MS515389-8358_Gr5_LA-ST 5/8/09 10:45 AM Page 1 Student Name GRADE Mississippi Curriculum Test, Second Edition 5 MCT2 PRACTICE TEST BOOK LANGUAGE ARTS Practice Test 3 for MCT2 is developed and published by the Mississippi Department of Education. Copyright © 2009 by Mississippi Department of Education. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. The Mississippi logo appears courtesy of the Mississippi Development Authority. MS515393-8110_Gr3Fm1_R 2/2/09 3:52 PM Page 3 Language Arts: Section 1 Reading YOU ARE ONLY ALLOWED TO REVIEW THIS SECTION OF THE TEST TODAY. Page 3 MS515389-8358_Gr5_LA-ST 5/8/09 10:45 AM Page 4 R Read the following passage “Dare to Run.” Then answer questions 1–6 based on the passage. You may turn back to the passage as you answer questions. You may write in your test booklet, but you must mark your answers on your answer document. Dare to Run “Who’s next?” the coach called as I stood in line to sign up for the middle school track team. “Kayla Monroe,” I said as I stepped forward with a big smile. “Is this your first year running track?” the coach asked. 5 “Yes, yes, it is.” I stumbled over my words a little. I was afraid the coach might think I was too young to be on the team since I was still in fifth grade. “Track isn’t an easy sport,” he said. “Are you prepared to work hard every day at practice without complaining?” “Oh, yes. I love running,” I replied. 10 “Well, that’s good. I like having enthusiastic people on the team,” the coach said. “Practice starts tomorrow after school.” Ever since I could remember, I ran around my neighborhood and challenged people to races. I loved the wind whipping my hair behind me like a kite. I was convinced I would be a great track star one day. I was a 15 little nervous about running with mostly older students, but my determination marched me to practice the next day to face my fears. “Welcome to the first day of track practice,” the coach said. “If you’ve never been on the team before, just listen to my directions and watch your teammates. These exercises may seem difficult at first.” With that, he blew 20 his whistle and called out orders. “Circle up for stretching, and then prepare for the hill.” Most of the team just ignored me, but one girl came over and said, “You’re new to the team. Are you very fast?” “Uh, I don’t know,” I stammered. Before I could think of a better answer, 25 the girl turned away. What was wrong with me? I was so nervous about running against the older students that I had trouble speaking. I wondered about the hill all through stretching. What was it? I mean I know what a hill is, but what would we have to do? I soon found out. Coach ordered everyone to the bottom of a sand hill that looked like it touched 30 the sky. “Okay,” he said. “This is the toughest drill we’ll do all season. You are going to run up and down the sand hill ten times as fast as you can. Page 4 GO ON MS515389-8358_Gr5_LA-ST 5/8/09 10:45 AM Page 5 R Nobody stops; nobody whines. If you can’t make it, move to the side.” We all lined up, legs ready. “Go!” the coach barked, and up we went. 35 Now I consider myself strong; I am a bit small but strong. Running up that hill, however, was harder than I had imagined it would be. The sand was the problem; it kept collapsing under my feet. I tried leaning forward. I tried digging my feet in deeper, but people kept passing me shouting “Look out!” and “Move off to the side!” 40 “Don’t cry,” I told myself as tears filled my eyes. I had to step aside, chest heaving, breath coming in gasping spurts. I went home from practice feeling like a failure. That night my dad noticed my sad face and asked what was wrong. The story came pouring out. Dad listened quietly and then asked, “How badly do 45 you want to run?” “I really want to run,” I whispered through my tears. “Then run,” he said. “Everyone will learn to respect you if you don’t quit and you give it all you have. I know how determined you can be when you set your mind to it.” 50 The next day the hill looked as hard as it had the day before, but I had a new attitude and something to prove. “Go!” the coach thundered. Several older students ran by me as we started up the hill. I still slipped in the sand, and I still wanted to quit every step of the way; but I kept climbing slowly and steadily. When I reached the top, I gave a silent cheer and headed back 55 down again. Up and down I went ten times; and on my last time down, everyone clapped and cheered. My dad was right. I earned respect that day and became a part of the team. Page 5 GO ON 1. How does Kayla change after her 3. What can the reader infer is not a first track practice? cause of Kayla’s success at conquering the hill? A. She decides to respect her teammates for their A. Kayla’s coach expects the girls to determination. run up the hill ten times without complaint. B. She learns to run faster than most of her teammates. B. Kayla discovers how the sand collapses under her feet when C. She wants to impress the coach she first tries to run up the hill. more than she wants to impress her teammates. C. Kayla’s dad expresses confidence in her when he encourages her D. She stops comparing her running not to give up. skills to those of her teammates. D. Kayla relies on her own determination to climb the hill slowly and steadily. 2. Which sentence from the passage justifies the conclusion that Kayla is confident in her ability to compete? 4. Which statement from the passage does not contain an opinion? F. Ever since I could remember, I ran around my neighborhood and F. I was afraid the coach might challenged people to races. think I was too young to be on the team since I was still in G. I loved the wind whipping my fifth grade. hair behind me like a kite. G. “These exercises may seem H. Running up that hill, however, difficult at first.” was harder than I had imagined it would be. H. “Then run,” he said, “Everyone will learn to respect you if you J. I still slipped in the sand, and I don’t quit and you give it all still wanted to quit every step of you have.” the way; but I kept climbing slowly and steadily. J. Up and down I went ten times; and on my last time down, everyone clapped and cheered. Page 6 5. Read the following lines from the 6. Read this summary of “Dare to Run.” passage. Fifth-grade student Kayla Monroe I was a little nervous about running wants to be on the school track with mostly older students, but my team. Kayla is eager to prove herself determination marched me to practice Kaylabut quickly is eager learns to prove the team’s herself but the next day to face my fears. quicklypractices learns are difficult. the team’s The practices older arestudents difficult. easily The pass older her students on “the Which sentence accurately explains easilyhill,” telling pass herher onto move“the hill,” out oftelling their how figurative language is used in herway to as move they runout ofpast their her. way Kayla as theyfeels these lines? runmiserable past her. and Kayla defeated. feels Atmiserable the next andpractice, defeated. she puts At the all next of her practice, effort A. The figurative language shows sheand putsdetermination all of her effortinto running and up that the narrator is able to move determinationand down the hillinto ten running times. up She and closer to her goal to run with downsucceeds the hilland ten is acceptedtimes. She by the older students by ignoring her succeedsteam. and is accepted by the fears. team. B. The figurative language shows What information needs to be added that the narrator finally realizes to make this summary complete and her fears about trying out for the accurate? team are not reasonable. F. Kayla listened as the coach C. The figurative language shows suggested that the new people learn that the narrator’s desire to be from the more experienced members on the track team is stronger of the group. than her fears. G. Kayla hoped the coach would let her D. The figurative language shows join the team even though she was that the narrator’s fears are only in fifth grade. keeping her from reaching her goal of being on the track team. H. Kayla’s dad helped her think about her goal and offered his thoughts to help her make a decision about running up the hill. J. Kayla’s dream of one day becoming a track star caused her to run everywhere as fast as she could. Page 7 Mark your answers for questions 7–8 on your answer document.