Test Prep Unit Integrated Language Arts Grade 5

Stafford Township School District Manahawkin, NJ

Test Prep Unit

Integrated Language Arts Grade 5

Revised 3/2011

Fiction Model Passage

Directions: You will have 30 minutes to complete the reading passage and the questions that follow. This section will include 10 multiple-choice questions and 1 open-ended response. Work up to the page that has the “stop sign” on the bottom or until time runs out.

If you finish early, check over your work. Remember, you may only check work in this section.

My Friend Bruno Bruno was missing again.

It was the third time this week, and frankly, Sofia was getting upset that he kept disappearing. What bothered her more was that she had to keep looking for him. However, each time he had gone missing, she had found him hiding in the same place. She now had a pretty good idea of where to look for him first.

“Rosa!” she yelled.

Rosa was Sofia’s five-year-old cousin. Rosa and her mother, Sofia’s Aunt Maria, had moved to New Jersey about a year earlier. Sofia’s parents had agreed to let Rosa and Aunt Maria stay at their house until they could find a place of their own.

Sofia had to admit that at first, spending time with Rosa was a lot of fun. She was like the little sister Sofia never had. She followed Sofia everywhere she went. She dressed like her and talked like her. Rosa wanted to be just like her cool 11-year –old cousin. However, after a while, Sofia grew tired of having a tail. It wasn’t that she didn’t love Rosa. She just wasn’t used to sharing everything. Especially Bruno.

Sofia slowly opened the door to Rosa’s bedroom. At first she didn’t see her cousin. She could only hear her little high-pitched voice coming from the other side of the bed.

“Would you care for a spot of tea, Bruno?” Rosa asked.

Sofia smiled. She had to admit that Rosa was pretty cute, even if she did take things from Sofia’s room without asking. She peered over the bed.

“Rosa, may I please have Bruno back?”

Rosa looked at Sofia, her face red with embarrassment. She lifted Bruno from his seat on the red-and-white checked picnic blanket and handed him to Sofia. “Do you want to have a tea party with me?”

Sofia shook her head. “I’ve got homework to do before dinner,” she replied.

Rosa look disappointed for a moment, but then turned her attention back to the other “guests” at her tea party.

Sofia returned to her own room and closed the door. She gave Bruno a big hug and placed him in his rightful place between the pillows on her bed.

14 Sofia and Bruno had been friends since Sofia was just about Rosa’s age. Sofia remembered when her parents told her that they were going to move from Florida to New Jersey. She had cried and cried. She didn’t want to leave behind all the friends she had made in kindergarten.

Unfortunately, she didn’t have a choice, and moving day arrived quickly. To help comfort her, Sofia’s parents gave her a big brown teddy bear. He was made of sturdy corduroy and had big black buttons for eyes. Sofia named him Bruno. Before she left Florida, she made all of her friends give him a hug. “Then when I hug him, it will be like hugging all of you, too,” she had explained.

15 Since then, Sofia had played with many other toys, but Bruno had always remained her favorite. As she got older, she set aside her blocks, dolls, and coloring books. She shifted her attention to reading mystery books, writing stories, and drawing. Even though she had given away many of her toys, Sofia still wasn’t quite ready to let go of Bruno. Each night, he somehow found his way into her arms as she drifted off to sleep.

16 Sofia and Bruno had been through a lot together. When Sofia first started her new school in New Jersey, Bruno stuck by her until she made new friends. He happily spent his days at the bottom of her backpack to give her comfort throughout the long school day. In second grade, Bruno had accompanied her to the hospital when she had her tonsils removed. When she got the chicken pox a year later, Bruno was there to remind her not to scratch the itchy red bumps. Bruno had tagged along to summer camp one year. And the year that Sofia had broken her arm, he had stayed at home to help her heal.

17 All those years together had certainly taken their toll on poor Bruno. Parts of his corduroy body were threadbare. His left paw was leaking stuffing, and at present, he was missing an eye. Even so, Sofia still loved him and considered him her best friend. That’s why she got so angry when Rosa took him without asking. Taking away Bruno was like taking away a piece of her. And no matter how many times she tried to explain it to Rosa, her cousin just didn’t quite understand. “It’s just a toy,” she would reply, but Sofia knew better.

Sofia quickly finished her math homework, wrote out her social studies questions, and copied her spelling words three times each. At dinner time, she went downstairs to set the table. She found Aunt Maria in the kitchen, happily humming as she stirred a big pot of soup on the stove.

As the whole family gathered around the table, Aunt Maria tapped a spoon against her glass. 3

“I have an announcement to make,” she said. “I have been offered a teaching position at a high school in Pennsylvania, so Rosa and I will be moving to a new house in about a month.”

“Congratulations,” said Sofia’s mother with a smile.

“No,” said Rosa. “No, no, no. I don’t want to move. I don’t want to leave behind all the new friends I made this year at school. It’s not fair.”

Aunt Maria took Rosa in her lap and tried to explain to Rosa that she would make lots of new friends in Pennsylvania. Rosa did not want to hear it. Even Sofia tried to make Rosa feel better. She told her all about her own family’s move and about the great friends she had made upon arriving in New Jersey. Nothing seemed to comfort the poor little girl.

That night, as Sofia lay in her bed, she couldn’t stop thinking about Rosa. She knew what she had to do.

A few weeks later, a big orange moving truck pulled up in front of Sofia’s house. Aunt Maria ran from room to room, writing on boxes with a black marker.

Before long, the movers had loaded everything that belonged to Aunt Maria and Rosa into the truck.

Sofia hadn’t realized how sad she would be to see little Rosa leave. She found her cousin sitting on the porch swing, watching the movers as they fastened the door closed on the truck.

“Hey, Rosa, mind if I pull up a seat?” asked Sofia.

Rosa made room for Sophia to sit down, and they slowly rocked back and forth.

“I wanted to give you a very special gift before you leave,” said Sofia.

“A gift?” Rosa looked at Sofia, her eyes wide.

Sofia pulled a freshly repaired Bruno from behind her back. She had sewn up all of his holes and given him a new set of matching green buttons for eyes.

“You’re giving me Bruno? But he’s your favorite toy,” said Rosa.

“No, Rosa. Bruno’s not just a toy. He is a friend. He became my best friend when I left Florida, and he’s been my best friend ever since. Now he’ll be your friend.”

Sofia hugged the bear tightly and then handed him to Rosa. “Whenever you hug him, it’ll be just like you’re hugging me,” she said.

Rosa looked at Bruno and hugged him. “Now I have a friend who will go to Pennsylvania with me.”

Section 1: Multiple Choice Questions

1. What is a theme of “My Friend Bruno”? A. Everyone is good at something. B. Keep trying until you succeed. C. Friendship is a very special gift. D. Slow and steady wins the race.

2. “Sofia grew tired of having a tail” means Sofia A. wanted Rosa to stop going in her bedroom. B. wanted to give Bruno to Rosa as a gift. C. did not like that Rosa told all of her secrets. D. did not want Rosa to follow her around anymore.

3. What will most likely happen when Rosa gets to Pennsylvania? A. She will make lots of friends at her new school. B. She will lose Bruno. C. She will send Bruno back to Sofia in New Jersey. D. She will ask Sofia to help her make new friends.

4. What does the word “threadbare” mean in paragraph 17? A. thick B. soft C. dirty D. worn

5. At the beginning of the story, why does the author keep Bruno’s identity a secret? A. to make readers want their own teddy bear B. to describe what he looks like C. to get readers interested in the story D. to show that he is very mysterious

6. Why did Sofia most likely give Bruno to Rosa? A. She wanted to help Rosa feel better about moving away. B. She thought that she was too old to have a teddy bear. C. She was afraid that Rosa would have trouble making friends. D. She thought that it was time for her to get a new teddy bear.

7. The purpose of paragraphs 14, 15, and 16 is to A. explain that Sofia gave many of her toys to Rosa. B. describe how important Bruno was to Sofia. C. tell why Sofia’s family had to leave Florida. D. show that Sofia wanted to make Bruno look better. 5

8. What does Sofia use to repair Bruno’s eyes? A. black buttons. B. brown material C. green buttons D. red material

9. Who is telling the story? A. Sofia B. Rosa C. Aunt Maria D. a person outside the story

10. Rosa calls Bruno her “friend” in the last paragraph of the story because A. she is happy that Sofia has given her a gift. B. she finally realizes that Bruno can be more than just a toy. C. she has wanted Sofia to let her play with Bruno for a long time. D. she wants Sofia to think that she will take good care of Bruno.

Section II: Open Ended Question

11. Do you think Bruno will help Rosa the same way that he helped Sofia? Why or why not?

Use details from the story to support your answer.

Fiction Practice

If you finish early, check over your work. Remember, you may only check work in this section.

Esmeralda Hits a Homer

CRACK!

As soon as the ball hit the bat, Esmeralda knew she would go for extra bases. She even thought she might get to third. But if she could round first without too wide an angle, and fly past second with the wind to her back, she just might make it home.

“You should be playing softball,” the pitcher on the other team told her before the game. “Baseball is for boys.”

“I want you home to baby-sit,” her mother told her that morning.

“But we need you, Esmeralda,” her coach, John Bunyan, told her. “You’re the only hitter who can figure out Matt Thompson’s trick pitch.”

Matt Thompson was the pitcher for the Babson Bulldogs. He threw a knuckle-drop-slider that nobody in the league could hit. He was also in the same grade as Esmeralda at Abraham Lincoln Middle School. And he was the same wise guy who had told her to stick to softball.

But Esmeralda was born to play baseball. “It’s in your family’s genes,” her grandpa, Papa Juan, told her. Papa Juan had played professional baseball in Cuba when he was young. Now he was sitting in the stands as Esmeralda rounded first base. So were her mom, Maria Elena, and her baby brother and sister. Esmeralda tried to look at Papa Juan as she made the narrow turn around first.

Matt Thompson pounded a fist into his glove and watched his right and center fielders chase after the ball. He hadn’t given up any runs, yet. But his team had also failed to score any runs.

“Why is it that the only person who can hit my pitch happens to be a girl?” he asked himself.

Coach Bunyan knew the answer. It was because Esmeralda “kept her eyes on the ball.” It was advice Coach Bunyan gave to his whole team, but only Esmeralda seemed to 7 listen. She wasn’t the only girl on the team. Janice Moreno and Lisabeth Trowbridge were reserve outfielders. The rest of the team members were guys. None of the others could hit the pitches because, as Coach Bunyan would say, they were too impatient. Only Esmeralda had the eye and quick reflexes. And here she was, rounding second.

That morning, Esmeralda had to beg her mother to let her come to the game. “Baseball won’t get you good grades,” her mother told her. “You won’t be able to play baseball when you get older.”

Her mom only wanted what was best. But Esmeralda had pleaded. “Mom, I feel lucky today. My team needs me.”

Now, Coach Bunyan was standing by the third base bag, waving Esmeralda on. She ran like a deer over open meadows, tilting her shoulders at an angle. In her mind she held a picture of the great Ty Cobb, baseball player from many years ago, whom he had seen run like this in an old baseball book.

Coach Bunyan jumped up and down and waved his arms. “Run, Esmeralda! Run for home!”

She ran past Coach Bunyan just as the other team’s second baseman was catching the ball from the right fielder. She saw the catcher standing in front of the plate, ready to block Esmeralda’s slide. A quick look to Matt Thompson, and she saw that he was waving for the second baseman to throw the ball.

Esmeralda tilted her head and churned her arms. She remembered something Papa Juan had taught her about a hook slide. “Move like you’re heading straight for the catcher’s knees, then hook your feet to the inside corner,” he had said. If she could escape the tag, she would have a game-winning home run.

The second baseman threw the ball high and to the first-base side of home plate. Esmeralda went into her slide, feet aimed at the catcher’s left knee, then at the last second she hooked to the right. She was safe!

She got up and dusted herself off, tipped her cap to the umpire, and headed to the dugout. Everyone in the stands was cheering wildly, including Papa Juan, her brother and sister, and her mom, Maria Elena. Esmeralda had hit a homer!

Section 1: Multiple Choice Questions:

1. What is the setting of “Esmeralda Hits a Homer”? A. Esmeralda’s kitchen B. Abraham Lincoln Middle School C. Cuba D. a baseball field

2. When the author says Esmeralda could “fly past second with the wind to her back,” he is A. exaggerating Esmeralda’s feelings. B. appealing to our senses. C. comparing her to a fly. D. using figurative language.

3. Papa Juan tells Esmeralda that playing baseball is “in your family’s genes.” This means that Esmeralda A. is a better baseball player than Matt Thompson. B. plays well because she practices more than others. C. got her talent for baseball from her grandfather. D. can hit Matt Thompson’s pitch because she’s a girl.

4. How does Esmeralda know that she will be able to run for home plate? A. She watches the ball fly toward the outfield. B. She hears her coach yell for her to keep running. C. She sees Papa Juan cheering from the stands. D. She hears the sound of the baseball hit her lucky bat.

5. From this story, you can tell that Matt and Esmeralda A. are best friends. B. used to be on the same team. C. do not get along. D. are both popular at school.

6. Which of the following is a minor detail of the story “Esmeralda Hits a Homer”? A. Maria Elena doesn’t like her daughter playing baseball. B. Esmeralda’s lucky bat is made of wood. C. Matt gives Esmeralda a hard time for being a girl. D. Esmeralda scores the game-winning run.

7. Why does the author tell about Ty Cobb? A. to show that Esmeralda know a lot about baseball B. to give an interesting detail about an important baseball player C. to show that baseball has always been a sport for boys D. to tell about one of Papa Juan’s teammates

8. Which of the following best states the theme of “Esmeralda Hits a Homer”? A. Family support can be just as important as believing in yourself. B. It has been proven that women are just as strong as men. C. It is important to respect our elders so that we can learn from them. D. The sport of baseball is more than a game; it is a way of life.

9. The author uses details like “Esmeralda tilted her head and churned her arms” to show that she is A. afraid of losing the game. B. cheating by stealing a base. C. not a very fast runner. D. determined to do her best.

10. What does Coach Bunyan have in common with Papa Juan? A. They both played professional baseball in Cuba. B. They both support Esmeralda’s desire to play baseball. C. They both think Esmeralda should focus on her schoolwork. D. They both begged Esmeralda’s mother to let her play.

Section II: Open Ended Question

11. In this story, the narrator tells the reader a lot about Esmeralda’s family.

How do the members of Esmeralda’s family feel about her playing baseball? Why is Esmeralda’s family such an important part of this story?

Use specific information from the story and any additional insight to support your response.

Fiction Practice

If you finish early, check over your work. Remember, you may only check work in this section.

The Alien at Star Quad 9

“Quiet, class. Class? I need you to be quiet. Class …”

Mr. Zeek is having difficulty in getting our attention. As students, we’re usually pretty yielding toward our teacher, but today no one seems to be listening. We can’t help it. Today is special and we’re a little excited.

“Class!” Mr. Zeek snaps. “If you don’t quiet down you can forget about taking the field trip to Star Quad 9!”

We go silent. Even Breff Dool stops talking and he’s a real loud mouth. Mr. Zeek smiles. He never stays mad for too long. That’s why I love his science class. Not only is Mr. Zeek intelligent but also he loves his subject and always keeps us entertained. And if it weren’t for him, we wouldn’t be traveling to see the alien today.

“Thank you,” Mr. Zeek says, smiling.

Everyone knows about the alien. It’s all over the news. Its ship crashed a while back in the Yarkish Desert and they brought the remains to Star Quad 9, the most advanced space station ever built. When scientists found the alien inside, still alive, they called it the greatest discovery of our time. After many tests, they started inviting students to come see the alien. Today is our turn.

As we travel to Star Quad 9, I can tell everyone is a little scared. Mr. Zeek keeps telling us that the alien is very hospitable, so there’s nothing to worry about. Mr. Zeek has a friend who works at Star Quad 9 so he knows more about the alien than anyone.

“Does it talk?” Flenny Q. Tazerpin asks.

“Absolutely,” Mr. Zeek says. “Its language is very similar to ours. We think that its species has been studying us for some time and has learned our language.”

“What’s it look like?” Breff Dool shouts.

Mr. Zeek smiles. “You’ll see.” 11

When we finally arrive, we step out and form a line. We follow Mr. Zeek to a narrow door. Mr. Zeek shows a guard a piece of paper. The guard examines the paper and then counts us before waving us in.

Once inside, we walk down a long hallway until we arrive at another door. This one is larger and it resembles a garage.

“Is everyone ready?” Mr. Zeek asks. He presses a button and the door rises slowly. I hold my breath. Standing on the other side, in a large glass cage, is the strangest creature I’ve ever seen. My jaw drops. The alien is taller than ten of us put together. It has twice as many arms and legs as one of us. It has a curious thing sticking out of the middle of its face with two tiny holes. Large drops of liquid fall from its eyes.

“Okay,” Mr. Zeek says after a moment of silence. “Does anyone have a question for the alien?”

“Pick me! Pick me!” Breff shouts.

“Moofton,” Mr. Zeek says and I jerk my head. “How about you?”

I can’t believe he wants me to ask this creature a question. I turn toward the alien. It looks at me as if it can see right through me. Its lips tremble. “Um,” I barely whisper. “What’s your name?”

The alien pounds all its arms against the glass. More liquid pours from its eyes. “My name is Richard!” it screams. “And I want to go home! Please! Take me back to the planet Earth!”

“Richard?” Breff Dool laughs. “What kind of name is Richard?”

“Please!” the alien keeps shouting. “Where am I? Take me home!”

When we return to our classroom that day, Mr. Zeek sits down and stares out the window, toward the three setting suns. We stare with him, wondering about Richard and about this planet “Earth.” We stay quiet for the rest of the day. Even Breff Dool.

Section 1: Multiple Choice Questions

1. At the beginning of the story, how does Mr. Zeek solve his problem in the classroom? A. He takes the class to the Yarkish Desert. B. He reports the class to the security guard. C. He threatens to cancel the field trip. D. He calls the advanced space station.

2. Which of the following best describes Mr. Zeek? A. strict B. bored C. kind D. funny

3. In paragraph 2, the word yielding means A. respectful. B. bright. C. scared. D. misbehaved.

4. Who is telling this story? A. Mr. Zeek B. Breff Dool C. Moofton D. Richard

5. Where does most of the story take place? A. a classroom B. the Yarkish desert C. Star Quad 9 D. a school bus

6. In paragraph 7, the hospitable means A. ill. B. friendly. C. dangerous. D. lonely.

7. Which word best describes how Richard feels? A. entertained B. sad C. bored D. threatened

8. This story was most likely written to A. convince people to be nice to aliens. B. prove that aliens exist. C. inform readers about an alien. D. entertain readers with a story about an alien.

9. In the passage, what does the alien want? A. to learn about Star Quad 9 B. to return to planet Earth C. to show the class his wrecked ship D. to teach Mr. Zeek about Earth science

10. What genre is “The Alien at Star Quad 9”? A. biography B. science fiction C. historical fiction D. autobiography

Section II: Open Ended Question

11. At the end of the story, the class has changed a lot. How does the class change from the beginning to the end of the story? What makes the class change so much? Use specific information from the story and any additional insight to support your response.

Nonfiction Model

If you finish early, check over your work. Remember, you may only check work in this section.

Sir Francis Chichester

Francis Chichester was born in Dover, which is on England’s coast. Therefore, it wasn’t unusual that he would have developed an interest in sailing. It would be many years before Francis would gain fame as a sailor, not until he was 59 years old. And his most famous adventure took place when he was 65.

At the age of 18, Francis wanted to see New Zealand. So, in 1919, he set sail to see this far-off land. He spent several years there, farming, boxing, and searching for gold. Then, he and a friend became land agents and started an airline.

In 1929, Francis returned to England. He lived there until his death in 1972. It was there that he began to pursue his dream – to fly. Three months after getting his license, Francis flew a biplane by himself from England to Sydney, Australia. Next, he made the first solo flight from New Zealand to Australia. His small single engine plane was named Gipsy Moth.

Francis had even bigger plans. He wanted to fly alone around the world. At the time, flying was still very new. Therefore, there were only a few places to land airplanes along the way. Francis knew that the only way to make the trip was in a seaplane. So, he added pontoons to the Gipsy Moth. Pontoons are floats fitted to an aircraft to allow it to land on water.

Francis learned to fly the seaplane. He took off from Australia. He was the first to travel to Japan by himself. However, his round-the-world flight ended there. After hitting telegraph wires, his plane crashed into Katsuura Harbor. It took two years for Francis to recover from his injuries.

Francis spent the next years publishing maps and guidebooks. He continued to be interested in navigation. At last, his love of the sea and sailing began to show itself. In 1953, be bought his first yacht and named it Gipsy Moth II. Gipsy Moth III, 39-foot yacht, followed in 1959.

Francis wanted his boat to be ready for the first Trans-Atlantic Race in 1960. This race was one of the most spectacular and dangerous races for a one-man crew. Boats with full crews entered the race.

Five boats entered with only a single crew member, and Francis was one of these. He won the Single-Handed Trans-Atlantic Race. It took him 40 days in his yacht. He had had to fight head winds and gales in that time. Perhaps most amazing was that he did this while recovering from cancer.

The next year, Francis sailed solo once again across the Atlantic Ocean. He beat his earlier record by seven days. The Trans-Atlantic Race was held every four years, and Francis entered the Trans-Atlantic Race again in 1964. He sailed alone, although his boat was designed for a six-man crew. He came in second place, but he had completed the trip ten days faster than he had in 1960.

What was next for this sailor? Why, to sail around the world, of course! He hadn’t been able to accomplish this task by plane, but he would do it by ship. Francis wanted to be the first to sail the longest route alone and he wanted to do it in the fastest time. With much help, a special boat was built: the 54-foot Gipsy Moth IV.

Francis’s plan was to sail around Africa and across the Indian Ocean. His only stop would be in Sydney, Australia. There he would make repairs and get supplies. Next would be the longest and most dangerous part of the trip: crossing the South Pacific, rounding Cape Horn, and sailing north for England. Francis would be the first to do this – one man alone in a boat.

One man sailing alone means little sleep, lots of work, and many repairs. Francis battled fierce winds, huge waves, and terrible storms. At one point, the boat capsized in a tropical cyclone. Fresh water and diesel fuel ran low and food spoiled. Seasickness, food poisoning, and injuries threatened him.

The trip from Plymouth, England to Sydney, Australia was 14,100 miles. Francis made it in 107 days. Repairs in Sydney took seven weeks. Then, from there to Plymouth, he sailed another 15,517 miles in 119 days. In all, Francis sailed 29,630 miles in just 226 days! He had done what he had set out to do. The trip lasted from August 27, 1966 to May 28, 1967.

When Francis reached home, there were many celebrations. Queen Elizabeth II knighted him. She used the sword that Sir Francis Drake had given to Queen Elizabeth I almost 400 years earlier. Today, Gipsy Moth IV is docked on the Thames River at Greenwich, just a short distance southeast of London.

In his book Gipsy Moth Circles the World, Sir Francis Chichester wrote, “People keep at me about my age …. I don’t think I can escape aging, but why beef about it? Our only purpose in life …. is to put up the best performance we can – in anything, and only in doing so lies satisfaction in living.” According to his book editor, J.R.L. Anderson, Chichester made his dreams come true: “For him, to dream is to determine, and to determine, to achieve.”

Sir Francis Chichester didn’t let himself get stuck in the ruts of life. At the age of 65, he achieved what no other person had yet done and few younger people would ever try! 16

Section I: Multiple Choice Questions:

1. Why wasn’t it unusual that Francis Chichester was interested in sailing? HINT – This question asks you to think A. He grew up close to the sea. about a detail in the passage. What did the passage tell you about Francis that B. He was the son of a sailor. could explain his interest in sailing? If you C. He lived in New Zealand. are unsure of the answer, reread the D. He liked to fly airplanes. beginning of the passage.

2. What did Francis Chichester do before any other person? HINT – This question asks you to recall a A. He finished the Trans-Atlantic Race. detail from the passage. If you are unsure B. He sailed around the world by himself. of the answer, skim the passage, looking C. He survived a shipwreck in a cyclone. for a mention of something Francis was D. He was knighted by Queen Elizabeth II. the first to do.

3. This passage is mostly about A. the adventurous life of Francis Chichester. HINT – This question asks you to identify B. how Francis Chichester got over cancer. the central idea of the passage. Think C. the early life of Francis Chichester. about what you have read. What do you D. the story behind the name Gipsy Moth. think the author was trying to tell you about?

4. The purpose of the seventh paragraph is to A. describe Francis Chichester’s participation in the first Trans-Atlantic Race. HINT – This question also think about why B. compare and contrast the Gipsy Moth II and the the author wrote the seventh paragraph. Gipsy Moth III. Reread paragraph 7. What does the C. explain how Francis Chichester improved his paragraph tell you? navigation skills. D. discuss Francis Chichester’s first attempt at sailing around the world.

5. Why did Francis Chichester’s attempt to fly around the world fail? HINT – This question asks you to recall a A. He did not have a seaplane. detail from the passage. What happened B. He was too tired to finish. during Chichester’s attempt to make a trip C. He met with bad weather. around the world? If you are unsure of the D. He crashed his airplane. answer, reread the part of the passage about the trip.

6. Where did Francis Chichester live for most of his life? A. New Zealand HINT – This question asks you to recall a B. Australia detail from the passage. If you are unsure of the answer, reread the part of the C. Japan passage that mentions Chichester’s return D. England to England in 1967.

7. What does the word recover mean in the fifth paragraph of the article? HINT – This question asks you to identify A. take back the meaning of the word “recover.” If you B. relax are unsure of the answer, reread C. get better paragraph 5. Are there any clues to the D. forget about word’s meaning in the sentence the word is used in?

8. What was the mood in England when Francis Chichester returned on May 28, 1967? A. calm and relieved HINT – This question asks you to recall a detail from the passage. If you are unsure B. sympathetic and pleased of the answer, look over the passage. You C. worried and anxious should be looking for a mention of where D. excited and proud Chichester lived.

9. What is a theme of this passage? A. Flying is usually very dangerous. B. Sailing around the world is impossible. HINT – This question asks you to identify the theme of the passage. What did you C. People can live their dreams at any age. think after you completed reading the D. People don’t know what they really want. passage? What do you think the author was trying to say?

10. The author organizes this passage by- A. describing each of the places Chichester visited B. stating reasons Chichester traveled the world C. comparing Chichester to other travelers of his time D. telling events of Chichester’s life in the order they happened

Section II: Open Ended Question

11. In the article, the author tells a lot about Sir Francis Chichester. Write a description of Francis Chichester’s character. Tell four important things he did. Use information from the article to support your response.

Nonfiction Practice

The Vikings

Directions: Directions: You will have 30 minutes to complete the reading passage and the questions that follow. This section will include 10 multiple-choice questions and 1 open-ended response. Work up to the page that has the “stop sign” on the bottom or until time runs out.

If you finish early, check over your work. Remember, you may only check work in this section.

Introduction: When the name “Viking” is mentioned, many people think of fighting and raiding. Few people know that the Vikings did more farming and trading than raiding and fighting. This passage tells what the Vikings were really like.

Background

The period from 800 to 1100 C.E. is called the Viking Age. Most people think of it as a time when the Vikings raided all over Europe. It was thought that no town along the coast was safe.

However, this picture of the Vikings is beginning to change. It is true that they did attack and destroy many towns. However, we now know that most Vikings lived and worked as farmers. Many of them were also good traders.

In fact, the Vikings traded more than they raided. Viking ships sailed all over the known world to trade. The Vikings also discovered new lands in their travels, including Iceland, Greenland, and parts of North America. Some of the towns settled by Vikings still exist today.

These people lived in northern Europe. They were mostly farmers who went sailing in the summer. Their name comes from the word, “Vik.” This was the name of a pirate center in southern Norway at this time.

Vikings went on raiding parties, called “a-viking.” Later, this was shortened to Viking.

The Vikings as Raiders

The Viking Age started with an attack on England in the late 700s. On a sunny day, Vikings attacked a monastery and destroyed the buildings and took the church’s treasure.

This attack was the first of many in England, Scotland, and Ireland. In the early 800s, the attacks spread to Europe, and the Viking Age was born. Eventually, Viking attacks

20 were occurring all over the known world. However, the Vikings did not attack all the time.

Attacks occurred when the men in a Viking village decided to do some raiding after spring planting. The men would sail away in their longboats looking for villages to attack. Near the end of the summer, the men would return to help with the harvest. There were years when no Viking attacks were recorded.

Rarely did large numbers of Vikings make a raid. Most Viking attacks were conducted by small groups of men. They used anywhere from two to ten ships with about thirty raiders on each ship. The ships would suddenly appear offshore.

The Vikings would attack before the village could organize a defense. The battle would end quickly.

Then the Vikings would retreat before help arrived. They took their treasure and captives away on the ships. The town would then be burned before they left.

People had two names for these Viking pirates. They were called either Norsemen or Northmen because they came from the north.

The term Viking, which is used today, was not actually used until long after the Viking Age ended in 1100 C.E.

The Vikings enjoyed fighting; they were bold, fierce warriors. Most fought with two- bladed swords or axes, but they also used bows and arrows or spears. Each man also carried a wooden shield and many wore some sort of armor.

Most armor was made from animal hides. Only important men had metal armor. Viking helmets were plain and did not have horns on the sides, which you may see in illustrations of them or movies about them.

Vikings as Farmers

Most Vikings lived on small farms. These farms were often clustered into small villages. All Viking farms were built in the same pattern. The main building was called the “longhouse,” and it could be over 100 feet long. In the early farms, the family and the animals used to share one building. Later farms had buildings around the longhouse. One of the outbuildings was always a barn, called a “byre,” where the animals spent the winter.

Other buildings stored grain and meat over the winter. A fence always enclosed the buildings. Larger farms even had a blacksmith shop.

Spring was a busy time on the farm. Fields were plowed and crops planted. Vegetables were planted inside the fence. Wheat and other grains were planted in the fields outside the fence. Animals grazed in some of the fields outside the fence. 21

When the spring work was done, the farmer would often go raiding or trading. The Viking wives and children ran the farm. In the autumn, when everyone was needed to harvest the crops, the men would return to the farm.

Clothes and other household goods were made during the winter. Tools and equipment were crafted and repaired. The Vikings also repaired their boats during the winter months.

Vikings as Traders

The Vikings were good traders. Sometimes they would settle in an area after the battles were over. They would build towns and bring their families. Within a short time, the Vikings would start to trade with the local people. Over time, trade increased. The trade goods were shipped to the Vikings’ homeland.

Soon, many Vikings realized it was easier to trade than to fight. They started to sail to towns just to trade, bringing goods from Scandinavia. They would take other things back to their homeland. They even traveled into present-day Russia. They also traded around the Mediterranean. Viking traders became wealthy men.

Once trading began, attacks lessened. The Vikings learned that there was more money in peace than in war.

By the late 900s, Vikings preferred to trade rather than to attack towns. Many Viking centers grew into present-day cities. Kiev in Russia, Dublin in Ireland, and York, England were all once Viking trading centers.

Vikings as Sailors

The Vikings were the best sailors of their time. In the late 800s, some Vikings began to sail across the Atlantic Ocean. They sailed in open ships in all types of weather at a time when most sailors played it safe by staying nearer to land. During some of these voyages, Vikings found new lands. Vikings were the first to see Iceland, Greenland, and parts of North America. Colonies were started in all three. Only the colony in North America was not successful. After three years, it was abandoned.

Summary

The Viking Age lasted about 300 years. By 1060 C.E., the Vikings were living in peace with their neighbors.

Many important things came from the Viking Age. Trade between countries increased and the nations of Norway, Sweden, and Denmark were formed. Countries in Europe became stronger as they fought off the Viking attacks. Iceland was found and settled. Even the use of law as a way to settle disputes came from the Vikings.

Section I: Multiple Choice Questions:

1. How does the author most likely feel about the Vikings? A. He thinks the Viking Age meant one raid after another. B. He thinks the Vikings were not really good fighters. C. He thinks the Vikings were more than just raiders. D. He thinks the Vikings were a peaceful people.

2. Why did Vikings stop raiding people? A. They began to get in trouble. B. They made more money by trading. C. They started to feel sorry for others. D. They wanted to be welcomed at places.

3. Read this sentence from the passage.

Eventually, Viking attacks were occurring all over the known world.

What does the word eventually mean in this sentence? A. generally B. daringly C. casually D. finally

4. Why did the Viking men usually return home near the end of the summer? A. to harvest the crops B. to trade their goods C. to rebuild the barn D. to repair their boats

5. The purpose of the headings in bold is to A. make finding information easier. B. remind readers what they’re reading. C. tell what the Vikings liked to be called. D. show that the Vikings had many names.

6. Read the following sentence from the passage.

By the late 900s, Vikings preferred to trade rather than to attack towns.

What does the word preferred mean? A. urged B. wanted C. swore D. hinted

7. What is this article mostly about? A. the Viking Age B. Viking attacks C. what Vikings traded D. Viking families

8. The purpose of the introduction to this article is to A. explain what the word “Viking” means. B. prove that kind people raid sometimes. C. tell readers what the article is about. D. show readers when the Vikings lived.

9. Why were the Vikings most likely able to find new lands? A. They scared people from their homes. B. Most people did not think there were other lands. C. They sailed very far away from their homeland. D. Most people wanted to share land with the Vikings.

10. Why did the author most likely write this passage? A. to show why the Vikings acted the way they did B. to show in detail how Vikings fought with others C. to teach about places where the Vikings lived D. to teach about what the Vikings were really like

Section II: Open Ended Question

11. Describe the life of a Viking living on a farm in Scandinavia. Use information from the article to support your response.

Nonfiction Practice

Conduct Code for Midland School

If you finish early, check over your work. Remember, you may only check work in this section.

Student Code of Conduct

Students are expected to know the contents of the Code of Conduct. These rules apply to all things pertaining to the school, including school buses, field trips, and other school events.

A Code of Conduct Committee – consisting of two members of the faculty, two parents, and a student representative – will be established by the principal. Suggested changes to the Code of Conduct should be submitted to this committee. If approved by the committee, the changes will be submitted to the principal for review.

1. General Rules a. Students are to walk at all times while in school. b. Hats and backpacks brought to school are to be kept in the student’s classroom. Once school starts, they are not to be worn in school. c. Gum is not to be chewed while in school or on a school bus. d. Parents of students who need to take medicine must contact the nurse. All medicines must be kept in their original bottles in the nurse’s office. The nurse must receive a note explaining how the medicine is to be given. e. Students are to be respectful toward the school staff and parents. f. Students are to stand quietly at attention during the Pledge of Allegiance. g. Students are expected to respect school property. h. Students are expected to respect the property of others. i. Problems are to be solved in a nonviolent manner. Fighting is not allowed.

Students not following the general rules will receive detentions. Two violations will result in a call to the student’s parents. Additional violations may result in a student being suspended.

2. Lunchroom Behavior

Students have a right to eat in a safe and relaxed environment. All students are expected to: a. walk into and leave the lunchroom in an orderly manner. b. line up in the lunch line as directed by their teacher. There is to be no skipping or saving of places for other students. c. clean eating area before leaving the lunchroom. d. wait quietly at their tables to be dismissed. e. leave all food and drink in the lunchroom. f. refrain from shouting or creating a disturbance of any kind.

Students who do not follow these rules will not be allowed to eat in the lunchroom for a period of time determined by the severity of the violation.

3. Bus Code of Conduct

Riding on a school bus is a privilege. The bus driver is in charge of all students on the bus. Any direction given by the driver is to be followed. a. Students are to be courteous at all times while on the bus. b. Students are not to have any parts of their bodies through bus windows. c. Students are to talk in a normal tone of voice at all times. d. Students are to take assigned seats upon entering the bus. e. Students are to remain seated until the bus reaches their stops. f. Food or drinks are not to be consumed on the bus. g. Students will be responsible for any damage done to the bus.

Children who do not follow the Bus Code of Conduct will be punished. A detention will be given for the first offense. Additional offenses may cause the student to be removed from the bus.

4. Student Dress

Students must dress properly when in school. a. All clothing is to be neat, clean, and properly fitted. b. Clothes with offensive pictures will not be allowed. c. Footwear must be worn and securely fitted at all times. d. Halter, tank, and tube tops will not be allowed. e. Shorts are allowed only during warm weather.

Students wearing unacceptable clothing will be sent home to change into appropriate clothing and may also receive a detention.

Section I: Multiple Choice Questions:

1. What is this passage mostly about? A. punishing students who don’t sit on the bus B. making sure students are well behaved C. giving teachers and parents extra work D. encouraging students to get better grades

2. Why should students keep their body parts inside the school bus? A. to avoid being hurt on the bus B. to get more work done at school C. to allow more students to fit on the bus D. to help the bus driver move more quickly

3. Who should first hear an idea for a new rule? A. the principal B. teachers C. the committee D. students

4. How is this passage organized? A. by listing types of rules B. by listing kinds of punishments C. by telling how often the rules are broken D. by telling how upset the principal is

5. How would a student most likely first be punished for fighting on the bus? A. The student would be suspended. B. The student’s parents would receive a call at home. C. The student would not be let on the bus. D. The student would receive detention.

6. A student should read the code of conduct in order to A. see if he or she can think of another rule. B. make sure he or she is following the rules. C. know why his or her parents are angry. D. check when his or her homework is due.

7. What does the word privilege mean as used in the “Bus Code of Conduct” section? A. listing B. need C. special ability D. serious problem

8. Which of the following is a student allowed to wear according to the dress code? A. a hat B. tank tops in the fall C. shorts in the winter D. a sweater

9. Which behavior in the lunchroom will most likely result in a student being suspended from the lunchroom? A. leaving a mess at the table B. waving your arms out of the bus window C. talking in line D. all of the above

10. Who selects members of the Code of Conduct Committee? A. the PTA B. the students C. the Board of Education D. the principal

Section II: Open Ended Question

11. Monique’s classmates feel that the Code of Conduct is too strict. They have agreed to try to make changes to the code. What process should they follow in order to make changes? Use information from the passage to support your response.

Model 5th Grade Speculative Prompt

Writing Task

A young boy busily collected everything he would need to take with him. The next day, as he began to set up his equipment, he realized he was missing a very important piece. He has to decide how to solve this problem.

Write a story about the boy, his problem, and what he does to solve it.

The writing you do in your answer folder will be scored. You may use the box provided on pages 2 and 3 of your answer folder to plan your ideas before you begin writing your story. Then write your story on the lines that follow.

Begin your writing here.

Here is a story about a boy who wanted to do something really awesome, but he forgot an important part! Here is what happened: Damon is the popular kid on his block. The little kids look up to him because he’s older. He wanted to do something special. You know, he wants to show that he is a good role model for the little kids. So Damon plans a play for the parents in the neighborhood. He plans a great play with parts for all the other kids. He gives each of them a role, “Jeff, you will be the prince. Julie, you will be the princess. And I will be the king.” “But what will I be?” said little Cathy. “Oh, you will be the young girl who lives in the castle.” He made it sound important so she would feel important.

The story for the play would be about how the young prince would finally become king after his father. There was an important scene where the king would give the crown to the prince and be proud for him. This would be the point in the play hopefully that all the parents would smile and clap. They would be so proud of their children in the play at this point.

Finally then the big day came. All the parents were in chairs on the patio at Damon’s house. They were all ready to do the play because Damon had planned very carefully. He had a costume for everybody. He made a big poster to hang in the background. The poster made it look like they were in a garden near a castle. The other kids had helped paint it with supplies from Mrs. Schmidt’s art class. But Damon forgot one important thing! He did not have a crown! What can he do? Damon was freaking out.

But then he saw some dandylions nearby in the grass. He quickly put them together in a nice ring. He sorta sewed them together in knots and then he took some other little white flowers and put them on top. It looked like a beautiful crown of flowers. It worked just fine.

The play was a big success. All the parents clapped so loudly when the king gave the prince the crown! It turned out to be a big success. Good thing Damon was able to think so quickly! He was proud of how he could figure out solutions to the problem so quickly. 29

In this 5-point response, key ideas are developed that progress in a logical sequence. Varied and complex sentence structures contribute to the coherence of the story. (They were all ready to do the play because Damon had planned very carefully. He quickly put them together in a nice ring. He sorta sewed them together in knots and then he took some other little white flowers and put them on top. It looked like a beautiful crown of flowers.) Overall, the student demonstrates a strong command of the language.

Speculative Prompt

Grade 5

Writing Situation

Veronica became shipwrecked on an island. She survived for a month alone with only a backpack before being rescued.

Writing Task

Write a story about Veronica, the backpack and how she survived with the items in the backpack.

Speculative Prompt

Grade 5

Writing Situation

Benny was excited that school had closed due to a snowstorm that had passed through town. The storm left behind ten inches of snow and he couldn’t wait to go play in it.

Writing Task

Write a story about Benny’s adventure that takes place in this snowy weather.

Model Prompt – Explanatory Prompt – Hero

You will have 30 minutes to write your response.

Writing Task:

Heroes are people with qualities you would like to one day possess. Something they have done in the past, or something they continue to do, has made a big impact on your life. What person do you think is your hero?

Write a composition describing a person who is a hero to you. Explain why you think this person is a hero.

Start your essay here.

Martin Luther King Jr.

Do you have a friend who has a different skin color than you? Well, at one point in history you weren’t supposed to. White skinned people thought they had more rights than African Americans. You think that’s cruel now but people in the past didn’t. This is because many African Americans were against this act of cruelty. One man was named Martin Luther King Jr. He grew up with white friends but one day they just stopped playing with him. Wouldn’t you want to do something about it?

When Martin became an adult he took action. He reached out and hoped everyone would agree everybody had equal rights. Many African Americans joined him while the rest of America chose not to. These people who agreed were tired of being arrested for sitting in the front of the bus, getting a lesser education, and being treated like slaves. They did something about it.

Martin Luther King Jr. became famous for his peaceful ways. He even gave a speech called, “I Have a Dream.” It was about how everyone could get along, it was about equality. Martin did everything in his power to get his point through. He led marches, became a public speaker, and worked very hard. For this he received the Nobel Peace Prize for his efforts.

Many people, children and adults, look up to him as a hero, like I do. He set a good example by being a leader. Sadly Martin Luther King Jr. was shot by a man who disagreed. Even though he is gone we follow in his footsteps and maybe one day you can be a strong leader like Martin Luther King Jr!

Explanatory Prompt

Grade 5

Smile! by J. Robbins

“School Picture Day is not a joke,” my mom made sure to say. I told her that I’d try so hard to look my best all day.

But when it came my turn to smile, the camera played a trick; It made my skin come out all green – I looked like I was sick!

I asked to take another shot, so I could keep my word; But, sure enough, my eyes bugged out – I looked just like Big Bird!

Sorry, Mom, I tried my best to not look like a fool. No matter what, my silly teeth made me look like a mule.

Has there ever been a time when you needed to pose nice for a picture? Write about a time when you really needed to look good for a picture. Include the following: Why did you need to pose for the picture? Did you look nice for the picture? If you looked nice for the picture, explain what happened. If you didn’t look nice for the picture, explain what happened.

Explanatory Prompt

Grade 5

Explanatory Prompt Practice – Essay Based On A Topic

Complete your work on a separate sheet of paper. You may use this handout to plan your ideas. Use the Writer’s Checklist when it’s time to revise and proofread your work.

People enjoy playing games. Some take games they know and change the rules while others invent their own board games, ball games, or other games.

Write an essay about a new game you created or might like to create, or an old game for which you changed the rules. Be sure to explain your game by using details and examples to support your explanation.

3/4/2011