1 The year was 1896. 2 A 12-year-old student at the

Framingham School in Massachusetts dressed quickly in her

dormitory. 3 Portia was about to travel to Boston to hear

her father give a speech. 4 Her stepmother’s name was

Olivia. 5 Portia was very excited because she hadn’t seen

her father in many weeks. 6 He spent much of his time

traveling around the country, speaking about education.

7 His lectures were very popular.

8 A teacher accompanied Portia to the theater

where her father would speak. 9 When they arrived, the

theater was full. 10 On the stage sat Portia’s father and

his guests: Dr. William Du Bois, a civil rights leader, and

Paul Lawrence Dunbar, the poet. 11 When Portia saw her

father, she ran up and hugged him in front of hundreds of

people. 12 She loved her father and didn’t care who knew

it. 13 Then she returned to the audience to listen and pay

attention to this speaker and educator.

14 Have you guessed who Portia’s father was?

15 He was Booker T. Washington, founder of the

Tuskegee Institute.

The story below is a first draft that Denise wrote. The

story contains errors. Read the story to answer

questions 9–14.

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9 Why does Denise present the ideas in the story the way she does?

A. She wants to confuse the reader by talking about Portia.

B. She wants to build suspense about who Portia’s father is.

C. She wants to compare Portia’s achievements to her father’s.

D. She wants to focus on what it is like to go to a boarding school.

10 Which sentence below should Denise add to end the story?

F. He was very active in politics.

G. He had been born into slavery.

H. The Tuskegee Institute was located in Alabama.

I. He was one of the most important men of his time.

11 Read the sentence below from Denise’s story:

Then she returned to the audience to listen and

pay attention to this speaker and educator.


A. Then she returned to the audience to listen to this speaker and educator.

B. Then she returned to the audience to listen and pay attention to this speaker.

C. Then she returned to the audience to hear and listen to this speaker and educator.

D. Then she listened and heard this speaker and educator after returning to the audience.

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12 Which sentence should be deleted because it presents a detail that is unimportant to the story?

F. sentence 3

G. sentence 4

H. sentence 8

I. sentence 9

13 Which transition should be added to the beginning of sentence 8 to show the connection between ideas in the story?

A. Also

B. Furthermore

C. However

D. Later

14 Read the sentence below from the story:

9 When they arrived, the theater was full.

Which words should replace “was full” in sentence 9 to make the wording most specific?

F. was crowded

G. was full of people

H. was bustling with activity

I. was full of people doing things

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Calling All Students!

1 Even the youngest students at Marchdale

Elementary know how important it is to protect our

environment. 2 The earth is for all of us to enjoy, and we

must all do our part to keep it clean.

3 Many kids in grade school might feel as if saving

the planet is too big of a job for them. 4 We’re just

kids, right? 5 Well, think again. 6 Next weekend, all

Marchdale Elementary students will have a wonderful

opportunity to do their part to help save the planet.

7 Best of all, we won’t have to venture any farther than

our own schoolyard!

8 The Fall Cleanup will take place at Marchdale

Elementary on Saturday, September 27th between noon

and 5:00 P.M. 9 It will take place in the Marchdale

Elementary schoolyard. 10 Student volunteers should

wear old clothing and bring a pair of work gloves.

11 Free lunch will be provided! 12 A balanced meal helps

to give you energy. 13 A contest will be held to see who

can pick up the most trash, and a fun prize will be awarded

to the winner!

The announcement below is a first draft that Mario

wrote. The announcement contains errors. Read the

announcement to answer questions 15–20.

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15 Which sentence in the announcement repeats information and should be deleted?

A. sentence 2

B. sentence 6

C. sentence 7

D. sentence 9

16 Which sentence below provides a detail that supports sentence 10?

F. Volunteers should be on their best behavior throughout the day.

G. Students will spend the day picking up litter, which can be a dirty task.

H. We are hoping for nice weather so that we may have a successful event.

I. This event will give you a chance to have fun with your friends while doing a good deed.

17 Which sentence below matches the tone of Mario’s announcement?

A. Many other fun activities will take place as well.

B. Other fun stuff to do will be there so you don’t get bored.

C. Lots of fun things will happen and that’s why this is a cool thing.

D. You can have a good time at this event because of the fun games to do.

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18 Which sentence should be deleted because it presents an unimportant detail?

F. sentence 6

G. sentence 8

H. sentence 10

I. sentence 12

19 Why does Mario present the ideas in the announcement the way he does?

A. He wants the event’s exact details to remain a mystery.

B. He wants to convince the reader that it is wrong to litter.

C. He wants to make the event seem as interesting as possible.

D. He wants the reader to be angry after reading the announcement.

20 Which sentence below should Mario add to end the announcement?

F. Large plastic garbage bags will also be provided by the school.

G. A group of teachers will be present to supervise the event’s activities.

H. The school will look much nicer after all the litter has been picked up.

I. Come join the fun, and help to make our planet a better place for everyone!

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New Uses for an Old Art Form

1 You may know that origami is the art of paper

folding that began a long time ago in Asia, hundreds of

years ago. 2 A good origami artist can fold a piece of

paper into another object. 3 With origami, a single sheet

of paper can be turned into a graceful swan, a fierce

dragon, a pretty flower, or just about anything else you

can think of. 4 Have you ever made a paper airplane?

5 Then you have done simple origami.

6 One person with a very big imagination is a

scientist named Robert Lang. 7 He has invented a

computer program that thinks of origami designs for him.

8 Today’s computers can do just about anything.

9 Many of these designs have uses in science and

everyday life. 10 He is working to create a giant telescope

that folds up very small so it can be sent deep into space.

11 He has also thought of a way in which origami might

help to save lives. 12 Lang is trying to find ways to fold

airbags in cars so they work better and more safely.

The report below is a first draft that Sherice wrote.

The report contains errors. Read the report to answer

questions 21–26.

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21 Which sentence below should Sherice use to conclude the first paragraph?

A. Some origami artists crinkle paper for a unique effect.

B. Many origami artists create shapes without cutting or tearing the paper.

C. The only limits to origami are the edge of the paper and the artist’s imagination.

D. In a way, napkin folding is very similar to origami, although it is not as complicated.

22 Read the sentence below from Sherice’s report:

You may know that origami is the art of paper

folding that began a long time ago in Asia,

hundreds of years ago.


F. You may know that origami began a long time ago in Asia, hundreds of years ago.

G. Origami is the art of paper folding that began a long time ago in Asia hundreds of years ago.

H. You may know that origami is the art of paper folding that began in Asia hundreds of years ago.

I. You may know that origami is the art of paper folding that began centuries ago in Asia, hundreds of years ago.

23 Which sentence should be deleted because it is unimportant to the report?

A. sentence 7 C. sentence 9

B. sentence 8 D. sentence 10

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24 Which transition should be added to the beginning of sentence 10 to show the connection between ideas in the report?

F. However

G. In contrast

H. In addition

I. For example

25 Read the sentence below from the report:

2 A good origami artist can fold a piece of

paper into another object.

Which words should replace “another object” in sentence 2to make the wording most specific?

A. a new object

B. another shape

C. something else

D. a beautiful shape

26 Which sentence below matches the tone of Sherice’s report?

F. It’s anyone’s guess what kind of stuff Lang will use origami for next.

G. Lang might find all kinds of other different stuff to dowith origami, too.

H. Lang will probably find all sorts of cool ways to use origami as he keeps studying.

I. Lang will surely find many other surprising uses for origami as his study continues.

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The Magician’s Helper

Paul’s knees (27) as he walked on stage to fill in for the magician’s helper. He tugged at the (28) sleeve to get her attention. The sleeve fell off and ten colored (29) fell out. The audience roared. In another trick, Paul (30) to vanish. Everything vanished but Paul’s feet. Again the audience laughed. The curtain fell.

Paul wanted to sneak away. He was certain the magician (31) with him for ruining her act. However, much to his surprise, the magician smiled (32) and shook Paul’s hand. “People like to laugh as much as they like magic,” the magician said.


A. shake

B. shaked

C. shook


F. magician’s

G. magicians

H. magicians’


A. scarf

B. scarfs

C. scarves

Read the story “The Magician’s Helper.” Choose the word

or words that correctly complete questions 27–32.

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F. is suppose

G. was suppose

H. was supposed


A. be angry

B. will be angry

C. would be angry


F. warm

G. warmest

H. warmly

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Deep Sea Vents

Miles beneath the (33) surface, on the ocean floor, lay structures called deep sea vents. Until (34) , it was impossible for scientists to explore such depths. But, new camera technologies have allowed scientists to discover this amazing world.

Deep sea vents are like (35) on the ocean floor. The water around the vents is nearly freezing, but the water that blows out of the vents can be as hot as 700° F. When hot and cold waters hit, a black cloud (36) in the water.

Surprisingly, sea vent areas are crawling with life. Scientists have discovered many (37) species that have never (38) anywhere else on Earth!


A. ocean’s

B. oceans

C. oceans’


F. recently

G. recenter

H. more recent


A. chimney’s

B. chimneys

C. chimnies

Read the article “Deep Sea Vents.” Choose the word or


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F. formed

G. is formed

H. is forming


A. new

B. newer

C. newest


F. be seen

G. been seen

H. have been seen

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Teaching Kate

Mia shared a room with her sister, Kate. Mia (39) her privacy, but there was never any of that with Kate around.

One evening, Mia (40) her homework when she noticed Kate playing with the (41) on her shoe. “What are you doing?” Mia asked, annoyed.

Kate replied that she was trying to learn how to tie her shoes.

Mia sighed (42) and closed her book. She looped Kate’s shoelaces (43) a bow, then she made Kate try it by herself until she got it right.

Kate gave Mia a big hug. Mia was pleased in spite of (44) .


A. need

B. needed

C. needs


F. did

G. was doing

H. were doing


A. lacees

B. laces

C. lacies

Read the story “Teaching Kate.” Choose the word or


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F. heavy

G. heavily

H. more heavier


A. into

B. onto

C. unto


F. herself

G. herselfs

H. themselves

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A. What time will dinner be ready?” asked Carlos.

B. “What time will dinner be ready,” asked Carlos.

C. “What time will dinner be ready?” asked Carlos.


F. Carrie is on the soccer team with Rita, Jenna, and Greta.

G. Carrie is on the soccer team with, Rita, Jenna, and Greta.

H. Carrie is on the soccer team with Rita, Jenna, and, Greta.


A. Rekah is writing a report on the native american tribes of Florida.

B. Rekah is writing a report on the Native American tribes of florida.

C. Rekah is writing a report on the Native American tribes of Florida.

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48 Read the sentence in the box.

Without an eraser, Traci had no way to correct

her error neatly.

Which sentence below has the same meaning as the sentence in the box?

F. Traci neatly had no way to correct her error without an eraser.

G. Traci had no way to correct her error neatly without an eraser.

H. Neatly, without an eraser, Tracy had no way to correct her error.


on time

Erin tried her best

working as fast as she could

to finish the assignment


A. On time, Erin tried her best to finish the assignment working as fast as she could.

B. To finish the assignment, Erin tried her best on time working as fast as she could.

C. Working as fast as she could, Erin tried her best to finish the assignment on time. ©

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Ben likes to swim.

He likes to swim in the city pool.

He likes to swim in the summer.


F. Ben likes to swim in the city pool in the summer.

G. In the city and in the summer pool, Ben likes to swim.

H. Ben in the summer likes to swim, and swim in the city pool.

STOP

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Form D


Table of Contents

Format Writing+ Prompt . . . . . . . . . . . . . . Page 2



Format Writing+

Multiple-Choice Questions . . . . . . . . . . . . Page 6


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A5BA_FL_WBD_RD09.indd Page 243 2/14/07 12:42:27 AM elhi /Volumes/ju109-1/MHMC005/mhs00055indd%0


PROMPT

The principal of your school has suggested adding ten minutes on to the lunch period. To do this, ten minutes would be added to the end of the school day.

Think about the benefits and drawbacks of making this schedule change.

Now write to explain why some students may like this change, and why other students may not.

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244 Florida Benchmark Assessment • Grade 5 • Writing+ Form D

Format Benchmark Assessment WRITING+ D

2


PLANNING SHEET


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Florida Benchmark Assessment • Grade 5 • Writing+ Form D 245

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3


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STOP

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Darrell made the chart below to organize ideas for a

paper. Use his chart to answer questions 1–4.

Darrell’s Chart

Put recycling binsin lunchroom

Have bin for paper,one for plastic, andone for cans

Empty classroomand lunchroom bins every day

Put small bins forpaper in eachclassroom

Take to recyclingcenter each week

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6


1 What information could Darrell add to make the chart more helpful?

A. the lunch time for his class

B. the names of recycling facilities in the U.S.

C. who is responsible for each part of the chart

D. the number of cans he hopes to collect each year

2 Which statement should come after the last statement in the chart?

F. Put recycled goods in the car

G. Put recycled goods into plastic bags

H. Log in date and time went to recycling center

I. Count bins to make sure there are enough for school

3 Based on the chart, what kind of paper is Darrell planning to write?

A. a paper that explains the school’s recycling plan

B. a paper that explains why recycling is important

C. a paper that explains how to get to the recycling center

D. a paper that explains where the best locations are for recycling

4 Why did Darrell use a chart to organize his information?

F. to list the most important step first

G. to share the information with others

H. to make the information interesting to look at

I. to show all of the steps in the process in order

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Jenna made the list below to organize ideas for a paper.

Use her list to answer questions 5–8.

Baseball

1 There are nine players on a team.

2 My favorite position is right fi eld.

3 There is one batter up at a time.

4A batter is out when he gets three strikes, someone catches the ball on a fl y, or someone tags a base before the batter can run to it.

5There are nine innings, so each team gets nine turns to bat.

6 A team can only score points when batting.

Jenna’s List

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8


5 Which subtopic is off topic and should be crossed off the list?

A. There is one batter up at a time.

B. My favorite position is right field.

C. A team can only score points when batting.

D. There are nine innings, so each team gets nine turns to bat.

6 Which statement below is on topic and should be added to the list?

F. I like to watch baseball on TV.

G. You cannot play baseball indoors.

H. Baseball can be enjoyed by both boys and girls.

I. A home run is when the ball is hit out of the field.

7 Why did Jenna place the heading “Baseball” at the top of the list?

A. so she can decide which details are least important

B. so she can decide which details to discuss first in the paper

C. so she will remember what all details of the paper should discuss

D. so she will remember the best place to mention baseball in the paper

8 Based on the list, what kind of paper is Jenna planning to write?

F. a paper that explains how to play baseball

G. a paper that describes how to win at baseball

H. a paper that explains why she enjoys baseball

I. a paper that describes what you need to play baseball

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Summer Reading

1 Marion and Shanika walked out of the library and

into the warm summer air. 2 Their teacher had assigned

them a report to write over the summer. 3 Both friends

had decided to write about the ocean.

4 Slinging her book bag over her shoulder, Marion

said excitedly, “The ocean is such an interesting place! 5 It is full of excitement, but it also seems like it could be

pretty frightening and dangerous.”

6 Shanika agreed. 7 “It’s interesting, but it’s so

strange that it terrifies me. 8 I don’t think I would ever

like to visit the ocean. 9 There are too many weird and

unusual creatures living in the sea!”

10 Marion thought about her grandmother who lived

on the coast. 11 “Just going through all those books today

reminds me of how beautiful the ocean is,” Marion said.

12 The girls walked along and Marion thought more.

13 “Maybe this will help,” she offered, stopping to pull a

book out of her bag. 14 “I thought this book was really

interesting. 15 Maybe if you read the book, you will want to

visit the ocean after all!”

The story below is a first draft that Kevin wrote. The story

contains errors. Read the story to answer questions 9–14.

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10



A. They liked to go to the library together.

B. Marion and Shanika loved summer vacation.

C. They both had their own reasons for wanting to write about it.

D. Marion and Shanika had the same teacher for the next school year.

10 Which sentence is unimportant and should be taken out?

F. sentence 5

G. sentence 7

H. sentence 9

I. sentence 10

11 Kevin wants to add the sentence below to his story:

Marion smiled when she thought of all the

beautiful pictures she saw in the books at

the library.


A. after sentence 9

B. after sentence 10

C. after sentence 13

D. after sentence 14

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F. Although

G. But

H. However

I. So

13 Read the sentence below from the story:

12 The girls walked along and Marion

thought more.

Which words should replace “thought more” in sentence 12 to make the wording most specific?

A. began to think a lot

B. thought about Shanika

C. had some thoughts about things

D. thought about Shanika’s complaint

14 Which sentence below should Kevin add to end the story?

F. The two friends always liked the same things.

G. Shanika took the book and promised to give it a try.

H. The two friends could not agree on what to write about.

I. Shanika told Marion that she wanted to get some ice cream.

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From Insects to Robots

1 Most of us have seen movies with robots in them.

2 These movies are just pretend. 3 In real life, engineers

are working to make robots that act like insects. 4 The

robots in the movies can do all kinds of unusual things.

5 While he was a college student, James McLurkin

designed robotic ants. 6 He studied how real ants worked

together. 7 He built tiny robots that could be made to

“talk” to each other. 8 The robot ants could work together

to do big jobs, or work by themselves on small jobs.

9 Now scientists and engineers are studying how

robots can work in swarms, like bees work. 10 Imagine

a swarm of small robots that work together to clean your

room! 11 That couldn’t really happen, though. 12 A group

of robots could work together to put your clothes away

while individual robots dust your furniture!

13 In real life, the hope is that these small robots can

be used to help save lives. 14 Some robots could be used

to find people buried after an earthquake. 15 Very tiny

robots could be used as tools during surgery.

The report below is a first draft that Suzanne wrote.

The report contains errors. Read the report to answer

questions 15–20.

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13


15 The sentences in the first paragraph are not in order. How should they be ordered to correctly organize the ideas?

A. sentence 2 , sentence 1 , sentence 3 , sentence 4

B. sentence 1 , sentence 2 , sentence 4 , sentence 3

C. sentence 2 , sentence 4 , sentence 3 , sentence 1

D. sentence 1 , sentence 4 , sentence 2 , sentence 3


F. But

G. First

H. However

I. Then


A. They were able to perform different kinds of tasks.

B. James McLurkin worked hard while he was in college.

C. Robots cannot talk in the same way that people can talk.

D. They were called ants, but they were larger than ants are.

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18 Which sentence should be deleted because it is unimportant to the report?

F. sentence 9

G. sentence 10

H. sentence 11

I. sentence 12

19 Why does Suzanne present the ideas in the report the way she does?

A. She wants to explain why robots are important for all types of jobs.

B. She wants to show how a robot can be built slowly and carefully over time.

C. She wants to compare robots in the movies with real robots that exist today.

D. She wants to show the process of how robots are becoming more advanced over time.

20 Which sentence below should Suzanne add to end the report?

F. Robots always work together.

G. Robots are the world’s greatest invention.

H. We will all use robots every day in the future.

I. There are many possibilities for robot use in the future.

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Dear Grandpa,

1 How are you? 2 I am doing great! 3 You won’t

believe what happened! 4 I got a new pet for my birthday!

5 Thank you very much for the fun game you sent me for

my birthday. 6 I love playing it with my friends.

7 My new pet is a cat! 8 She is a girl, and I named

her Fluff. 9 I chose that name because she is white and

fluffy like a cotton ball.

10 Fluff is a lot of fun to play with. 11 If I take

aluminum foil and make it into a ball, she will play.

12 She also likes to play with her toy mouse. 13 She is

afraid of my soccer ball. 14 I think it’s too big for her.

15 It is very easy to take care of Fluff. 16 I hate

cleaning the litter box every day, but that’s an important

part of having a cat. 17 She eats twice a day. 18 She loves

her food! 19 I think all cats like to eat.

Love,

Dana

The letter below is a first draft that Dana wrote. The letter

contains errors. Read the letter to answer questions 21–26.

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16


21 Which transition should be added to the beginning of sentence 13 to connect the ideas in the paragraph?

A. But

B. Finally

C. Last

D. Therefore

22 Dana wants to add this sentence to her letter:

Mom helps me open the can of cat food that

Fluff likes to eat.

Where should this detail be added to keep the details in the correct order?

F. before sentence 15

G. before sentence 16

H. before sentence 17

I. before sentence 18

23 Some of the sentences in the first paragraph are not in order. How should they be ordered to correctly organize the ideas?

A. sentence 3 , sentence 5 , sentence 6 , sentence 4

B. sentence 5 , sentence 6 , sentence 3 , sentence 4

C. sentence 3 , sentence 4 , sentence 6 , sentence 5

D. sentence 5 , sentence 4 , sentence 3 , sentence 6

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24 Which sentence should be deleted because it presents a detail that is unimportant to the letter?

F. sentence 4

G. sentence 8

H. sentence 11

I. sentence 19

25 Which sentence should Dana add to end her letter?

A. I will write more about Fluff soon!

B. I am going to play my game again!

C. Cats are more interesting than dogs.

D. Fluff is going to eat some more today.

26 Read the sentence below from the letter:

11 If I take aluminum foil and make it into a ball,

she will play.

Which words should replace “will play” in sentence 11to make the wording most specific?

F. will play with it

G. will pay attention to it

H. will hit it with her paw

I. will bat it around on the floor

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A. homemade

B. home made

C. home-made


F. attach

G. attached

H. attaching


A. them

B. they

C. those

Read the article “The First Skateboard.” Choose the word

or words that correctly complete questions 27–32.

The First Skateboard

In the 1930s and 1940s, kids built (27) skateboards by (28) a wooden plank to roller skate wheels. In 1958, the first skateboards were sold in a surf shop in California. Surfers used (29) new boards for “sidewalk surfing” when the weather or waves (30) not right for surfing. The owner of the surf shop had (31) skate wheels made, and attached them to square wooden boards. After that, skateboarding began gaining popularity (32) the country. The first skateboarding competition shown on TV took place in 1965, and was featured on the cover of Life magazine.

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F. are

G. were

H. we’re


A. specail

B. special

C. spesial


F. around

G. near

H. on

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A. quiet

B. quit

C. quite


F. build

G. builded

H. built


A. affects

B. efects

C. effects

Read the passage “Movie Review.” Choose the word or


Movie Review

The movie Journey to Venus was not that great. I read the book, and the movie was (33) different. Unimportant events, such as an asteroid hitting a spaceship, were (34) up, but they didn’t look real. Overall, the special (35) looked fake and were not very exciting to watch. Captain (36) was mean and selfish in the book, but Vicky Grendell (37) that character in the movie too nicely. The background music did not fit the mood of the movie, either. (38) was just another movie. The book was much more enjoyable.

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F. Jenkins

G. Jenkin’s

H. Jenkins’


A. play

B. played

C. playing


F. He

G. It

H. They

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A. excited

B. excites

C. exciting


F. endependant

G. independant

H. independent


A. coco

B. Coco

C. COCO

Read the story “Boy’s Best Friend.” Choose the word or


Boy’s Best Friend

Marcus was really (39) about getting an assistance dog. Marcus was in a wheelchair, and an assistance dog would help him be more (40) . It helped that Marcus loved dogs!

When Marcus met his new dog, (41) , he wanted to play with the dog. However, she was (42) her special (43) that told him it was time to work, not time to play. A trainer taught Marcus everything he needed to know about working with the dog, including how to give her commands. After two (44) of working together, Marcus and his parents were finally able to take his new assistance dog home.

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F. wear

G. wearing

H. wore


A. harness

B. harrness

C. herness


F. weeks

G. week’s

H. weeks’

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A. My Mom and I went to the movies.

B. My mom and I went to the movies.

C. My mom and I went to the Movies.


F. Michael is coming over later, after school.

G. Michael is coming over later, after, school.

H. Michael, is coming over later, after school.


A. Jori was born on July 1 1998.

B. Jori was born on July 1, 1998.

C. Jori, was born on July 1, 1998.

48 In which sentence below is the underlined word spelled correctly?

F. Be careful with that fragilefragile vase.

G. The large dog was very gentelgentel with the baby.

H. What can you concloodconclood from the facts of the case?

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tiptoeing quietly

into the kitchen

for a midnight snack

Larissa searched


A. Larissa tiptoed quietly for a kitchen midnight snack.

B. Into the kitchen, Larissa searched, for a midnight snack, tiptoeing quietly.

C. Tiptoeing quietly into the kitchen, Larissa searched for a midnight snack.


Jerome went for a walk.

He walked to Pete’s house.

Then he walked to Jim’s house.


F. Jerome went for a walk to Pete’s house, and then to Jim’s house.

G. Jerome went for a walk he walked to Pete’s house and Jim’s house.

H. Jerome went for a walk to Pete’s house after he walked to Jim’s house. STOP

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Student Name ©

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Grade 5, Reading Test A

Answer Sheet

1 a b c d

2 f g h

3 a b c d

4 Short Response

5 f g h

6 a b c d

7 f g h

8 a b c d

9 f g h

10 a b c d

11 f g h

12 a b c d

13 f g h

14 a b c d

15 f g h

16 Extended Response

17 a b c d

18 f g h

19 a b c d

20 f g h

21 a b c d

22 f g h

23 a b c d

24 Short Response

25 f g h

26 a b c d

27 f g h

28 a b c d

29 f g h

30 a b c d

31 f g h

32 a b c d


34 f g h

35 a b c d

36 f g h


Student Name

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37 a b c d

38 f g h

39 a b c d

40 f g h

41 a b c d

42 f g h

43 a b c d

44 f g h

45 a b c d

46 f g h

47 a b c d

48 f g h

49 a b c d

50 f g h

51 a b c d

52 f g h

53 Short Response

54 a b c d

55 f g h


Grade 5, Reading Test A

Answer Sheet


Student Name ©

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Grade 5, Reading Test B

Answer Sheet

1 a b c d

2 f g h

3 a b c d

4 f g h

5 a b c d

6 f g h

7 Short Response

8 a b c d

9 f g h

10 a b c d

11 f g h

12 a b c d

13 f g h

14 a b c d

15 f g h

16 a b c d

17 f g h


19 a b c d

20 f g h

21 a b c d

22 f g h

23 a b c d

24 f g h

25 a b c d

26 f g h

27 a b c d


29 f g h

30 a b c d

31 f g h

32 Short Response

33 a b c d

34 f g h

35 a b c d

36 f g h


Student Name

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37 a b c d


39 f g h

40 a b c d

41 f g h

42 a b c d

43 Short Response

44 f g h

45 a b c d

46 f g h

47 a b c d

48 f g h

49 a b c d

50 f g h

51 a b c d

52 f g h

53 a b c d

54 f g h

55 a b c d

56 f g h

Grade 5, Reading Test B

Answer Sheet


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Grade 5, Reading Test C

Answer Sheet

1 a b c d

2 f g h

3 a b c d

4 f g h

5 Short Response

6 a b c d

7 f g h

8 a b c d

9 f g h

10 a b c d

11 f g h

12 a b c d

13 f g h

14 a b c d

15 f g h

16 a b c d

17 f g h

18 a b c d


20 f g h

21 a b c d

22 f g h

23 a b c d

24 f g h

25 a b c d

26 Short Response

27 f g h

28 a b c d

29 f g h

30 a b c d

31 f g h

32 Short Response

33 a b c d

34 f g h

35 a b c d

36 f g h

Student Name


Student Name

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37 a b c d


39 f g h

40 a b c d

41 f g h

42 a b c d

43 f g h

44 a b c d

45 f g h

46 a b c d


48 f g h

49 a b c d

50 f g h

51 a b c d

52 f g h

53 a b c d

54 f g h

55 a b c d

56 f g h

Grade 5, Reading Test C

Answer Sheet


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Grade 5, Reading Test D

Answer Sheet

1 a b c d

2 f g h

3 a b c d

4 Short Response

5 f g h

6 a b c d

7 f g h

8 a b c d

9 f g h

10 a b c d

11 f g h

12 a b c d

13 f g h

14 a b c d

15 f g h


17 a b c d

18 f g h

19 a b c d

20 f g h

21 a b c d

22 f g h

23 a b c d

24 f g h

25 a b c d

26 f g h

27 a b c d

28 Short Response

29 f g h

30 a b c d

31 f g h


33 a b c d

34 f g h

35 a b c d

36 f g h

Student Name


Student Name

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37 a b c d

38 f g h

39 a b c d

40 f g h


42 a b c d

43 f g h

44 a b c d

45 f g h

46 a b c d

47 f g h

48 a b c d

49 f g h

50 a b c d

51 f g h

52 Short Response

53 a b c d

54 f g h

55 a b c d

56 f g h

Grade 5, Reading Test D

Answer Sheet


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Grade 5, Writing+ Test ____

Answer Sheet

1 a b c d

2 f g h

3 a b c d

4 f g h

5 a b c d

6 f g h

7 a b c d

8 f g h

9 a b c d

10 f g h

11 a b c d

12 f g h

13 a b c d

14 f g h

15 a b c d

16 f g h

17 a b c d

18 f g h

19 a b c d

20 f g h

21 a b c d

22 f g h

23 a b c d

24 f g h

25 a b c d

26 f g h

27 a b c d

28 f g h

29 a b c d

30 f g h

31 a b c d

32 f g h

33 a b c d

34 f g h

35 a b c d

36 f g h

37 a b c d

38 f g h

39 a b c d

40 f g h

41 a b c d

42 f g h

43 a b c d

44 f g h

45 a b c d

46 f g h

47 a b c d

48 f g h

49 a b c d

50 f g h


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Answer Key

Reading Test A

Question Correct Answer SSS Benchmark Content Focus Content Difficulty

1 A LA.A.2.2.1 Details/Facts Low

2 I LA.A.1.2.3 Word Meaning Moderate

3 D LA.A.2.2.1 Main Idea High

4 See Sample Responses and Rubric

LA.E.1.2.3 Compare/Contrast Moderate

5 I LA.A.1.2.3 Antonyms Moderate

6 D LA.E.2.2.1 Cause/Effect Moderate

7 F LA.A.2.2.7 Compare/Contrast Moderate

8 D LA.A.2.2.2 Author’s Purpose Moderate

9 F LA.A.2.2.1 Details/Facts Moderate

10 A LA.E.2.2.1 Cause/Effect Low

11 H LA.A.1.2.3 Word Meaning Moderate

12 C LA.E.2.2.1 Cause/Effect Moderate

13 H LA.A.2.2.1 Details/Facts Low

14 C LA.A.2.2.8 Reference/Research High

15 G LA.A.2.2.7 Compare/Contrast Moderate

16 See Sample Responsesand Rubric

LA.A.2.2.1 Details/Facts High

17 A LA.A.2.2.8 Reference/Research High

18 I LA.A.1.2.3 Multiple Meanings Moderate

19 A LA.A.2.2.2 Author’s Purpose Moderate

20 I LA.A.2.2.1 Main Idea Moderate

21 D LA.A.2.2.1 Details/Facts Moderate

22 H LA.A.2.2.2 Author’s Purpose Moderate

23 D LA.A.1.2.3 Word Meaning Moderate


LA.A.2.2.7 Compare/Contrast High

25 I LA.A.2.2.7 Compare/Contrast Moderate

26 A LA.A.1.2.3 Synonyms Moderate

27 F LA.A.1.2.3 Synonyms Moderate

28 C LA.A.2.2.1 Main Idea Moderate


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29 H LA.E.1.2.3 Compare/Contrast Moderate

30 C LA.E.1.2.2 Plot Development Moderate


32 D LA.A.2.2.1 Chronological Order Low


LA.A.2.2.1 Main Idea/Supporting Details

High

34 G LA.A.1.2.3 Synonyms Moderate

35 B LA.E.1.2.2 Plot Development Low

36 G LA.E.1.2.3 Compare/Contrast Moderate


38 G LA.A.2.2.1 Chronological Order Low

39 A LA.A.2.2.8 Reference/Research High

40 F LA.A.2.2.8 Reference/Research Moderate

41 A LA.A.2.2.7 Compare/Contrast Moderate

42 G LA.A.2.2.2 Author’s Purpose Moderate



45 C LA.A.2.2.8 Reference/Research High

46 H LA.A.2.2.1 Details/Facts Moderate

47 B LA.A.2.2.1 Details/Facts Low

48 H LA.A.2.2.1 Details/Facts Low

49 D LA.A.2.2.1 Details/Facts Low


51 A LA.A.2.2.7 Compare/Contrast Moderate

52 G LA.A.1.2.3 Word Meaning Moderate


LA.A.2.2.2 Author’s Purpose Moderate

54 B LA.A.1.2.3 Synonyms Moderate





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Reading Test B



2 H LA.E.1.2.2 Plot Development Moderate

3 B LA.A.2.2.1 Chronological Order Low

4 F LA.A.1.2.3 Roots Moderate

5 D LA.E.1.2.2 Plot Development Moderate

6 H LA.A.2.2.7 Compare/Contrast Moderate


LA.E.1.2.3 Compare/Contrast Moderate

8 B LA.E.2.2.1 Cause/Effect Moderate

9 I LA.A.1.2.3 Synonyms Moderate

10 A LA.A.2.2.1 Details/Facts Low

11 F LA.A.2.2.8 Reference/Research High

12 D LA.A.1.2.3 Prefixes Moderate

13 G LA.A.2.2.1 Main Idea Moderate

14 D LA.A.2.2.8 Reference/Research High

15 G LA.E.2.2.1 Cause/Effect Moderate

16 C LA.A.1.2.3 Suffixes Moderate

17 F LA.A.2.2.2 Author’s Purpose Moderate




20 F LA.A.2.2.1 Chronological Order Low

21 D LA.E.1.2.3 Compare/Contrast Moderate


23 D LA.A.1.2.3 Antonyms Moderate

24 G LA.E.1.2.2 Plot Development Moderate


26 H LA.E.2.2.1 Cause/Effect Low



LA.E.1.2.3 Compare/Contrast High


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29 F LA.A.2.2.1 Details/Facts High

30 C LA.A.2.2.8 Reference/Research Low

31 F LA.E.2.2.1 Cause/Effect Low



33 B LA.E.2.2.1 Cause/Effect Low


35 D LA.A.2.2.8 Reference/Research Moderate


37 A LA.A.1.2.3 Antonyms Moderate



39 G LA.E.1.2.2 Plot Development High

40 D LA.E.2.2.1 Cause/Effect Moderate

41 H LA.E.1.2.2 Plot Development Moderate

42 A LA.E.2.2.1 Cause/Effect Moderate


LA.A.2.2.1 Main Idea/Essential Message

High

44 I LA.A.2.2.1 Chronological Order Low


46 H LA.A.2.2.2 Author’s Purpose Moderate

47 B LA.A.1.2.3 Synonyms Moderate



50 H LA.A.2.2.1 Details/Facts High

51 C LA.A.2.2.2 Author’s Purpose Moderate



54 H LA.A.2.2.1 Main Idea Moderate

55 D LA.A.2.2.2 Author’s Purpose High



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Reading Test C


1 C LA.A.2.2.1 Details/Facts Low

2 H LA.A.2.2.1 Main Idea Moderate

3 B LA.A.1.2.3 Roots Moderate

4 F LA.A.2.2.2 Author’s Purpose Moderate


LA.E.2.2.1 Cause/Effect Moderate

6 A LA.A.2.2.1 Chronological Order Low

7 F LA.A.2.2.8 Reference/Research High



10 D LA.A.2.2.7 Compare/Contrast Moderate


12 D LA.A.2.2.1 Details/Facts High

13 I LA.E.2.2.1 Cause/Effect Moderate

14 C LA.A.1.2.3 Synonyms Moderate






LA.A.2.2.1 Main Idea/Supporting Details

High



22 I LA.A.2.2.1 Chronological Order Low

23 D LA.E.1.2.2 Plot Development Moderate

24 G LA.E.2.2.1 Cause/Effect Low

25 A LA.A.2.2.2 Author’s Purpose Moderate


LA.E.1.2.2 Plot Development Moderate

27 F LA.E.1.2.3 Compare/Contrast Moderate

28 B LA.E.2.2.1 Cause/Effect Moderate


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29 F LA.A.1.2.3 Antonyms Moderate

30 B LA.A.2.2.1 Details/Facts High




33 B LA.A.1.2.3 Word Meaning Moderate


35 B LA.E.1.2.3 Compare/Contrast Moderate


37 C LA.E.1.2.3 Compare/Contrast Moderate


LA.A.2.2.8 Reading for Meaning High


40 C LA.A.2.2.1 Details/Facts High

41 I LA.E.1.2.2 Plot Development High


43 F LA.A.2.2.1 Details/Facts Low

44 C LA.E.1.2.3 Compare/Contrast Moderate


46 B LA.A.2.2.7 Compare/Contrast Moderate




49 D LA.A.2.2.1 Main Idea Moderate

50 G LA.A.2.2.8 Reference/Research Moderate




54 H LA.A.2.2.1 Details/Facts Moderate

55 B LA.A.2.2.8 Reference/Research Moderate

56 H LA.A.2.2.1 Details/Facts High

Reading Test C, continued


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Reading Test D


1 D LA.A.1.2.3 Synonyms Moderate




LA.A.2.2.7 Compare/Contrast Moderate


6 C LA.A.2.2.1 Chronological Order Low

7 I LA.A.2.2.2 Author’s Purpose High

8 D LA.A.1.2.3 Roots Moderate



11 F LA.A.1.2.3 Roots Moderate

12 B LA.A.1.2.3 Word Meaning Moderate


14 A LA.A.2.2.1 Chronological Order Low

15 I LA.A.2.2.1 Main Idea High


LA.E.1.2.3 Compare/Contrast High

17 B LA.E.1.2.2 Plot Development Moderate

18 H LA.A.1.2.3 Synonyms Moderate



21 C LA.A.2.2.8 Reference/Research Low

22 F LA.E.2.2.1 Cause/Effect Moderate

23 B LA.A.2.2.8 Reference/Research High

24 H LA.A.2.2.8 Reference/Research Moderate


26 F LA.A.2.2.1 Details/Facts Low

27 C LA.A.2.2.2 Author’s Purpose High


LA.E.2.2.1 Cause/Effect Moderate


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29 F LA.A.2.2.1 Main Idea Moderate

30 B LA.A.2.2.7 Compare/Contrast Moderate



LA.A.2.2.8 Reference/Research High

33 C LA.E.2.2.1 Cause/Effect Low

34 G LA.A.2.2.1 Details/Facts Low

35 D LA.A.2.2.7 Compare/Contrast Moderate

36 H LA.A.2.2.8 Reference/Research Low

37 C LA.A.2.2.2 Author’s Purpose Moderate


39 B LA.A.2.2.1 Details/Facts Low

40 I LA.E.1.2.2 Plot Development Moderate



42 B LA.A.2.2.2 Author’s Purpose High

43 G LA.A.1.2.3 Antonyms Moderate

44 C LA.A.1.2.3 Word Meaning Moderate


46 C LA.A.2.2.1 Details/Facts Low


48 B LA.A.2.2.1 Main Idea Moderate





LA.A.2.2.2 Author’s Purpose High

53 D LA.E.2.2.1 Cause/Effect Low


55 D LA.A.2.2.1 Details/Facts Moderate

56 F LA.A.1.2.3 Word Meaning Moderate


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Sample Responses

Reading Test A

Question Point Value Sample Short-Response and Extended-Response Answers

4 2

Cameron and the old man are alike in three main ways.First, they are both prospectors looking for gold in the desert. Second, they both know a lot about the desert. For example,they know how to make a camp and stay safe. Third, they areboth quiet and lonely.

1Cameron and the old man are alike. They are both looking for something in the desert. From the title, it seems it might begold. This is what makes them alike. They are also different.

16 4

US 1 has many advantages. First, unlike earlier it is clearly marked with the US 1 sign. This way, people do not get lost. Second, it goes all the way from Key West, Florida, to Fort Kent, Maine. People can travel more than 2,000 miles up and down the east coast on a single road. The road goes through many towns and there are many things to see. This is why people like driving on it. But US 1 also has some disadvantages. It is a local road at points, so it is not as fast as a superhighway. People may not like driving on it if they must get somewhere fast.

3

US 1 is a good road. It has clear US 1 markers. This makes iteasy for drivers to know where they are going. Then they donot get lost. US 1 goes from Florida to Maine, so people cantravel a long way. US 1 is very long and there are many stopsalong the way. But some people do not like US 1. They like toget to places faster, so they might take superhighways instead.

2

There are pros and cons to US 1. On the pro side, you cansee many interesting things on US 1. You can go a long way.You can go from state to state. On the con side, US 1 can beslow-going because it is not a superhighway. You just drive and drive down a road, too, which can be boring. That is becauseUS 1 is a really long road.

1

People like US 1 because they can drive on one road all theway down the country. It is very long. It is the longest road in America. It is the oldest road in America, too. It has a lot ofsigns. They all say US 1. The signs look nice. I saw a picture of the sign in the book.


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24 2

The poet compares the satellite to a person by describing its antenna as “limbs.” The poet also says that the satellite never stops to sleep the way a person might. The poet also says that the satellite spreads news far and wide in much the same way a person on a television newscast would.

1The poet doesn’t actually compare the satellite to any one person. The poet does say that the satellite has limbs, which people do have, so that is one way it might be like a person.

33 4

The theme or author’s message about life in the story “The First Moccasins” is that cleverness and hard work pay off. Chief-Sore-Feet has very tender feet. He walks barefoot because no one has invented shoes yet. The Medicine Man is very smart. He tries different ways to help Chief-Sore-Feet. Finally, heinvents shoes! This shows that you have to keep thinking untilyou solve the problem. This theme applies to me because Iknow it is important to work hard and think about good ways to solve problems.

3

“The First Moccasins” is a story that explains how moccasins were invented. The theme is the importance of not giving up. The Medicine Man wants to help the Chief. So he inventsmoccasins. He sews them. Now the Chief will not have to walk barefoot. His feet will not hurt anymore. I like this theme because I know you have to work hard to get ahead.

2

“The First Moccasins” tells about a Chief with very sore feet.His feet hurt all the time. This is because he does not haveshoes. He walks around barefoot. People make fun of him.They laugh at him. This hurts his feelings a lot. The MedicineMan makes mats. The Chief can walk on these. The matsare nice. The story tells about not giving up until you get the answer. This is a good theme. It is very important to people.

1

“The First Moccasins” has a theme. That is the story’s mainidea. A theme is very important in a story. It tells what a story means. This story is all about moccasins. It tells about the first moccasins. Everyone should keep trying until they get it right.


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Reading Test A, continued


53 2

The author wrote “Hot Air Balloons” to trace the history ofhot air balloons. The author traces the history in time order, from the past to the present. The story starts in 1783 with the first flight by the Montgolfier brothers. Hot air balloons came to America later. Hot air balloons have been used for many different reasons.

1

The author wrote “Hot Air Balloons” to tell about hot air balloons. The first balloons had animals in them. Then people rode in them. The first balloons were not invented in America. They were invented in France.

56 4

Hot air balloons are an important invention. First, they proved that it is possible for living things to breathe the air way up in the sky. The Montgolfier brothers showed this when they sent animals up in a hot air balloon in 1783. Second, hot air balloons helped show which gasses were safer than others. Balloonists helped show that propane gas is safer than both helium and hydrogen. Hot air balloonists also helped armies during wars. Americans used hot air balloons during the Civil War. Today, hot air balloons are used to get facts about the atmosphere and to predict the weather.

3

Hot air balloons are important in a few ways. They helped people during wars. People in France used hot air balloons to spy on the other side. The United States used hot air balloons during the Civil War. During a big war in Paris, people used balloons to carry mail out of the city. They also put people in balloons to carry them out of the city. We use hot air balloons today to tell us about the weather. Then we know if it is going to rain or snow. Hot air balloons are used in a lot of ways.

2

Hot air balloons helped the world in some ways. People liked to ride in them for fun. Hot air balloons gave people a new way to have fun. Hot air balloons are very old. People made them a ong time ago. They were used in wars. People got in them and looked at the enemy. They could see them from the air. Then they saw things about the war.

1

Hot air balloons helped the world in some ways. People made hot air balloons by filling big cloth bags with hot air. Then they put baskets under the balloons. Sometimes people ride in the baskets. Sometimes animals ride in the baskets.


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7 2

At the beginning of the story, Sun is in love with Moon and wants her to marry him. She agrees to marry him if he can find her the perfect gift. The author says Sun is thrilled. But at the end of the story, he has to give up because he cannot give her something that will fit. Sun must be very sad at this point.

1At the beginning of the story Sun is happy. He wants to make Moon happy with a dress. But he can’t get one the right size. At the end of the story, he gives up.

18 4

Tornadoes are dangerous because they are twisting winds that get up to over 300 miles an hour. They can pick things like signs, trees, and houses right off the ground and throw them through the air. Also, they can occur in lots of places and you never know what direction they are going to go in. If a tornado comes, you can protect yourself by finding shelter. You can cover yourself with mattresses or blankets. If you are outside and can’t get inside, you should stay low to the ground and hold on to something stable.

3

Tornadoes are dangerous because they have very strong winds. They can pick up heavy things right off the ground. Also, you never know what direction they are going to go in. If a tornado comes, you can protect yourself by going inside and staying low.

2Tornadoes are dangerous because they have strong winds and can pick things up off the ground or break glass. If a tornado comes, you can protect yourself by finding shelter.

1Tornadoes have very strong winds. And there is a place called Tornado Alley that has a lot of tornadoes. They are very dangerous and you should stay away from them.

28 4

Shawn, Miles, and Griffon are alike in a few ways. They are all on the basketball team. They are best friends, and they all want to work together on the project. However, Shawn is different from Miles and Griffon. Shawn spends a lot of time researching, but Miles and Griffon don’t do any at all. When they all meet at practice, Shawn seems worried that they haven’t done the work, and Miles and Griffon do not seem worried. Then, on the day of the presentation, Shawn seems like he knows what he is saying, and the other two look embarrassed.

3

Shawn, Miles, and Griffon are all on the basketball team. They are best friends. Also, they all want to work together on the project. Shawn spends a lot of time doing work, but Miles and Griffon don’t. Then, on the day of the presentation, Shawn seems like he knows what he is saying, and the other two look embarrassed.

Reading Test B


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2Shawn, Miles, and Griffon are all on the basketball team. They are best friends. They all go to practice. But Shawn works on the project and Miles and Griffon don’t.

1They all want to work together but Shawn gets mad when Miles and Griffon don’t do the work.

32 2

The author wrote the article “Unsinkable” to tell about thesinking of the Titanic. The author describes the Titanic and what happened to it when it hit an iceberg. Finally, the author explains what happened to the people on the ship and how the ship was discovered years after it had sunk.

1The author wrote the article “Unsinkable” to tell about thesinking of the Titanic. The author describes the Titanic and the people on it. Many people drowned in the water.

38 4

The Titanic hit an iceberg and water began leaking into the ship. The crew tried to seal those sections off, but it was too late and the front of the ship began to sink. The passengerstried to get off the ship, but there weren’t enough lifeboats. Many people had to jump into the water. The front of the ship sank deeper and deeper into the water and soon the back end of the ship went straight up into the air. The ship broke in half, and the front half disappeared. The back half landed back in the water and it sank, also.

3

The Titanic hit an iceberg and water leaked into the ship. The front of the ship began to sink. The passengers tried to get off the ship, but there weren’t enough lifeboats. So lots of them were trapped on the sinking ship and had to jump into the water. The front of the ship sank deeper and deeper into the water and soon the ship broke in half. Both halves disappeared into the water.

2The Titanic hit an iceberg and water leaked into the ship. The water made the ship sink. Lots of passengers couldn’t get on life boats and had to jump into the water.

1The Titanic hit an iceberg and the water made the ship sink.Many people had to jump off the ship because there weren’t lifeboats.

43 2

The essential message of this poem is that you shouldn’t hide away from the outside world. The speaker in the poem lives in a tower with bolts and bars. But when he opens the window to let the bird in, he sees the sunlight and can smell roses. He forgot how nice it was outside and now he will never close his window again.

1The essential message of this poem is that it isn’t a good idea to be locked in a tower and have no sunlight. You should let the outside world in.

Reading Test B, continued


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5 2

Pacific Salmon travel back to the river in which they were born when it’s time to spawn because they know this place is good for breeding. This way, they don’t waste time looking for a place with the right conditions.

1Salmon travel back to their birth places because they know this is where they should breed.

19 4

The speaker feels connected to the brook because it gives him a place to feel at peace. The noises from the brook help the speaker, and have since he was a young boy. At the brook, the speaker listens to its music, watches bugs that fly around near it, watches the moving water and leaves that land on it, and thinks of when he was a boy. The speaker shows these feelings of love and appreciation by using a happy tonethroughout the poem. Words such as “happy,” “laughing,” and “glee” show these feelings.

3

The speaker feels connected to the brook because he feels at peace there. The music from the brook helps the speaker. At the brook, he listens and watches his surroundings, and thinks of when he was a boy. The speaker shows these feelings by using a happy tone throughout the poem and happy words such as “laughing” and “glee.”

2The speaker feels at peace near the brook. He listens and watches the stream. The speaker uses a happy tonethroughout the poem. This is how we know how he feels.

1The speaker loves the stream. The speaker uses happy words in the poem.

26 2

At the beginning of the story, the elephant did not have a body. He solved his problem by finding things to make his own body. He used the shadows from a mountain, some trees, and the moon to build his body, legs, and tusks. His trunk grew because he smelled so hard with it.

1The elephant’s problem was that he had no body. He made one for himself.

32 2

The author wrote “Ella Fitzgerald, Jazz Great” to tell the lifestory of this interesting person. The author explains that Fitzgerald was the First Lady of Song, and that her voice was so good that all different kinds of people wanted to listen to it.

1The author wrote this article to tell Fitzgerald’s life story. Ella wasthe First Lady of Song. Her voice was really good and she sang songs really well.


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Reading Test C, continued


38 4

I would expect to hear wonderful music if I got to listen to Ella Fitzgerald sing. She would be singing jazz music. It wouldprobably be someone else’s songs, since she liked to singcovers. Maybe she would sing Judy or The Object of my Affection, as she did the first time she performed at the Apollo Theatre. Also, she might mimic jazz instruments, making her voice sound unlike any I’ve heard before.

3

I think if I heard Ella Fitzgerald perform, she would sing beautifully. It would be jazz music, and maybe she would mimic jazz instruments with her voice. She might sing songs that othe people wrote.

2Ella would sound great! She would be singing jazz, and maybe imitating instruments. I would love it.

1Ella sings jazz music and it would sound really good. She is a very good singer.

47 4

It would surprise Antonia to hear that Jimmy didn’t think ofrunning from the snake because that is what she shouted to him when she first saw the snake. Instead, Jimmy turned to look where she was pointing and saw the snake. He hit the snake in the head with his spade, which did not kill it. When the snake curled around Jimmy’s feet, Jimmy just walked away calmly. But Jimmy didn’t feel calm; he felt really scared at the end of the story.

3

It would surprise Antonia that Jimmy didn’t think of running because she told him to run. When Jimmy saw the snake, he hit it in the head with his spade. When the snake curled around Jimmy’s feet, he just walked away.

2Antonia told Jimmy to run, so she would be surprised that Jimmy didn’t think of it. Jimmy felt scared at the end ofthe story.

1 Antonia told Jimmy to run. Jimmy was scared but didn’t run.


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4 2

Clara Barton’s three careers were alike in that they were all jobs that helped other people. As a teacher, Clara Barton built an excellent school. As a nurse, Clara Barton helped many Civil War soldiers. Clara Barton also started the American Red Cross. This helped people all around the country.

1Clara Barton’s jobs were all about helping people. Teachers and nurses help people. The American Red Cross does also.

16 4

At the beginning of the story, Alicia is in a bad mood because she does not want to go hiking with her family. She just wants to catch up on her sleep. Then, her father tells her all about mosses and lichens. Thinking about and looking for these interesting plants keeps Alicia going as they all climb up the mountain. By the time they get to the top, Alicia feels happy to be out enjoying nature. Her feelings change because her father gets her interested in plants. This helps her have a good time.

3

At the beginning of the story, Alicia is tired and she does not want to go hiking with her family. At the beginning of their hike, she is also unhappy. She is having a hard time getting up the mountain. Her father sees this and tells her all about mosses and lichens. By the time she gets to the top of the mountain, she is in a good mood.

2At the beginning of the story, Alicia is upset because she does not want to go hiking. She is too tired. At the end of the story, she is happy to be outside.

1Alicia is mad at her family at the beginning of the story. At the end of the story she is happy.

28 2If you open up the shutter of a pinhole camera, light that is reflected off an object will go inside the pinhole. It will hit the photographic paper and create an image.

1Light goes in the pinhole and hits the photographic paper. This is what the image is on the paper.

32 4

When a giant panda is born, it is around four inches long and weighs around one quarter of a pound. It has no hair and its eyes are still shut. When it is one month old, it gets black and white hair. At one month, it weighs 2.6 pounds and is over a foot long. By two months, the panda is almost two feet long and weighs seven and a half pounds. It starts to get active. When the panda is six months old, it is around three feet long and weighs 28 pounds, and by one year, it is 50 to 60 pounds and about four feet long.


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Reading Test D, continued


3

At one day old, a giant panda is only 4 inches and one quarter of a pound. At one month, it measures 14 inches and weighs 2.5 pounds. At two months, the panda is 22 inches long and 7.5 pounds. At six months, the panda cub is getting pretty big. A one-year-old is over four feet long and weighs around 55 pounds. Pretty soon the cub will leave its mother and go out on its own. An adult panda measures four to five feet in length and weighs over 200 pounds.

2

When it is born, a giant panda cub is only the size of a stick of butter. When it is an adult, it weighs over two hundred pounds. That panda has grown over 900 times its size. The baby panda is also hairless and blind. Later, it has black and white hair and opens its eyes to the world.

1

Baby pandas are tiny. Adult pandas are much, much bigger. Baby pandas have no hair and they cannot see. Adult pandas have black and white hair and they are very cute. It takes more than a year for baby pandas to become adult pandas.

41 4

Kalel says that Jimmy is the best friend anyone could hope to have. This is why he cares about Jimmy. One way he shows he cares about Jimmy is by taking Jimmy on vacation with him to his cabin. The most important thing that Kalel does to show that he cares about Jimmy is to give him the money to fixBolt’s leg. Kalel had saved up money to buy a signed edition of “The Yearling,” which he really wanted. But he decided that Jimmy loved his dog more than Kalel could ever love a book. Plus, Kalel realized that his friendship with Jimmy was more important than a book.

3

This story is all about how much Kalel cares about Jimmy. Kalel even says that Jimmy is the best friend he could ever have. Kalel shows that he cares about Jimmy by taking him out to his family’s cabin. More importantly, he uses his hard-earned money to help Jimmy fix Bolt’s foot after he breaks it.

2

It is clear that Kalel cares about Jimmy when Jimmy’s dog, Bolt, breaks his foot. He breaks his foot trying to help get Jimmy out of the stream. Kalel has some money he saved. He uses this money to help Jimmy instead.

1Jimmy is Kalel’s best friend. When Jimmy is sad, Kalel helps him by giving him money to fix his dog’s leg.

52 2

This poem is mostly about a girl having a great time climbing upa tree. The language the author uses affects the meaning of the poem. By saying that everything shines, gleams, and glitters, the author shows how much fun the girl is having.

1The author wants to tell us about what a great time a girl is having climbing a tree. The author uses happy language and compares the tree to a staircase up to a beautiful city.


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Writing+ Test A


Prompt See AnchorPapers and Rubric

LA.B.1.3.2LA.B.1.3.3

FocusOrganizationSupportConventions

High

1 A LA.B.1.3.1 Organization Moderate

2 H LA.B.1.3.1 Focus Moderate

3 B LA.B.1.3.1 Focus High

4 I LA.B.1.3.1 Focus Moderate

5 B LA.B.1.3.1 Focus Moderate

6 G LA.B.1.3.1 Focus Moderate

7 C LA.B.1.3.1 Focus High

8 F LA.B.1.3.1 Focus High

9 A LA.B.1.3.2 Focus Moderate

10 G LA.B.1.3.2 Organization Moderate

11 B LA.B.1.3.2 Organization Moderate

12 F LA.B.1.3.2 Support High


14 F LA.B.1.3.2 Support High

15 C LA.B.1.3.2 Support Moderate

16 F LA.B.1.3.2 Focus Moderate

17 C LA.B.1.3.2 Organization Moderate


19 D LA.B.1.3.2 Support High

20 H LA.B.1.3.2 Focus High

21 D LA.B.1.3.2 Focus Moderate

22 H LA.B.1.3.2 Organization Moderate

23 A LA.B.1.3.2 Support High

24 F LA.B.1.3.2 Organization Moderate


Answer Key


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Writing+ Test A, continued


26 G LA.B.1.3.2 Organization High

27 A LA.B.1.3.3 Conventions Low

28 F LA.B.1.3.3 Conventions Moderate

29 C LA.B.1.3.3 Conventions Low

30 F LA.B.1.3.3 Conventions Low



33 A LA.B.1.3.3 Conventions Moderate

34 H LA.B.1.3.3 Conventions Moderate







41 B LA.B.1.3.3 Conventions Low

42 H LA.B.1.3.3 Conventions Low




46 G LA.B.1.3.3 Conventions Moderate


48 F LA.B.1.3.3 Conventions High

49 A LA.B.1.3.3 Conventions High

50 G LA.B.1.3.3 Conventions High


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LA.B.1.3.2LA.B.1.3.3


High

1 A LA.B.1.3.1 Focus Moderate



4 I LA.B.1.3.1 Organization High





9 C LA.B.1.3.2 Focus Moderate



12 H LA.B.1.3.2 Support High



15 B LA.B.1.3.2 Support Moderate



18 I LA.B.1.3.2 Organization Moderate

19 C LA.B.1.3.2 Support High

20 H LA.B.1.3.2 Focus High


22 I LA.B.1.3.2 Support Moderate



25 D LA.B.1.3.2 Focus High


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Writing+ Test B, continued


26 H LA.B.1.3.2 Organization High





31 C LA.B.1.3.3 Conventions Moderate

32 G LA.B.1.3.3 Conventions Low

33 B LA.B.1.3.3 Conventions Moderate
















49 B LA.B.1.3.3 Conventions High

50 G LA.B.1.3.3 Conventions High


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l Writing+ Test C


Prompt See Anchor Papers and Rubric

LA.B.1.3.2LA.B.1.3.3


High



3 A LA.B.1.3.1 Focus High




7 D LA.B.1.3.1 Organization Moderate

8 I LA.B.1.3.1 Focus High








16 G LA.B.1.3.2 Support High









25 D LA.B.1.3.2 Support Moderate


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Writing+ Test C, continued


26 I LA.B.1.3.2 Support High























49 C LA.B.1.3.3 Conventions High



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l Writing+ Test D



LA.B.1.3.2LA.B.1.3.3


High









9 C LA.B.1.3.2 Support High




13 D LA.B.1.3.2 Support Moderate

14 G LA.B.1.3.2 Focus High





19 D LA.B.1.3.2 Organization High


21 A LA.B.1.3.2 Organization Moderate






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Writing+ Test D, continued

























49 C LA.B.1.3.3 Conventions High



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l Anchor Papers

This section provides written responses to the Writing+ Test prompts. The student writing samples illustrate an ability range from 2 points (poor) to 6 points (excellent).

Writing+ Test A: Persuasive

2-Point Response

No School for Summer

To the bord of educashonI dont want to go to school in the summer. It will be stupid to

go to school all year. I want to play outside in the summer. I go to my granma’s house evry summer and play with my cuzins. I dont want to miss it ever. We go to play in the park and have good times together My granma live in Alabama

thank you

How a 1-point response would differ:

The topic would be minimally addressed.

It would include mostly unrelated information.

It might not make any attempt at letter format.

It might be in list form.

It would not display any organizational pattern.

Excessive errors in punctuation, capitalization, and spelling would make it

difficult to understand.


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4-Point Response

Should We Go to School All Year?

Dear Board of Education,

I think that going to school all year long is a good idea. I think that you should change the school year to include the summer.

We would get smarter if we go to school in the summer. We would be able to take more time to learn hard subjects. That would really help me out. We could get ahead of other kids who get the summer off.

A lot of people probly won’t agree with me. But I think it is important to do good in school. That is why I think you should go ahead with the idea about school in the summer.

Sincerely,


There would be more extraneous information.

There might be a few lapses in organization.

There would be an uneven development of supporting ideas.

Letter formatting might be inaccurate.

Word choice would be more limited and most sentences would be simple.


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l Writing+ Test A: Persuasive

5-Point Response

Not In Favor of School in the Summer


I am writing to tell you that I think that extending the school year to include the summer months is a terrible idea. Children need a break from all the hard work they do during the year. I believe in this saying: “All work and no play make Johnny a dull boy.”

Obviously, we all feel that a good education is important. However, children are more than their brains. They need to go outside and have fun. That is what the summertime is all about.

After some time away from school, we feel refreshed and readyto go back and learn some more. If we go to school all through the hot summer months, we will never get a chance to rest and recharge our batteries.

I am asking you not to decide to extend the school year to include the summer months. Please let us have some time to have fun.

Sincerely,


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6-Point Response

School All Year: A Good Decision


I understand that you are deciding whether to extend the school year to include the summer months. I feel that this is a very good idea. Here are some reasons why.

First, the most important thing we can do is get an education. The early years is when our brain can take in the most information.

Second, I don’t feel that ten months is enough time to get a good education. With a longer school year, we can spend more time on interesting subjects and learn more things.

Finally, a good education is a key to the future. Without a good education, you probably won’t get a desent job and your future might be bleak. If we extend the school year, we will get a much better education and a much brighter future.

For these reasons, I strongly believe that extending the school year is the best thing to do for a good education.

Sincerely,


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l Writing+ Test B: Expository

2-Point Response

I Like Baseball

I like to play baseball. Its fun and you get to play outside. Its good to play sports to be hellthy. Everyone shuld play sports cauz its fun and good exercise.

My team won the championship this year. We had the best team ever and our couch said so. When you practice baseball you get good exercise too.

Baseball is fun and hellthy too.









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Writing+ Test B: Expository

4-Point Response

Sports are Important

It is good for people to have a hobby, sport or other activitythat they enjoy. Hobbies and sports are not boring. They are fun things people do with their time when they aren’t working or going to school.

Many people like to play sports. I like to play soccer. It’s great being outdoors. Its good exercise and that is good for you. You also learn the rule of the game you are playing and that is something good to know.

Playing sports is important because it is exciting it keeps you fit and most of all it is fun.




There would be an uneven development of supporting ideas.



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l Writing+ Test B: Expository

5-Point Response

It’s Good to Have a Sport or Hobby

Most people know that playing a sport or having a hobby is good for them. The most important reason it is good to have a hobby or play a sport is because it is entertaining. Everyone needs a break after a hard day at work or school. A hobby or sport gives youthat break.

Also, sports are a good physical activity. Your body needs to get a workout to keep it healthy. Playing a sport can keep you in good shape and help you stay healthy.

Having a hobby you find interesting, like making model planes, also can make you feel happy. When you feel like you are doing something special that you really enjoy it makes you happy.

Therefore, I think it is important for people to have a sport or hobby that they enjoy. It can help you relax, it can be good for your health and it is something that is fun to do.


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Writing+ Test B: Expository

6-Point Response

Why a Sport or Hobby Is Important

It is very important for people to have a sport or hobby that they enjoy doing. These activities give people a break from their regular lives. They get to do something that they think is fun and maybe even exciting. Sports and hobbies can make people better rounded because they have two different parts of their lives–work and play.

In addition, sports is a good way to get exercise. Scientists are always telling us that we are getting too fat. Playing a sport is one way to help with this problem and keep people healthy.

People enjoy many different hobbies. Having a hobby gives people a chance to explore something that really interests them. In that way, they are giving their brain a workout. This keeps people healthy too.

Sports and hobbies give people a chance to feel good about what they are doing. This can help them feel good about themselves. Sports and hobbies can become a very special part of a person’s life.

In conclusion, sports and hobbies are an important part of people’s lives. They give you a chance to have fun, get good exercise, and learn interesting things.


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l Writing+ Test C: Persuasive

2-Point Response

Don’t Cancel Gym

Please don’t cancel gym. It is the best! I only have it on monday, wensday and friday. But I always look forward to it. Because we do so many things. We climb rope and play kickball. There is basketball too. My favrite is when there is the gemnastics bars and vaults. There is a spring board and a huge crash mat. I love to jump on the crash mat because it is so thick and fun. You fly through the air and you don’t get hurt when you fall and do stunts. Some times we play indoor soccer where it bouces off the walls and is still in. That is another of my favorite things to do. I like to hit the ball with my head. Gym is the best!









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Writing+ Test C: Persuasive

4-Point Response

Why You Should Cancel Gym Class

I think that it is a good idea to stop having gym class. It would save the school so much money. Then you could buy other things for the school.

We don’t need a gym class. School is for learning. We don’t learn anything in gym class. All we do is to play games. This is not important for our educasion.

With the money you could do many things to make our school better. You could paint the halls. They are an ugly brown color that nobody likes. You could also buy more climbing things for the playground. Kids exersize at recess. So they don’t need a gym class anyway. We could also have more, and better games for the class. When it rains we have to stay in. There are never enough good games for everyone to play. They are always gone right away. Also you could buy more poplar books for the library. The new books are always checked out and I never get to read them.

That is how I feel. Gym class doesn’t teach us anything. We don’t need it in our school.




Some supporting ideas would not be developed.



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l Writing+ Test C: Persuasive

5-Point Response

No More Gym Class

My name is Robin Duff and I am in the fifth grade. I am writting to tell you that I think it is a good idea to cancel our school’s gym classes. Here is why I feel this way.

For one thing, if you cancel gym classes you will save money. You will not have to pay a gym teacher or buy things like bats and balls. The money you save on these things could go to buy other things that the school needs. We need more computers for the classes. We also need new books that aren’t falling apart. And some have scribbled pages. If we canceled gym class are school could buy these things.

For another thing, not everyone is good at sports. Gym class can make kids feel left out when they get picked last all the time. This is bad. Nobody should feel left out.

Finally, I think that kids would do better if they had more time to do homework in class. We have too much homework at night. If we didn’t have gym class maybe we could use the time to do homework in school so we weren’t up so late.


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Writing+ Test C: Persuasive

6-Point Response

Save Our Gym Classes

I have heard that you are thinking about canceling our gym classes because it will save money. I think this is a bad idea. Our gym classes are very important to the school for many reasons.

The first reason is that gym classes help to keep us healthy. Today, many kids spend to much time sitting around playing games or listening to music. Many kids weigh to much because they don’t get enough exercise. Gym classes are important because they make kids get a little exercise every week. This is exercise that they would not get on their own.

Second, kids have lots of energy and they need some way to get rid of it. Gym class is a good way to do this. Kids get to run around for a while and they get tired. This helps them to study better in their classes because they are too tired to misbehave in class.

Third, gym classes teach kids how to get along. In gym class, kids play sports on teams. Being on a team is important because it teaches kids to work together. This is something we all need to know by the time we grow up.

For these reasons, I do not feel that gym classes should be canceled. They are an important part of our education.


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l Writing+ Test D: Expository

2-Point Response

School Day

There are some goode reesons for adding ten minutes to lunch. It would give us more time to eet. We could talk to are friends more so we wouln’t talk as much in class. Lunch is my favorite time, of the day. The little kids eat slower than the big kids. The little kids need the most time to eet.









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Writing+ Test D: Expository

4-Point Response

Lunch Time

Lunch time is an inportant part of the school day. It is when students can have a healthy lunch. Students can talk to their friends.

One benefit of having more time for lunch is that students wont have to eat as fast as they do now. Sometimes I don’t have time to finish all of my lunch. Then I”m hungry in the after noon. Students would have more time to talk to their friends. Having friends at school is important for feeling good about yourself.

There are some bad things about adding ten minutes for lunch too. I woud not like getting out of school ten minutes later. Students would have less time to relaks before they start their homework. Some students would have less time to help there parents aroundthe house.




Some supporting ideas would not be developed.



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l Writing+ Test D: Expository

5-Point Response

More Time for Lunch

Adding ten minutes to the lunch period would be a big change for students at our school. So would adding ten minutes on to the end of the school day. Some students would like this change, and some students would not.

There are severale benefits to giving students more time for lunch. Students wouldn’t have to eat as fast as they do now. They would have more time to eat healthy foods such as oranges, which need to be peeled. Another benefit would be that students who finish eating early would have more time to play outside. Many students need to use their energie so they are ready to sit and listen in the afternoon. Finally, students would have more time to talk to each other. This would help students make more friends and get to now one another better.

There are also drawbacks to the new schedule. First, students and teachers would have to stay at school later. That would mean getting home from school later than before. Students would have less time to complete their homework, or less time to spend with their familyies. Traffic gets bad late in the afternoon. Students who ride the bus may get home even later because the bus was stuck in traffic.


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Writing+ Test D: Expository

6-Point Response

Changes to the School Day

Would you like to have more time for lunch every day? The principal has suggested that we add ten minutes on to the school day so students have ten extra minutes for lunch. While some students think this is a fantastic idea, other students are not happy.

There are several drawbacks for this schedule change that students should think about. First, we would get out of school later than we do right now. It would mean getting home later and having ten fewer minutes of free time at home. Second, some students may get bored if they have too much time for lunch. Students are used to eating quickly, so they may not like sitting for ten minutes with nothing to do. If students have ten extra minutes outside after lunch, that is no fun on a very cold day.

On the other hand, there are several benefits to changing the schedule. Students who eat slowly, like first graders, would have more time to finish their lunches. Students enjoy talking to each other. Ten extra minutes would give them more time to talk. This could stop students from getting in trouble in class for talking so much. If students are giving more time to play outside, students will get more exercise and be healthier than they are now.


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l Constructed-Response Rubrics

Use the rubrics below to score the short and extended responses in the Reading tests.


Rubric for Short-Response QuestionsScore Description

2The student’s response demonstrates a thorough understanding of the comprehension skills needed to answer the question. Details and examples are used to support the answer and clearly come from the text.

1The student’s response demonstrates a partial understanding of the comprehension skills needed to answer the question. Some of the support and important details and/or examples are too general or are left out.

0The student’s response demonstrates a complete lack of understanding of the question or the student has left the answer blank.

Rubric for Extended-Response QuestionsScore Description

4The student’s response demonstrates a thorough understanding of the comprehension skills needed to answer the question. Details and examples are used to support the answer and clearly come from the text.

3The student’s response demonstrates an understanding of the comprehension skills needed to answer the question. Details and examples used as support are not complete or are not text-based.

2The student’s response demonstrates a partial understanding of the comprehension skills needed to answer the question. Some of the support and important details and/or examples are too general or are left out.

1The student’s response is incomplete and does not demonstrate an understanding of the question.

0The student’s response demonstrates a complete lack of understanding of the question or the student has left the answer blank.

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Rubric for Writing Prompt

Use the rubric below to score the writing prompt in the Writing+ tests.

6 The focus of the writing is on topic, is logically organized, and includes well-developed ideas or examples. The writing demonstrates a sophisticated command of language, as well as precision in word choice. Sentences vary in structure. Punctuation, capitalization, and spelling are generally correct.

5 The focus of the writing is on topic with sufficient development of supporting ideas or examples. The organizational pattern is clear, but mistakes may occur. Word choice is acceptable. Sentences vary in structure. Conventions are generally correct.

4 The focus of the writing is generally on topic, but it may contain irrelevant information. The organizational pattern is apparent, but lapses may occur. Some ideas are supported with examples and details, but others are not developed. Word choice is acceptable. Sentences may vary in structure, though many are simple. Conventions are generally correct and commonly used words are usually spelled correctly.

3 The focus of the writing is generally on topic, but it may contain extraneous information. An organizational pattern has been attempted, but is not successfully carried through. Some of the supporting ideas or examples may not be fully developed. Word choice is limited. Sentences vary somewhat in structure, though many are simple. Knowledge of conventions is demonstrated, and commonly used words are usually spelled correctly.

2 The focus of the writing may barely connect to the topic or offers little relevant information and few supporting ideas or examples. There is scant evidence of an organizational pattern. Word choice is limited or immature. Sentences are almost all simple constructions. Numerous errors may occur in punctuation, capitalization, and spelling.

1 The writing barely addresses the topic because there are few if any supporting ideas or examples. Irrelevant information may be included. No organizational pattern is present. Ideas are included through lists, and word choice is extremely limited. There are frequent errors in punctuation, capitalization, spelling, and sentence structure.

U Writing that is unscorable or is unrelated to the topic or is illegible.


Documents

Format Benchmark Assessment - Glencoe